text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
PRESS INFORMATION
Where the Monuments Men Were on Duty:
Nuremberg's Art Bunker
Nuremberg's most impressive bunker complex from the Second World War:
Securely hidden, deep in the rock of the castle hill, the most important art treasures of Nuremberg survived the hail of bombs of World War II unscathed.
Just after the beginning of the war, a storage facility with elaborate technology –
the only one of its kind in Germany – was created to protect valuable works of art from fire, smoke, gas and looting.
Safe from bombs, matchless cultural objects were kept in this one-of-a-kind salvage complex. They included famous Nuremberg artworks such as Veit
Stoss's Annunciation from St. Lorenz's Church; the "Männleinlaufen" clock from the Church of Our Lady; Martin Behaim's globe; paintings, copper prints and
documents from Albrecht Dürer; historical music instruments; altarpieces, stained-glass windows and choir stalls from all the Old Town churches and
scientific instruments and horological devices.
But it wasn't just local art that found a place here: Veit Stoss's High Altar of Our
Lady from Cracow – stolen from Poland by the Nazis – and the Imperial Insignia of the Holy Roman Empire from Austria were also stored here during the war.
That's why the so-called
Monuments Men of the US Army –whose task it was protect cultural property in war areas during and after World War II -- had an
important mission to fulfill in Nuremberg: While the battle was still raging in the city, they pressed forward to the art bunker to protect it from destruction and
looting and to later give the stolen art and artifacts back to their owners.
Press Office
Frauentorgraben 3
90443 Nürnberg
Deutschland
Phone: +49 911 23 36-114
In contrast to the bunker and the art treasures protected there, large parts of the city and, in particular, many historically valuable structures in the Old Town were completely destroyed. Some of these buildings could be reconstructed; others were irretrievably lost.
You can follow in the footsteps of the Monuments Men: A tour through the Historical Art Bunker focusing on art air-raid protection and the destruction and reconstruction of Nuremberg takes place daily.
Art Bunker Tours:
Length: ca. 75 minutes
Monday to Sunday: 2:30 pm
Friday and Saturday: 2:30 pm and 5:30 pm
Adults: 6 Euros
Students: 5 Euros
Children under 7 free when accompanied by an adult
Groups (in German): 90 Euros
Groups (in a foreign language): 100 Euros
Organizers: Förderverein Nürnberger Felsengänge e.V. (Association for the
Nuremberg Rock Cut Cellars)
https://museen.nuernberg.de/kunstbunker/
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LITERACY
- To recount:
` o An experience in space
- To entertain:
o Narrative writing of a Greek myth
o Creating own mythical beast and hero to feature in the story
o Description of a Viking invasion
o
INVESTIGATIVE SCIENCE EXPERIMENTS
- Earth and Space: Moon diary and space models.
- Forces: Exploring gravity, friction, air resistance and water resistance.
CROSS CURRICULAR MATHS incl. STATISTICS
- Data handling based on the planets – dimensions, distance from the sun etc;
- Interpreting graphs based on forces;
- Tables of results and graphs following investigative science experiments.
Computing
- E Safety;
- PowerPoint
Half term homework projects (optional)
Term 1: Earth and Space
Term 2: The Ancient Greeks
HOOK DAY/ENRICHMENTS
- Ancient Greek day TBC
- Viking enrichment from external visitor TBC.
Autumn Term Down to Earth with a Bump!
Year
- PHYSICAL EDUCATION
- Modern Dance
- Gymnastics
Discrete learning (unrelated to our topics) will also take place in:
- Cricket and hockey
Maths
Literacy
RE
PE
OUTDOOR LEARNING/HORTICULTURE
-
5
ART/DT
- ART – 3D sculpture making Ancient Greek pots;
- DT – Making authentic Greek cuisine
MUSIC
- Appreciation: Body Percussion and duration
PSCHE
- Relationships – Zones of Regulation, personal characteristics, self-esteem, friendships
- Being Me in My World – choices, behaviour and consequences
- Wellbeing journals
Topic
- Ancient Greece: democracy, myths and legends, geography of Greece.
- Vikings: Viking raids, comparing lifestyles, geography of the Nordic countries.
GEOGRAPHY
- Mapping skills: geography of Greece;
- Mapping skills: geography of Viking Scandinavia;
- Comparing geography from different eras. | <urn:uuid:c48ebc79-e740-4f6d-b07e-1960b57c9bbf> | CC-MAIN-2021-43 | https://www.spjs.org/static/curriculum_files/Y5%20Autumn%20Term%202021%20Explosion.pdf | 2021-10-17T13:37:01+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00141.warc.gz | 1,204,960,303 | 402 | eng_Latn | eng_Latn | 0.935091 | eng_Latn | 0.935091 | [
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Chapter 2 The Chemistry Of Life Answer Key Concept Map
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Structure of Atom Class 11 Notes Chemistry Chapter 2 • Discovery of Electron—Discharge Tube Experiment In 1879, William Crooks studied the conduction of electricity through gases at low pressure. He performed the experiment in a discharge tube which is a cylindrical hard glass tube about 60 cm in length. It is sealed at both the ends and ...
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Introduction; 18.1 Periodicity; 18.2 Occurrence and Preparation of the Representative Metals; 18.3 Structure and General Properties of the Metalloids; 18.4 Structure and General Properties of the Nonmetals; 18.5 Occurrence, Preparation, and Compounds of Hydrogen; 18.6 Occurrence, Preparation, and Properties of Carbonates; 18.7 Occurrence, Preparation, and Properties of Nitrogen
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enzymes, act by lowering the required for a reaction. 4.
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Section 2–3 Carbon Compounds (Pages 44–48) with Chapter 2 The Chemistry Of Life Worksheet Answers Prentice Hall Biology Pdf Dolapmagnetbandco inside Chapter 2 The Chemistry Of Life Worksheet Answers Chemistry Of Life Worksheet Kidz Activities throughout Chapter 2 The Chemistry Of Life Worksheet Answers
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Chapter 5: Searching and sorting algorithms
LEARNING OUTCOMES
By the end of this chapter students should be able to:
* explain why sorted lists are of more value than unsorted lists
* describe the bubble sort, selection sort and merge sort algorithms • use these algorithms to sort lists into ascending and descending order • describe the linear and binary search algorithms • use these algorithms to search sorted and unsorted lists • write code for the implementation of these algorithms. What your students need to know Students should: • be able to use pseudocode to create variables and display algorithms • be able to create and use arrays. Vocabulary • Ascending order • Descending order • Bubble sort • Insertion sort • Merge sort • Sequential • Linear sort • Binary search Common misconceptions and other issues Students should be encouraged to work through the stages of each sorting and searching algorithm, showing the results of each stage. It is worth stressing that when sorting into ascending order using a bubble sort, the highest unsorted value will be in its correct position at the end of each pass. The efficiency of the different algorithms should be stressed, particularly when comparing linear and binary searches. Skills and coding • Maths skills: – – Median (Activity 5.7 and Activity 5.8). • Coding skills: – – Use of pseudocode Draft sample
– – Nested loops
– – Creating and populating arrays
– – Finding the length of an array
– – Using loops to traverse an array
– – Using comparison operators.
© Cambridge University Press
1
Skills and coding for non-specialist teachers
1 Bubble sort
In a bubble sort, the first two items (i.e. items 1 and 2) are compared and are swapped round if they are not in the required order. Then the next pair (items 2 and 3) are compared. This continues until the end of the list.
next x
N = N – 1
endwhile
If they are being sorted into ascending order, the item with the highest value will be in its correct position at the end of the first pass. Passes are repeated until there are no swaps. The code for a bubble sort is given after Activity 5.2 of the Student Book. This pseudocode will check through the entire list each time. The students could be asked to write the code for a bubble sort and amend it so that it does not check the numbers at the end of the list, which are already in their correct positions each time it carries out a pass. This reinforces the consideration of algorithm efficiency. The algorithm can be adapted by decreasing the length of the list before the next iteration. This line should be added at the end of the algorithm: Bubble sort is explained in the Student Book and the solution to Activity 5.2. 2 Insertion sort In an insertion sort each item is examined in turn and moved into its correct position. If it is lower than items to its left then those items have to be moved to the right to accommodate it. Insertion sort is explained in the Student Book and the solutions to Activity 5.3 and Activity 5.4. Activity 5.4 asks students to create and test a program to carry out an insertion sort. A possible algorithm in pseudocode is given below. Draft sample
2
© Cambridge University Press
.
3 Merge sort Merge sort employs an algorithmic based on recursion. It is said to be,divide-and-conquer, as it breaks the problem into sub problems that are similar to the original problem, recursively solves the sub problems, and finally combines the solutions to the sub problems to solve the original problem. Because divide-andconquer solves sub problems recursively, each sub problem must be smaller than the original problem, and there must be a base case for sub problems. It has three parts: 1 Dividethe problem into a number of sub problems that are smaller instances of the same problem. 2 Conquerthe sub problems by solving them recursively. 3 Combinethe solutions to the sub problems into the solution for the original problem. Merge sort is explained in the Student Book and the solution to Activity 5.5. 4 Sorting algorithms Linear and binary search algorithms are very straightforward and students should have encountered them in their daily lives. Comparisons of the best and worst case scenarios provide a good example of discussing algorithm efficiency. Sorting algorithms are explained in the Student Book and the solutions to Activity 5.6 to Activity 5.9 The students are not asked to code a binary algorithm but it could be done as an extension activity. An algorithm, in pseudocode, is shown below. Draft sample
© Cambridge University Press
3
Prompting questions • Why is it important to sort things into an order? • How many examples can you think of where data has been sorted? • Bubble sort, insertion sort and merge sort are all different ways to sort data. How do you think these work? Starters, plenaries, enrichment and assessment ideas Starters and plenaries • Provide students with numbered cards in a random order. Tell them to place the cards next to each other and then sort them into order without telling them how. Then ask students how they sorted the data and to write their strategy down. How efficient was their strategy? Could they have done it better? Ask pairs of students to compare their techniques with each other, which one was faster and why? This can then be used to compare against the sorting techniques discussed in the chapter. It works well either as a starter or a plenary. • Students play a game. With a deck of sorted cards, a player chooses a number secretly. The 'magician' has to work it out using only questions such as 'is it higher or lower?' Another option is to play 20 questions with the class. The ideal questions are those which automatically eliminate at least half the options; such as 'is it male or female?' The popular CS4FN / Teaching London Computing initiative, funded by the Mayor of London, has a detailed outline of activities to teach searching algorithms. www.cambridge.org/links/kotd4006 Enrichment activities • Ask students to investigate the different search and sort algorithms. Can they find the most effective YouTube video that explains the different algorithms and their differences and characteristics? • Search through www.cambridge.org/links/kotd4007 and read through the resources. Using inspiration from that style, write an article to explain the different sort algorithms. Assessment ideas • Students carry out an investigation to code the different sort algorithms and run them with the same set of data. Can students discover which is the most efficient? Ask them to consider their own criteria for comparison and present their findings and justifications at the end. Draft sample
Answers
Activity 5.1
4
© Cambridge University Press
Activity 5.2
20
15
3
13
9
2
6
20/15/3/13. 9/2/6
20/15. 3/13. 9/2. 6
20. 15. 3. 13. 9. 2. 6
15/20. 3/13. 2/9. 6
3/13/15/20. 2/6/9
2/3/6/9/13/15/20
Activity 5.6
Activity 5.3 Activity 5.4 This algorithm assumes that the array testResults has already been initialised and populated and that a .length method is available that determines the number of elements in a list. Please see algorithm on page 33. number = testResults.length for index = 1 to number - 1: currentMark = testResults[index] position = index while position > 0 AND testResults[position - 1] > currentMark testResults[position] = testResults[position - 1] position = position - 1 endwhile testResults[position] = currentMark next index print(testResults) Activity 5.5 Draft sample
This algorithm assumes that the array popularNames has already been initialised and populated with the hundred most popular names.
```
found = false index = 0 name = input('Please enter the name you want to search for: ')
```
© Cambridge University Press
5
GCSE Computer Science for OCR Teacher's Resource
```
while found == false AND index < 100 if name == popularNames[index] then found = true endif index = index + 1 endwhile if found == true then print(name, 'is in the list.') else print(name, 'is not in the list.') endif
```
*
End of while loop
Activity 5.7 Activity 5.8 • Pick median 15 • Too low, so select right hand side, 6 numbers left so choose 56 • Too high, so answer is 45 Activity 5.9 • Find the length of the array • Start (of search items) equals 0 • End of search items equals length of array – 1 • While Start is less than or equal to End • Middle equals (start + end) / 2 • If Middle is equal to number entered tell the user and stop the loop • If middle is less than number entered then Start equals Middle + 1 • If middle is greater than number entered then End equals Middle – 1 • Inform the user that the number is not present Draft sample
6
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Journal of Education and Training Studies
Vol. 5, No. 8; August 2017
ISSN 2324-805X E-ISSN 2324-8068
Published by Redfame Publishing
URL: http://jets.redfame.com
Investigating the Effect of Reading Types Used in Turkish Lessons upon 5 th Grade Students' Reading Comprehension
Vafa Savaşkan
Correspondence: University of Sinop, Faculty of Education, Turkey.
Received: June 14, 2017 Accepted: July 12, 2017 Online Published: July 13, 2017
doi:10.11114/jets.v5i8.2491 URL: https://doi.org/10.11114/jets.v5i8.2491
Abstract
Reading that is the activity of identifying and interpreting the symbols in a text is essential in terms of broadening the horizon of individuals through learning new words, acquiring new understandings, and developing the creativity. Because reading is a learning domain that provides significant contribution upon mental development, it takes place in curriculums and teaching process. In order to fulfill a successful reading action, it is necessary to determine which type of reading practiced in a classroom environment is more efficient. Although implementing a type of reading constantly indicates it as successful, this is possible to change in some occasions.
The purpose of this research was to determine the effect of reading types used in Turkish lessons upon 5 th grade students' reading comprehension. In accordance with this purpose, each of the seven texts chosen by the researcher was provided to be read by a student group including twenty students through seven different reading types, and the students were also asked to answer comprehension questions prepared also by the researcher. In order for evaluating these questions, "Error Analysis Inventory" developed by Ekwall and Shanker and adapted into Turkish by Akyol was benefited. In the research, experimental design with post-test control group was used. At the end of the study, it was determined that silent reading affected the comprehension of students most with the rate of 81.4%, and reading by taking notes affected students' comprehending what they read least with the rate of 27.3%. The findings obtained in the research were discussed, and subsequently, suggestions were offered in accordance with the results after interpretation.
Keywords: reading education, reading skill, reading types, efficient reading
1. Introduction
The books have protected their place within the accumulation humankind have had as maintaining their presence from past to present. It is an undeniable fact that there is no more way rather than reading for reaching to the information written in these books. Therefore, researches have been carried out on what is the action of reading, ideas have been offered on how it is fulfilled, and various definitions have been made on reading.
Upon the definition of reading that has been accepted as one of the most important skills individuals should have, the researchers have been noticed to agree on the idea that "reading is a mental activity depending upon perceiving the meaningful words through the sense organs and making sense of, comprehending and interpreting these." There are definitions in different sources on the concept of "reading" expressed in the Turkish Dictionary published by TLA (Turkish Language Association) as "understanding a written text analyzing silently or turning these into sound at the same time" (TLA, 2005, 1494).
According to Yalcın (2002), "reading" is the process of perceiving the special symbols people previously define between each other through the sense organs, and evaluating these as interpreted by the brain. According to Gunes (2013), "reading is the learning domain that provides contributions upon mental skills besides the language skills." Gunduz and Simsek (2011) defined reading as "the activity of seeing, perceiving, comprehending and meaning the words, sentences or a text through all elements." According to Dokmen (1994), "reading is not seeing the words or sentences, but some mental activities are necessary beyond seeing in order for being able to read, especially for reading by understanding. Reading is a perceptual activity, a process of thinking."
That which is indicated by the word of "reading" in these definitions is not basic reading, but the functional reading that enhances the world of feelings and thoughts for the individuals. In this sense, reading provides significant contributions upon the enhancement of individual and social life, and development of personality (Gunduz and Simsek, 2011: 13). So
that reading not only establishes a bridge between the past and present, but also provides individuals to grow up and have a place in the social environment they live in (Yakici; Yucel; Dogan and Yelok, 2015).
It is possible to notice in recent years that properties considered to be acquired through reading have been emphasized more. The countries that want to determine the academic success of the students in an international platform have revised their own systems participating into some assessment studies (Berberoglu and Kalender, 2005). In this sense, PISA (Program for International Student Assessment) project is remarkable and important.
Turkey that involved in the PISA project in 2003 ranked the 34 th among 40 countries with 441 average score on reading (EARGED, 2005). PISA 2003 results were efficient upon shaping the Curriculums Reform launched in 2004. Elementary and secondary education curriculums developed according to the obtained results were put into practice, and it was explained that assessment of these curriculums would be held according to PISA 2006, and these curriculums would be developed in accordance with these results (EARGED, 2005).
Turkey ranked the best 37 th among 56 countries with 447 average score on reading in PISA 2006 in which Korea ranked the first with 556 average score (EARGED, 2010a), and ranked the best 39 th with 464 average score in PISA 2009 (EARGED, 2010b). When the results of PISA results organized by OECD in 2012 were considered, Turkey was noticed to take 475 points on reading skills. Turkey was here above the 464 points it took in 2009, and had an 11-point increase (OECD, 2013).
However, the latest PISA 2015 results were underwhelming for Turkey. When the results were analyzed, ranking of Turkey in PISA that had been joined since 2003 was noticed to be decreased. In fact, whereas the reading score of Turkey in 2003 was 441, the score decreased to 428 in 2015 (Ozdemir, 2016).
One of the reasons for carrying out this study was Turkey's not presenting a significant success on the skill of reading comprehension. The first and most efficient environment students acquire reading skill is schools. In this sense, it is necessary to look for the answer for why students do not understand what they read here. Answers of the problems such as whether the problem is related to curriculum or books or methods and techniques should be researched and solutions should be found.
Answers of some of these remarkable questions could be found through investigating the process of Turkish lessons. Understanding what you read accurately covers all lessons definitely. The purpose in education is to provide students understand what is lectured in all lessons in a healthy way. However, Turkish lessons have been known to be more dominant in this sense. In fact, Turkish lesson is the one that is more dominantly lectured rather than the others in elementary curriculum. Therefore, students' understanding what they read accurately can be provided through carrying out studies on reading comprehension (Ozdemir and Sertsoz, 2006: 238).
Reading education in Turkish lessons has become a part of students' life as of the first grade of elementary education. The purpose here is to develop the first reading skill of the students. For that reason, oral reading activities are included more in 1 st -3 rd grades for providing students to acquire the skill of reading fluently. As of the 4 th -5 th grades, learning domains are separated into disciplines, and knowledge acquisition and learning processes start. Majority of the reading activities fulfilled especially as of the second stage of the elementary education depends upon reading comprehension (Karatay, 2014: 7).
As could be seen, reading has a remarkable place in both school and daily lives of the students. Therefore, how reading types that have been frequently used in Turkish lessons lectured dominantly at schools rather than the other lessons affected students' comprehending what they read was emphasized in this study.
1.1 Reading Skill
The purpose of reading is determined by the individual's self. Some individuals read for being informed, experienced; some read for having a job to make their living; some read for overcoming their problems; and some read to take pleasure. So that, it is possible to say that individuals choose and read the books in accordance with their own thoughts and purposes (Yakici et al., 2015). In order for providing reading to be permanent, it is necessary to turn it into a habit. Acquiring this habit at school age provides developing positive attitudes and behaviors towards reading in following years.
When an environment where reading skills can be provided is considered, Turkish lesson is the component that comes to mind first. Although reading that has been started to be taught with writing during the first grade of school is fulfilled in any lessons, it is commonly accepted to be belonging mainly to Turkish lessons. For that reason, reading has been included into Turkish Lesson Curriculum as a skill necessary to be acquired in Turkish lessons, and as mentioned in the Curriculum, has been structured in an integrity including knowledge, skills and values in a way providing students to acquire willing writing and reading habits, to establish efficient communication, to acquire oral communication, language skills and mental skills related to reading and writing they could use their whole life, and to develop themselves individually and socially using these skills (MNE, 2015: 3).
In this sense, the sentence of "raising individuals who take pleasure of reading and learning evaluating and synthesizing through a critical viewpoint as comprehending what they read" among the vision items of Turkish Lesson Curriculum is remarkable (MNE, 2015: 3). In accordance with such a vision, what comes to mind first for raising individuals is the necessity of developing students' skills of using the language accurately. In fact, the place of language is important in students' expressing their own thoughts and feelings, establishing communication, developing mental skills, and acquiring knowledge. Development of language and mental skills facilitates students' processes of questioning the events, thinking multi-dimensionally, evaluating, making decisions, socializing and professional development. For that reason, it is necessary to develop language and mental skills of the students as of early ages. And for that reason, the skills on oral communication, reading and writing learning domains should be discussed in correlation with each other in an integrated way (MNE, 2015: 3).
Moreover, an explanation was also mentioned under the "reading" title of Turkish Lesson Curriculum that "Reading skill provides students to meet new information, situation and experiences reaching to different sources. Accordingly, this skill includes a process providing learning, researching, interpreting, discussing and thinking critically. In the curriculum students are aimed through reading learning domain to read written texts accurately and fluently, evaluate what they read, and get into the habit of reading as being conscious of how the texts reflect mentality, cultural, economic, artistic, economic, political, moral, etc. values of the period" (MNE, 2015: 6).
Reading skill starts with the willing for learning and entertaining; and includes a process from researching to interpreting, discussing and thinking critically. This process starts perceiving the lines, letters and symbols. Subsequent to perception, words and sentences are comprehended, and necessary information is selected. After selected information are put through the metal processes such as listing, classifying, questioning, establishing relationships, criticizing, and analyzing-synthesizing, problem solving and evaluating, this information is combined with pre-knowledge, and interpreted benefiting from the illustrations in the text (Gunduz and Simsek, 2011: 14).
Reading skill provides individuals to meet new information, events, occasions and experiences reaching to different sources. The ways for reaching to information have recently varied; however, this has not decreased the value of reading, and the basic factor for learning has remained the same as reading in today's world (Batur and Alevli, 2014: 22).
According to TUİK data (Turkish Statistical Institute) (2016), the time taken for reading in Turkey is 1 (one) minute as average. In this respect, Turkey has been ranked at the latest lines with 0.001 (one per thousand) reading rate. The most important reason for this was indicated with the result obtained in this research: "Reading book ranked the 235 th in requirement list of Turkish people." In fact, reading skill is the basic skill for several domains, and it is easy for individuals with reading skill to comprehend what they read accurately.
1.2 Reading Comprehension
Comprehension means "1. To perceive what something means and indicates. 2. To have another knowledge in a quality of result bringing new knowledge with the old together." (TLA, 2005: 101). Karakus (2005) defined comprehension as "perceiving and having knowledge on understanding what something means or indicates making a conclusion, taking a message from something seen, heard or from a word, sentence, behavior, event or fact." In this sense, the main purpose of reading is possible to be mention as understanding.
Analysis and interpretation of the texts have a remarkable place in lecturing of the Turkish lesson. Interpretation of a text depends upon reading and comprehending it accurately. Students' interpreting the text they read should not mean their expressing the text as orally or written adhering to the language the author has used. What is important here is students' expressing the text written with a sound, efficient and aesthetic language using the narration language expected from themselves without adhering to the text with their own sentences (Ozdemir and Sertsoz, 2006: 238).
Reading comprehension is the basic target of reading process; and moreover, this is a complicated process requiring the efficient and conscious cognitive efforts of the reader. The main purpose here is structuring the intellectual development of readers (Block, 2004: 2).
Günes (2004), mainly focused on finding the idea in reading, and grabbed the attention on reading comprehension's including the mental activities such as analysis, making choices, making decisions, translating, interpreting, translating, analyzing-synthesizing and evaluation besides consisting of finding the idea of the text, thinking on the ideas, searching for the reasons, making inferences, and assessment.
According to Kantemir (1995), reading comprehension was readers' comparing their knowledge with the author's knowledge, and making a conclusion on views they could accept among the views of author. Demirel and Sahinel (2006) mentioned that "reading" and comprehension" that seems as two different efforts were indeed correlated with each other with a cause & result relationship, and indicated that the first stage of reading comprehendingly was reading well, and
the second stage was comprehending the text. According to Balci (2016), "There are finding the meaning, thinking on the meaning, searching for the reasons, making inferences and evaluation during the reading comprehension process. Comprehension consists of the brain activities such as analysis, making choices, decision-making, and evaluation. During the process of interpretation, previous experiences of the readers are integrated with what is read during the comprehension process."
Reading is a mental process without the opportunity of direct observation. Gunes (1997) stated that the most important aspect for reading within the period we live in is making sense of what is read, namely structuring the meaning. Akyol (2011) emphasized that elementary education first grade students read 70 out of a 100-word text, high schools students read 50 out of a 100-word text and university students read 50 out of a 100-word text twice, and mentioned that such a reader would experience difficulties in following the technology era.
In order for comprehending what is read accurately, knowing the words in the text is remarkable. The increase at the number of unknown words in the text negatively affects the process of comprehension (Ozbay and Melanlıoglu, 2008: 32). "Comprehension is the reason for reading. If readers can read the words, but do not understand what they are reading, they are not really reading. To comprehend is not to simply absorb the author's meanings." (Green, 2007: 7)
Furthermore, the importance of reading rate during the process of reading comprehension should not be ignored. Akyol (2011) reported that redundantly slow reading rate negatively affected comprehension and reading amount; and reading fast decreased the rate for comprehension.
During the process of comprehending the text, efficient use of reading strategies facilitates comprehension (Balci, 2016: 18). Palincsar and Brown (1983), used strategies involving summarization, questioning, clarification, and prediction to increase comprehension in their experimental work using mutual teaching method. It has been observed that the students who are raised using this method have developed their ability to use abovementioned strategies strongly. The results indicated that the students in the experimental group had better results in the standard comprehension tests than the control group.
Stevens (1988) investigated the effectiveness of developing strategies on how to determine the main idea of explanatory text in a study. Throughout the course of the strategy teaching, students learned about the main idea of the paragraphs and the cognitive strategies for finding the appropriate heading. Students are taught to classify words, phrases, and sentences under appropriate headings. These essays are compared in the condition that both the classification and the strategy teaching are combined. The results showed that strategy teaching has significant effects on students' ability to determine the main idea about the content.
Also the type of reading benefited during the reading process affects comprehension of the content. For that reason, it is important to determine how reading types used in Turkish lessons affect reading comprehension of the 5 th grade students is essential.
1.3 Reading Types
In this research, oral reading, silent reading, shared reading, reading by highlighting, reading by glancing, reading by asking questions, and reading by taking notes as the types of reading used in Turkish lessons were emphasized.
1.3.1 Oral Reading
Revising the definitions related to oral reading used frequently by the teachers especially in the 1 st and 2 nd grades for developing the reading skills of the students provides understanding this type of reading better. Dokmen (1994) defined oral reading as "reading aloud with mouth and tongue movements." On reading, Koksal (1999) made a definition as "oral reading is the reading of a text aloud at a volume possible to be heard and listened pleasantly." Celik (2006) mentioned that "the first condition of oral reading is telling the words perfectly, and reading accurately, naturally and in a way like speaking in appropriate to our mouth in aesthetics of Turkish language" And Arici (2012) defined oral reading as "Oral reading is turning the text into sound by the help of various organs."
According to Kavcar (1995), "oral reading affects the listeners, and gives pleasure to hem. Listening to a really good reading, we can understand some complicated thoughts and feelings easily Joy and fluency in language of the read text gives us pleasure. Oral reading is efficient upon students' acquiring good listening habits."
Practice: After making a sample reading with a tone of voice everyone can hear clearly, the teacher ask questions to the students for comprehension, and conduct activities. Subsequent to the oral reading of the teacher, the students are grouped, and one students from each group or all students of the each group can read the text aloud (Gunduz and Simsek, 2011: 182).
1.3.2 Silent Reading
Because there is no vocalization in silent reading that is mostly encountered type of reading in life of individuals and
performed only with eye and mind coordination, brain and eye coordination is active. Because silent reading is only eye reading, eye sees more words rather than the vocalized words (Celik, 2006: 24).
Silent reading means comprehending a text following by eyes. (Arici, 2012: 35). Therefore, silent reading should not be perceived as telling the words inside not making a voice (Demirel, 1999: 66). Silent reading is the type of reading that is preferred more rather than the oral reading.
Practice: Any texts to be read in classroom environment or any books students want to read is read at a period determined by the teacher. During this process, the teacher plays the role model for the whole class reading silently. During the silent reading process, students are required not wriggling their lips. At the end of reading, it is possible to talk on the points that awaken the interest of students or students do not understand; and what students feel during the reading process can be expressed in a written or oral way (Gunduz and Simsek, 2011: 175, 176).
1.3.3 Shared Reading
The purpose in shared reading is to help students' reading a long text fulfilling an interactive reading activity under the guidance of teacher; and to provide them enjoy reading. This type of reading helps students' reading more fluently, acquiring appropriate reading habits, and students with weaker reading to understand the relationship between spoken and written language (Karadag and Yurdakal, 2016: 134).
Practice: In shared reading activity, reading is fulfilled in three stages as "before reading, during reading and after reading." During the process of before reading, the teachers talks to students on title of the text, sub-titles and illustrations, and asks students to make predictions on the content of the text to be read. During the reading activity, the teacher reads the text to be a role model, and asks students to follow the text with their eyes. In this stage, the teacher sometimes stops reading, and asks students to make predictions on the text by asking questions. At the end of reading, teacher and students have a talk whether the predictions made before reading the text are true or not. Open-ended questions related to the content are addressed to the students. So that, students are asked to structure what is intended to be explained in the text (Karadag and Yurdakal, 2016: 135).
1.3.4 Reading by Highlighting
The purpose in reading by highlighting is to determine key words and concepts that are possible to help for comprehension and considered to be important (Yildiz; Okur; Ari and Yilmaz, 2013: 133).
Practice: Students are asked to highlight the points they consider to be important in the content read by one of their friends or by the teacher on the text. The students create a significant text expressing the points they highlight or mark with a marker according to their own views with their own sentences. So that better comprehension of the content is provided.
1.3.5 Reading by Glancing
The type of reading by glancing is used for general comprehension of a subject or reminding the pre-knowledge related to a subject at the beginning of the reading process, before reading (Karatay, 2014: 60). The purpose in this type of reading is the comprehension of the subjects without entering into details.
Practice: In order to understand the content of a text, title of the text is glanced first. The text is evaluated analyzing the length in shape and genre. For understanding the topic of the text, the glance is shot on the text. The sentences possible to be the answer of the questions that appear on mind are read as a whole, and the main idea is obtained omitting the details (Gunduz and Simsek, 2011: 206).
1.3.6 Reading by Asking Questions
The purpose in this type of reading is providing students to think on the text and understand the text providing them to prepare questions before and during the reading activity (Yildiz et al., 2013: 133).
Practice: Practicing reading by asking questions can be fulfilled in two types. 1. After reading the text orally or silently, students write questions that appear on their minds. They seek answers to these questions in groups. One student from each group or classroom asks a question to one of his/her friends. 2. Before or during reading the text, students write the questions that appear on their mind related to the title or illustrations of the text on the blackboard. Answered questions are crossed out (Gunduz and Simsek, 2011: 216).
1.3.7 Reading by Taking Notes
The purpose in this type of reading is providing students to be active during the reading process and to remind important knowledge, thoughts and events for them (Yildiz et al., 2013: 133). Reading by taking notes is beneficial for providing students to remind and revise the knowledge they comprehend during the learning process, to learn what they cannot comprehend from different sources, and to acquire the habit of asking (Karatay, 2014: 61).
Practice: The students are asked to take notes from the texts they read during silent or oral reading activity. In this process, different study sheets can be given to the students. If the text will be read aloud, students are informed on genre and topic of the text and points to be taken into consideration are addressed. The teacher grabs the attention of the students reading important sentences or sections twice. At the end of reading, the notes taken by the students are evaluated. If the text will be read silently, students take notes on cards or papers for the points they consider being important (Gunduz and Simsek, 2011: 200).
It is known that the types of reading presented with their explanations and practices are frequently used in Turkish lessons. For that reason, it was aimed to be determined how different types of reading affected reading comprehension of 5 th grade students.
1.4 Problem Sentence
What is the effect of different reading types upon accurate reading comprehension of 5 th grade students?
1.4.1 Sub-Problems
1- What is the effect of oral reading upon comprehension level?
2- What is the effect of silent reading upon comprehension level?
3- What is the effect of shared reading upon comprehension level?
4- What is the effect of reading by highlighting upon comprehension level?
5- What is the effect of reading by glancing upon comprehension level?
6- What is the effect of reading by asking questions upon comprehension level?
7- What is the effect of reading by taking notes upon comprehension level?
The study is remarkable in terms of eliminating the basic factors preventing the reading of students according to the results to be concluded determining the effect of different reading types upon comprehension of 5 th grade students, and offering suggestions for developing these habits.
2. Method
2.1 Research Model
In this study, post-test control-group experimental design was used. The experimental design is defined as the research design used for discovering the cause and result relationships between the variables. The basic condition for a research to be experimental is the experiments' being appointed to the experimental process conditions as random (Büyukozturk, 2014).
2.2 Study Group
The study group of the research included randomly chosen twenty 5 th grade students studying at 5 th grade classrooms in Sinop provincial center. Students'
- Studying at the 5 th grade, and
- Being volunteer were necessary and adequate two criteria for participating into the study.
2.3 Data Collection
The research data were collected by the researcher by seven different texts chosen from the 5 th grade Turkish course books by the help of comprehension question related to these texts prepared also by the researcher. Chosen texts were especially regarded to be at the same level in terms of difficulty, easiness and appropriateness to the level of the target group. The information related to the texts was presented in Table 1.
Table 1. Information Related to the Texts Used in the Research.
For the reliability calculation of the research, reliability formula suggested by Miles and Huberman (1994) was used.
Figure 1. Reliability Formula Suggested by Miles and Huberman
R (Reliability) =
Na (Agreement)
Na (Agreement) + Nd (Disagreement)
In order to determine the reliability of the questions used in the research, another expert was asked to prepare five each comprehension questions related to seven texts determined by the researcher. Questions' being directly correlational with the texts and helping to measure comprehending the text was especially regarded both by the researcher and the expert. Subsequently, the researcher and expert came together for trying to determine the reliability of the questions they prepared, and they decided the reliability process ended when they had an agreement. In later stage, the studies were compared, and reliability was calculated. At the end of the calculation, the value of p=0,82 was obtained. Reliability calculation's being above 70% is accepted to be reliable for a research (Miles and Huberman, 1994). The result obtained depending upon this was accepted to be reliable for the research.
Comprehension questions determined after the reliability process were asked after making the students read the texts chosen by the researcher according to different reading types with specific intervals to the group including twenty volunteer 5 th grade students. A new text was given to the students for each reading type. The texts were submitted to the students with specific intervals (every other day). Here, the comprehension questions prepared by the researcher at the end of each reading activity on each group were asked to the students, and success levels were determined according to this. The students who participated into the research were classified with code names (S1, S2). During the implementation, answers of the students were regarded to be evaluated in groups, not individually. For that reason, no demographical information was asked from the students, and a different code was used for each type of reading.
2.4 Data Analysis
In this research, "Error Analysis Inventory" developed by Ekwall and Shanker (1988) and adapted into Turkish by Akyol (2011) was benefited for scoring the comprehension levels of the 5 th grade students. Below, Error Analysis Inventory used for determining the reading comprehension level was explained.
Table 2. Scoring Table Related to the Questions of Comprehension
According to this inventory, the questions depend upon being simple and in-depth. The answers related to simple comprehension questions are scored as "0: not answered questions; 1: partly answered questions; 2: fully answered questions." On the other hand, the answers related to the in-depth comprehension are scored as "0: not answered questions; 1: partly answered questions; 2: expected but incomplete answers; 3: complete and efficient answers."
For evaluating the questions, simple and in-depth comprehension questions were regarded. After the texts read by the students according to different types of reading, simple and in-depth comprehension questions measured reading
comprehension of the students. Simple comprehension questions were evaluated as maximum "2" points in correlational with the answers of the students. And in depth comprehension questions were evaluated as maximum "3" points in correlational with the answers of the students.
3. Results and Discussion
In this section, the findings related to the effect of oral reading, silent reading, shared reading, reading by highlighting, reading by glancing, reading by asking questions and reading by taking notes as the types of reading used in Turkish lessons upon reading comprehension of the 5 th grade students were included, and obtained results were presented in Table 3. While presenting the data, reading types were ranked from the highest to the lowest in accordance with the obtained findings.
Table 3. General Success Average of the Students According to the Types of Reading
When Table 3 was analyzed, level of reading comprehension activity fulfilled with silent reading during the reading studies performed by the group was noticed to be at the highest level with the rate of 81.4%. This type of reading was followed by shared reading (73%); reading by asking questions (65.5%); oral reading (62%); reading by highlighting (52.1%); reading by glancing (50.5%); reading by taking notes (27.3%), respectively. Individual results for comprehension levels according to each type of reading in terms of the participants were presented in tables below, and discussed.
One of the sub-problems of the research was determining the comprehension levels of the 5 th grade students during silent reading. Comprehension levels determined according to the answers of the students to the comprehension questions prepared for the text that was read silently were presented in Table 4.
Table 4. Comprehension Levels of the Students on Silent Reading Type
When Table 4 was analyzed, three (S6, S7, S8) out of twenty students who performed silent reading activity were noticed to have the highest (100%) comprehension level. Among the participants, there was one student (S19) with the lowest (53%) success level. This success level was followed by the success levels of 60%, 66%, 73%, 80%, 86% and 93%, respectively.
One of the reasons for majority of the students who participated into the study (81.4%) to be successful at silent type of
reading was possible to be explained through silent reading's not being a type of reading fulfilled only at school. It has been known that this type of reading has frequently been used in our daily lives. The most important property that distinguishes silent reading with the purpose of providing students to read fluently and fast (Yildiz et al., 2013: 131) rather than oral reading is not using the speech organs. It is faster because of sensing the words seen with the eyes through the brain and not using the speech organs. Furthermore, the inconveniences that appear in comprehending and understanding in oral reading are not encountered in silent reading. So that the text written during silent reading are comprehended better rather than the oral reading. Despite these positive properties of silent reading, oral reading has been used more frequently rather than silent reading. Although it is known that silent reading has been started rather than the other types of reading at schools, it has been supported in previous studies that silent reading type is more efficient in comprehending what is read, and affect reading rate more positively.
In his research upon 3 rd and 4 th grade students, Tazebay (1997) analyzed reading mistakes students had during the silent and oral reading, their negative reading habits, and effects of these properties upon students' comprehension skills and reading rate. This research was carried out with 192 elementary education students, and at the end of the research, it was determined that all of the participants made various mistakes during the oral reading. Some of these mistakes were following what they read with their fingers, not finding where they read, having high level of anxiety while reading, and sitting as leaned. These mistakes also negatively affected the comprehension of the students, and caused reading rate to decrease. At the end of the research, negative behaviors such as following with a pencil or finger were noticed during the silent reading. Despite this, whereas reading rate of the students was 80.6 words per minute during oral reading, this reading rate was determined to be 97.1 words per minute during silent reading. So that it was supported that silent reading more positively affected the reading rate.
Significance of developing the silent reading skill is on the basis for the reading fast comprehendingly. Because no time is spent for vocalizing during the silent reading, this type of reading is faster rather than the oral reading. Townsend (1997) emphasized that normal reading rate was 150 words per minute; and even the commentators announcing horse races could possible to vocalize 250 words per minute (cited by Coskun, 2002: 71). Despite this, Coşkun (2002) expressed that a successful reader could multiply this rate to a few more folds in silent reading. In this sense, Coşkun (2002) measured silent reading rate and comprehension levels of 160 high school 2 nd grade students from the schools with various socio-economic surroundings in his study. At the end of the research, he obtained such findings: Silent reading rate of high school 2 nd grade students was determined to be 155.9 words per minute in a newspaper article, 140.4 words per minute in a scientific text, and 146.8 words per minute in a literary text. Average of the silent reading rates of the students from three texts was specified to be 147.7 words per minute.
As could be seen, not organizing reading rate well was the leading of reading obstacles. This could especially be associated with students' falling behind the reading rate necessary to be obtained in oral and silent reading according to their grade or levels (Aytas, 2005: 5). Previous studies also indicated that the number of words read during silent reading was more than the number of words read during oral reading.
Another sub-problem of the research was determining the level of comprehension during shared reading in terms of the 5 th grade students. Comprehension levels determined according to the answers of the students to the comprehension questions prepared for the text that was prepared for shared reading type were presented in Table 5.
Table 5. Reading Levels of the Students on Shared Reading Type
When Table 5 was analyzed, it was determined that the highest comprehension level in the student group performed
shared reading activity was 100%, and the lowest comprehension level was 26%. Only two (S13 and S16) out of twenty students who performed shared reading answered comprehension questions fully and satisfactorily. The number of students with the lowest (26%) comprehension level was two (S14 and S18). The reason for the highest comprehension level in this type of reading could be predicted as students' performing a reading activity without getting bored as having joy that was one of the purposes of shared reading. Because a relationship between the pre-knowledge and knowledge offered in the text could be established in shared reading activities that provided opportunities for students to have a taste of success in the classroom environment, it was considered that students' structuring the knowledge in the text and so comprehending it facilitated.
Another sub-problem of the research was determining the level of comprehension during the activity of reading by asking questions in terms of the 5 th grade students. Comprehension levels determined according to the answers of the students to the comprehension questions prepared for the text that was prepared for reading by asking questions were presented in Table 6.
Table 6. Reading Levels of the Students on Reading by Asking Questions
When table 6 was analyzed, it was noticed that the highest comprehension level in the student group performed reading by asking questions activity was 100%, and the lowest comprehension level was 0%. In reading activity performed with reading by asking questions technique that aimed to provide students think on the text and comprehend the topic making them prepare questions (Yildiz et al., 2013: 133), students are provided to question the content, think on the content for comprehending the text, and increasing the comprehension strength asking questions to themselves in reference to the opposite approaches, title, sub-titles, visual elements, and characteristic structure properties (Karatay, 2014: 63). When the findings were analyzed, it was noticed that there was one student (S20) with the lowest (0%) comprehension level who did not answer any comprehension questions related to the text s/he read accurately.
In this study, after making the students read the text chosen for the reading type of asking by questions silently, they were asked to write the questions that appeared on their minds. Subsequently, the students were grouped, and they looked for answers to these questions. One student from each group or classroom asked a question to one of his/her friends, and the text was tried to be comprehended. It was predicted that a few students answered the questions incompletely because they were unaccustomed to a reading activity fulfilled in this way or they did not fully understand the questions.
Another sub-problem of the research was determining the level of comprehension during the activity of oral reading in terms of the 5 th grade students. Comprehension levels determined according to the answers of the students to the comprehension questions prepared for the text were presented in Table 7.
When table 7 was analyzed, it was noticed that the highest comprehension level in the student group performed oral reading activity was 100%, and the lowest comprehension level was 40%. It has been known that oral reading is a skill that should be taught before silent reading. Oral reading activity has been performed to the students since they start to school. Despite this, there have been expressions in the literature related to oral reading's developing reading skills of the students and being possible to decrease reading comprehension skill and required to be decreased slowly in upper grades of elementary education, for that reason. Because oral reading decreases reading rate, silent reading should take the place of oral reading as the level of grade increases (Karadag and Yurdakul, 2015: 126). When age levels of the students who participated into the research were considered, the premise related to students' achieving more success in silent reading due to their being prone to silent reading type more became stronger. The study group with twenty students' having the highest comprehension level (81,4%) in silent reading and the lowest comprehension level (62%) in oral reading could be associated with the increase at level of grade.
Another sub-problem of the research was determining the level of comprehension during the activity of reading by highlighting in terms of the 5 th grade students. Comprehension levels determined according to the answers of the students to the comprehension questions prepared for the text were presented in Table 8.
Table 8. Reading Levels of the Students on Reading by Highlighting
When table 8 was analyzed, it was noticed that the highest comprehension level in the student group performed reading by highlighting activity was 100%, and the lowest comprehension level was 0%. What is expected from the students in reading by highlighting is highlighting or putting the words into circle that cannot be comprehended in terms of their meaning from the context of the text or unknown in terms of their meaning in the text that is read aloud by the teacher of one of the friends or read silently. During this activity, students are encouraged to use sources such as dictionary or encyclopedia if they do not know or sense the words with important functions for comprehending the text (Karatay, 2014: 62). In reading by highlighting, because some students cannot listen to a text carefully or read the text carefully they read silently, they have difficulty in sensing the unknown words within the context and experience weakness in acquiring the skills such as comprehending the basic judgments, topic and main idea of the text.
Another sub-problem of the research was determining the level of comprehension during the activity of reading by glancing in terms of the 5 th grade students. Comprehension levels determined according to the answers of the students to the comprehension questions prepared for the text were presented in Table 9.
Table 9. Reading Levels of the Students on Reading by Glancing
When Table 9 was analyzed, it was noticed that the highest comprehension level in the student group performed reading by glancing activity was 100%, and the lowest comprehension level was 0%. It was necessary to investigate the efficiency of this type of reading in which two students (S16 and S20) had the lowest comprehension level in classroom environment. In fact, reading by glancing is used to remind pre-learning and knowledge on the subject and comprehend the subject in general before the process of text reading (Karatay, 2014: 60). In this research, the students were asked to glance the text fast in order to understand what is the topic of the text about and read the sentences possible to be the answer of the question that appeared on their minds according to the impressions they had from the words used in the text. So that comprehension of the text was aimed. Determining the total comprehension levels of the students who answered the comprehension questions prepared on the sample text read by glancing as 50.5% could be associated with their not being so familiar with such kind of reading type and not knowing to what they should pay attention.
The last sub-problem of the research was determining the level of comprehension during the activity of reading by taking notes in terms of the 5 th grade students. Comprehension levels determined according to the answers of the students to the comprehension questions prepared for the text were presented in Table 10.
Table 10. Reading Levels of the Students on Reading by Taking Notes Type
When Table 10 was analyzed, it was noticed that the highest comprehension level in the student group performed reading by glancing activity was 53%, and the lowest comprehension level was 27.3%. In reading by glancing activity with 27.3% total comprehension level, the students were asked to takes notes on they could and could not comprehend from the text on margins or their notebooks. In these studies, students were provided to remind and revise the knowledge they comprehended during the learning process, to learn what they could not comprehend from different sources, and get the habit of asking. According to the results of this research, lowest level comprehension of the students who performed reading by glancing activity could be associated with students' not knowing to take notes, and not comprehending which sentences or sections were important while reading the text.
4. Conclusion and Suggestions
These results were concluded in this study in which reading comprehension levels of the 5 th grade students were tried to be determined: It was determined that the type of reading with the highest success average in reading studies performed to a group including twenty students was silent reading (81.4%); and this was followed by shared reading (73%); reading by asking questions (65.5%); oral reading (62%); reading by highlighting (52.1%); reading by glancing (50.5%); and reading by taking notes (27.3%), respectively.
In accordance with the results, the suggestions below related to more efficient use of different reading types in Turkish lessons could be offered:
1. In order to obtain more success in silent reading type, teachers should be provided to pay attention on some points. Namely, during the silent reading, lips should not be wiggled, the text should not be followed with fingers or something else; no head and body movements should be acted during the reading activity; and silence should be kept during reading. A good silent reading habit acquired paying attention on these points provides time and energy saving for the students.
2. In order to gain more success in shared reading, students should be given opportunities for having a taste of success in groups, and they should be encouraged to participate into the reading activity. So that weak readers who actively participate into the reading activities are supported to comprehend the relationships between spoken and written language.
3. In order to obtain more success in reading by asking questions, it is necessary to increase comprehension levels of the students asking questions to them, and to learn supervision. For this, developing the students' skill of asking questions should be regarded, and asking the questions not only in knowledge step but also in upper steps such as analysis, synthesis, and evaluation should be supported. In this sense, it is necessary to abolish boringness in reading by asking questions activity and to prepare questions students could enjoy to find the answers for increasing the interest towards the text. The answers to the questions written on the blackboard, notebooks or on the sheet with the text can be provided to be found by the students. During this activity, the students can be grouped, and whether the answers of the some questions they write are in the text or not can be discussed.
4. It has been known that oral reading is remarkable in students' learning reading, increasing the reading rate, and having pleasure and meaning listening to what is read. The purpose for oral reading is to provide students to understand how the words in a text are pronounced and from which context they are used. For that reason, enhancement of vocabulary, and pronouncing in accordance with the stress and intonation of the words should be regarded for students in order to achieve more success. During the oral reading that serves to this purpose, clean speech abilities of the students develop, as well. Furthermore, during the oral reading, reading level of the students is determined, and mental activities of the listeners improve (Yildiz et al., 2013: 131-132). Because intervening to the students during the reading activity prevents comprehension of the text, the mistakes during the oral reading should be corrected soon after the activity ends (Karadag and Yurdakal, 2016: 129).
It has been known that oral reading has been started at school earlier rather than the other types of reading. Because oral reading that has contribution upon developing the reading skills of the students slows reading skills, it should be decreased slowly as the level of grade increases. In order for increasing the reading rates of the students, silent reading instead of oral reading should be preferred in upper grades (Karadag and Yurdakal, 2016). Aytas (2005) suggested that oral reading at one third rate should be included in early years of elementary education second grade; and this rate should be slowly decreased in second and third grades.
5. For increasing the success of reading by highlighting, students can be provided to highlight the words they cannot make any sense or they do not know the meaning during the activity of oral or silent reading activity, and then they can be made to find other words possible to be associated with these. The words unknown for the students can also be provided to be comprehended making them find the sentences including topic, main idea and auxiliary ideas of the text.
6. In order to increase success of the reading by glancing, it is necessary to provide students to perceive the text they will glance as a whole. For this, studies on broadening the active visual space can be carried out. It has been known that it is essential to focus on several targets at once and increase the reading rate for paying attention to important areas. In reading by glancing activity, it is necessary to provide students focusing primarily on the target, reading the answers of the questions on their mind as a whole, and reaching to the main idea omitting the details. For this, the teachers allow a specific time to the students for finding the main idea of the text. At the end of the time, the students are provided to discuss the answers and tell about the main idea they find.
7. In order to increase the level of comprehension in reading by taking notes, students should make predictions on genre and topic of the text before starting to the activity, the structural properties to be addressed should be emphasized after
reading the text, and subsequently, students should be asked to take notes for determining these properties of the text. When necessary, the teacher should reread the important sentences or sections in the text, and students should be provided to pay attention on these. At the end of reading, students should benefit from the notes they take for answering the questions in terms of comprehending the text. So that students can be provided to acquire note-taking, recording, and coding skills through a writing technique specific to their own. These implementations can be performed both individually and at the same time.
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Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
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Watering Guidelines
Do not rely on your irrigation system to supply sufficient water to your newly installed plants for the first year.
Until the roots grow beyond the umbrella of leaves, rain and irrigation systems often do not reach the root zone. New plantings should be watered until the ground is frozen (usually middle November). If irrigation systems are shut off, you must continue to water by hose. Follow these guidelines in addition to your irrigation system to give your plants the proper start.
**Place a water gauge (tin can, jar) on the ground to measure the amount of water your system delivers.
*Hedges are best watered with a soaker hose.
New plantings should be watered until the ground is frozen.
If irrigation systems are shut off, you must continue to water by hose. | <urn:uuid:c8431178-116a-449e-91c8-4ecc75df8b6f> | CC-MAIN-2019-39 | https://atlanticnursery.com/wp-content/uploads/2019/07/Info-Sheet-Watering-Guidelines-2019.pdf | 2019-09-20T21:18:32Z | crawl-data/CC-MAIN-2019-39/segments/1568514574077.39/warc/CC-MAIN-20190920200607-20190920222607-00233.warc.gz | 377,963,374 | 162 | eng_Latn | eng_Latn | 0.998558 | eng_Latn | 0.998558 | [
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ALTERNATE STORY
Devon Sillet & Nicky Johnston
What things would they do together?
by _______________________
Did you enjoy the book? Score it out of 5 dogs.
What would the settings be?
Imagine Olivia had a different pet. What would pet would you choose?
Draw Olivia's different pet
Alternate Story Activity Sheet 2, Saying Goodbye to Barkley - Devon Sillett & Nicky Johnston - ekbooks.org | <urn:uuid:12bdfee8-cf81-43cc-be32-17be1bc23422> | CC-MAIN-2019-39 | https://ekbooks.org/wp-content/uploads/2019/06/Activity-2-Saying-Goodbye-to-Barkley-Alternate-Story.pdf | 2019-09-20T20:35:39Z | crawl-data/CC-MAIN-2019-39/segments/1568514574077.39/warc/CC-MAIN-20190920200607-20190920222607-00234.warc.gz | 444,708,780 | 90 | eng_Latn | eng_Latn | 0.994913 | eng_Latn | 0.994913 | [
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Maths
- Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
- Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison
- Solve problems involving similar shapes where the scale factor is known or can be found.
- Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.
Art / Design Technology
- Children will improve their mastery of art and design techniques using a range of different materials including clay.
RE
- Children will consider the question: 'What did Jesus do to save human beings?'
SATs Week
Monday 13th May – Thursday 16th May.
WOW Day Viking visitor.
Horrible History
P.E
- Cricket
- Rounders
History
Children will:
- Learn about Britain's settlement by Anglo-Saxons and Scots and the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
English
Childern will learn to understand what they read by:
- Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Draft and write by:
- Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
- Writing for a range of purposes and audiences.
Science
Children will learn to:
- Identify the effects of air resistance, water resistance and friction.
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. | <urn:uuid:0ad613c7-22fd-4250-b8ba-7f004b9759e6> | CC-MAIN-2019-39 | https://s3.eu-west-1.amazonaws.com/jotter2.files/10174374?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dterm-5---horrible-history.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190920%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190920T204427Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=38b3f1b3b839335d67262b752db2c8c20c7cf9d969dec3f96588a9d8d7811647 | 2019-09-20T20:44:28Z | crawl-data/CC-MAIN-2019-39/segments/1568514574077.39/warc/CC-MAIN-20190920200607-20190920222607-00234.warc.gz | 632,717,261 | 352 | eng_Latn | eng_Latn | 0.994925 | eng_Latn | 0.994925 | [
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Biology A Final Exam Review
Name: ________________________________________ Date: ___________ Hour: __________
UNIT 1 – Introduction to Microscopy
1. Biology is the study of ________________________.
2. List the 8 characteristics of life.
3. Define metabolism & give an example.
4. Define evolution & give an example.
5. Define homeostasis & give an example.
6. A tadpole becoming a frog is an example of which characteristic of life?
7. List of the four reasons viruses are not considered living things:
8. Life comes from other living things: BIOGENESIS or SPONTANEOUS GENERATION
9. Life arises from non-living matter: BIOGENESIS or SPONTANEOUS GENERATION
10. What did Redi's experiment involve?
11. Did Redi's results support biogenesis or spontaneous generation?
12. What did Needham's experiment involve?
13. Did Needham's results support biogenesis or spontaneous generation?
14. What did Spallanzani's experiment involve?
15. Did Spallanzi's results support biogenesis or spontaneous generation?
16. What did Pasteur's experiment involve?
17. Did Pasteur's results support biogenesis or spontaneous generation?
18. What is a hypothesis?
34. Write the equation for cellular respiration using the chemical formulas.
35. What are the two reactant of cellular respiration?
36. What are the two products of cellular respiration?
37. Does cellular respiration store or release energy?
38. In what organelle does cellular respiration take place?
39. List two reasons why photosynthesis and cellular respiration are considered opposite processes.
40. Name the structures below as ATP and ADP. How can you tell which is which?
41. What must be done to release energy from ATP?
42. What must be done to add energy to ADP?
43. What does aerobic mean?
44. What does anaerobic mean?
45. Cellular respiration is: aerobic or anaerobic?
46. Fermentation is: aerobic or anaerobic?
47. Why do cells prefer to perform cellular respiration over of fermentation?
48. What process do yeast cells perform when there is oxygen available?
49. What process do yeast cells perform when there is NO oxygen available?
50. What process do muscle cells perform when there is oxygen available?
51. What process do muscle cells perform when there is NO oxygen available?
19. In an experiment testing how various amounts of water affect the growth of the tomato plant, what would be the…
a. Independent variable –
b. Dependent variable –
c. Control –
d. Constants (list 3) –
20. What is the purpose of a control group?
21. When using a microscope, which adjustment knob & lens should you use first?
22. On a microscope, what does the iris diaphragm do?
UNIT 2 – Energy Transfer
23. What is the monomer of carbohydrates?
24. Name three functions of carbohydrates.
25. Describe photosynthesis in words…
26. Write the equation for photosynthesis using the chemical formulas.
__________ + __________ + (_______________) →__________ + _________
27. What are the two reactants of photosynthesis?
28. What are the two products of photosynthesis?
29. Does photosynthesis store or release energy?
30. What is a pigment?
31. What pigment is used by plants to perform photosynthesis?
32. In what organelle does photosynthesis take place?
33. Describe cellular respiration in words…
__________ + __________→__________ + _________ + (_______________)
UNIT 3 – Protein Synthesis
52. What is the monomer of protein?
53. List eight functions/types of proteins.
60. Where does transcription occur in the cell?
61. Where does translation occur in the cell?
62. What has been made at the end of protein synthesis?
63. What is a mutation?
64. List three reasons why DNA might mutate.
54. What is the monomer of nucleic acid?
55. What are the two types of nucleic acids?
56. DNA
a. Contains the sugar is _______________________
b. Contains the four nitrogen bases are adenine, guanine, cytosine & ___________.
c. Is a _________________-stranded molecule.
d. Codes for ____________________.
e. Give the complementary DNA strand. GCA TCG GCT AAA
57. RNA
a. Contains the sugar is _______________________
b. Contains the four nitrogen bases are adenine, guanine, cytosine & ___________.
c. Is a _________________-stranded molecule.
d. What are the three types & what is the function of each?
e. Give the complementary RNA strand. GCA TCG GCT AAA
58. What are the two processes of protein synthesis?
59. When do the following take place: transcription or translation?
a. DNA is unzipped.
b. tRNA brings amino acids to the ribosome.
c. mRNA is made.
d. mRNA is read by a ribosome.
e. A chain of amino acids (protein) is made.
65. True or False:
a. Mutations always change the nucleotide sequence.
b. Mutations always change the amino acid sequence.
c. Mutations always change how the protein works.
d. Mutations are usually harmful.
e. Mutations are usually beneficial.
UNIT 4 – The Cell Membrane
66. What type of molecule is found in membranes and waterproofing structures?
67. What two types of molecules are used by the body as an energy source?
68. What is the function of the cell wall?
69. What is the function of the cell membrane?
70. Diffusion:
a. Requires energy? Yes No
b. Requires a protein? Yes No
71. Facilitated diffusion:
a. Requires energy? Yes No
b. Requires a protein? Yes No
72. Active transport:
a. Requires energy? Yes No
b. Requires a protein? Yes
No
73. The diffusion of water across a selectively permeable membrane is called _______________.
74. What happens to an animal cell in a hypotonic solution?
75. What happens to a plant cell in a hypotonic solution?
76. What happens to an animal cell in a hypertonic solution?
77. What happens to a plant cell is a hypertonic solution?
UNIT 5 – Cell Parts & Functions
78. Bacteria are: prokaryotic or eukaryotic
79. Plants & animals are: prokaryotic or eukaryotic
80. List the only organelles found in prokaryotic cells.
81. List the organelles that can be found in animal cells, but not plants.
82. List the organelles that can be found in plant cells, but not animals.
83. Which organelle reads mRNA to make proteins?
84. Which organelle contains DNA?
85. Which organelle breaks down unwanted/unused materials?
86. Which organelle attaches chemical signals to proteins for transport?
87. Which organelle stores unwanted/unused materials?
88. Which organelle helps the chain of amino acids fold into a protein?
89. Which organelles aid in the movement & signals of some animal/prokaryotic cells?
90. List the levels of organization from SMALLEST to LARGEST
Cells ______________ _______________ ________________ _______________
91. All cells perform the same tasks in multicellular or colonial organisms?
92. Cells depend on each other in multicellular or colonial organisms?
93. All cells contain the same organelles in multicellular or colonial organisms?
94. Cells that have not become specialized yet are called _______________ cells.
95. What are the two types of stems cells? Give advantages & disadvantages of each.
UNIT 6 – The Cell Cycle
96. As a cell grows,
a. It has trouble ____________________________________________________.
b. Places more demands on ____________ to produce enough _______________.
a. It has trouble ____________________________________________________.
b. Places more demands on ____________ to produce enough _______________.
97. During which part of the cell cycle is the cell performing normal cellular functions?
98. During which part of the cell cycle is the cell replicating its DNA?
99. During which part of the cell cycle is the cell copying its organelles & checking for mistakes in the DNA?
100. Label each as either mitosis or meiosis:
a. Performed for growth and repair of the organism.
b. Performed for sexual reproduction of the organism.
c. Produces gametes.
d. Produces somatic cells.
e. Produces 4 genetically different cells.
f. Produces 2 genetically identical cells.
g. Homologous chromosomes form tetrads.
h. Crossing over occurs.
101. List the 4 phases of mitosis in order.
102. What happens during prophase? (4)
103. What happens during metaphase? (1)
104. What happens during anaphase? (1)
105. What happens during telophase? (4)
106. In the figure to the right, what is:
a. Part A called?
b. Part B called?
107. List the 8 phases of meiosis in order.
108. Homologous chromosomes:
a. Definition:
b. One is received from ___________ and one from _____________.
c. They form _____________ during prophase I.
d. They undergo the process of __________________________ during prophase I.
109. What happens in prophase I of meiosis that doesn't happen in mitosis? (2)
110. What process is shown on the right?
111. Why is crossing over advantageous?
112. When some cells have lost the ability to control their growth & division it is called
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Word Detectives: Multiple-Choice Format
What's my WORD?
Where did I see it? (text/page/paragraph)
WHAT to look for…
* Definition clues
* Visual clues
* Description/explanation clues
* Synonym clues
* Antonym/contrast clues
* Example clues
* Inference clues
… and WHERE
Look both ways (before and after the word).
Look both near and far. Clues won't always be in the same sentence as the word!
What does the word mean in this passage? My BEST GUESS is…
a)
b)
c)
d)
HOW did I come to this definition? WHAT CLUES did I find in the text?
Stop and think. If I plug my definition back into the text, does it MAKE SENSE?
What's the OFFICIAL DEFINITION? Check at least two sources. Combine what you find.
Was my initial guess CORRECT?
If not, can I find anything now that supports the correct definition?
REPRODUCIBLE
|
Tools for Conquering the Common Core
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SWOSU BULLDOG WELLNESS
September 2019
SWOSU Bulldog Wellness Committee
Description
National Childhood Obesity Awareness Month
One in 5 children in the United States have obesity. Childhood obesity puts kids at risk for health problems that were once seen only in adults, like type 2 diabetes, high blood pressure, and heart disease. The good news is that childhood obesity can be prevented. In honor of National Childhood Obesity Awareness Month, SWOSU encourages your family to make healthy changes together.
* Get active outside! Walk around the neighborhood, go on a bike ride, or play basketball at the park.
* Limit screen time. Keep screen time (time spent on the computer, watching TV, or playing video games) to 2 hours or less per day.
* Make healthy meals. Buy and serve more vegetables, fruits, and whole-grain foods. Taking small steps as a family can help your child stay at a healthy weight.
Follow this and additional works at: https://dc.swosu.edu/wellness
Part of the Dietetics and Clinical Nutrition Commons, Health and Medical Administration Commons, Health Information Technology Commons, and the Medical Education Commons
Recommended Citation
SWOSU Bulldog Wellness Committee, "September 2019" (2019). SWOSU BULLDOG WELLNESS. 34. https://dc.swosu.edu/wellness/34
This Book is brought to you for free and open access by the Newsletters at SWOSU Digital Commons. It has been accepted for inclusion in SWOSU BULLDOG WELLNESS by an authorized administrator of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact firstname.lastname@example.org.
Southwestern Oklahoma State University SWOSU Digital Commons
Newsletters
SWOSU Wellness Newsletter
September 2019
National Childhood Obesity Awareness Month
One in 5 children in the United States have obesity. Childhood obesity puts kids at risk for health problems that were once seen only in adults, like type 2 diabetes, high blood pressure, and heart disease.
The good news is that childhood obesity can be prevented. In honor of National Childhood Obesity Awareness Month, SWOSU encourages your family to make healthy changes together.
- Get active outside! Walk around the neighborhood, go on a bike ride, or play basketball at the park.
- Limit screen time. Keep screen time (time spent on the computer, watching TV, or playing video games) to 2 hours or less per day.
- Make healthy meals. Buy and serve more vegetables, fruits, and whole-grain foods.
Taking small steps as a family can help your child stay at a healthy weight.
National Yoga Awareness Month
September is official National Yoga Month (a national observance designated by the Department of Health & Human Services) designed to educate about the health benefits of yoga and to inspire a healthy lifestyle. Available reviews of a wide range of yoga practices suggest that it can reduce the impact of exaggerated stress responses and may be helpful for both anxiety and depression. In this respect, yoga functions like other selfsoothing techniques, such as meditation, relaxation, exercise, or even socializing with friends.
5 Reasons to Practice Yoga:
- Helps to reduce stress
- Increases concentration and focus
- Reduces future injuries by increasing flexibility and range of motion
- Helps build your physical strength and mental fortitude
- Cultivates the mind body connection
Yoga on the Lawn
SWOSU is partnering with Angela Fleming of Salt & Light Yoga and Barre Studio in Weatherford, OK to bring "Yoga on the Lawn" to campus. On Saturday September 7 th from 8:30AM-9:30AM come out to the Student Union Lawn with a mat and some water to enjoy a relaxing yoga session.
National Guacamole Day
Guacamole (or guac for short) is made of avocados, which are well-known for their health benefits due to their high vitamin content and lots of those healthy fats that help to lower cholesterol.
Traditionally, guacamole is served with tortilla chips, but it's also good with regular corn chips, carrot sticks (or celery), and even on sandwiches, salads, or hamburgers. Some people even blend it into smoothies! However you like your guacamole, break out a big bowl of it and start dipping on September 16.
The SWOSU Wellness Committee also invites you to come to the Student Union from 2:30-3:30 to partake in a demonstration prepared by Radonna Sawatzky. She will be showcasing how to make guacamole as well as leave you with some delicious samples!
Blood Drive
The Oklahoma Blood Institute will be hosting a Blood Drive in the Wellness Center on September 16 th and 17 th from 11:00AM-4:00PM.
Shape Your Future
Shape Your Future is a program through the Oklahoma Tobacco Settlement Endowment Trust (TSET) and the Oklahoma State Department of Health devoted to improving the health of Oklahomans. Oklahoma is ranked 48th nationally for health and has some of the highest child and adult obesity rates in the nation.
Shape Your Future strives to educate Oklahomans on ways to eat better, move more, drink water and be tobacco free. They provide resources for parents, children, teachers and businesses to help make healthy choices become the easiest choices. Explore their website at https://shapeyourfutureok.com/get-active/save-time/ to find great ways on how to incorporate healthiness into your everyday routine!
App of the Month
It's the start of the fall semester and a busy time for students and teachers which is why we're excited to share with you this App of the Month that will help you stay organized. The Evernote app is a centralized notepad for everything – notes, sketches, text, PDFs, even audio recordings and videos. Evernote can also sync and save items from the internet. It enables you to use your phone to scan documents for when you need to email an image or collaborate on a project with others. Evernote has a great comptatability feature that will synce with Dropbox, as well as all of your other devices so you're never having to use more than one resource to acess you're files.
UPDATE:
The Bulldog Wellness page is has undergone an update featuring a new tab titled "Wellness Programs & Events" There, you will find upcoming programs and classes offered by the Wellness Committee and other departments on campus, plus more information regarding health and wellness provided by SWOSU. | <urn:uuid:00638524-69dd-408b-9c0a-37155653a52d> | CC-MAIN-2019-39 | https://dc.swosu.edu/cgi/viewcontent.cgi?article=1033&context=wellness | 2019-09-20T20:28:42Z | crawl-data/CC-MAIN-2019-39/segments/1568514574077.39/warc/CC-MAIN-20190920200607-20190920222607-00236.warc.gz | 437,794,254 | 1,349 | eng_Latn | eng_Latn | 0.993769 | eng_Latn | 0.996406 | [
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english
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Name________________
Date________________
*Sentence Completion 9 (high-advanced GRE level)
Directions: Choose the best word(s) to complete each sentence.
1. Because the trumpeter hoped to cheer up the depressed crowd on the street, he blasted out ______ ditty that was certain to enliven all listeners.
A. a cacophonous
B. a dulcet
C. a lugubrious
D. a jocund
E. an adagio
2. We thought the amethyst mine would be an exciting tourist spot; however, upon visiting, we were devastated to find out how ______ it actually was.
A. jejune
B. anemic
C. plebeian
D. enthralling
E. anomalous
3. As a student, Napoleon was ______ by his noble classmates; many historians have suggested that this exclusion was the root of his fabled inferiority complex.
A. expatriated
B. venerated
C. chastised
D. lacerated
E. ostracized
4. As a young man, Paul often ______ in his opinions; however, his beliefs showed signs of ______ later in his life.
A. fluctuated ... wavering
B. vacillated ... calcification
C. retreated ... disengagement
D. dwindled ... augmentation
E. homogenized ... amalgamation
5. Joseph McCarthy never seemed to regret ______ anyone he called before the UnAmerican Activities Committee (UCC), even though many of the people he accused were undeserving of such public ______.
A. condemning ... jubilation
B. adjudicating ... humiliation
C. pillorying ... derision
D. impeaching ... renown
E. proscribing ... flattery
6. On screen, John Wayne never shed a tear; nevertheless, one must assume that in his personal life he was occasionally
______.
A. lachrymose
B. doleful
C. phlegmatic
D. pensive
E. disconsolate
Answers and Explanations
1) D
To figure out what the missing word is, try to predict its definition by using key words from the prompt. The key words in this sentence are in the phrase "the trumpeter hoped to cheer up the depressed crowd." The word "because" indicates that this prompt hinges on cause-and-effect relationship. The clause containing the key words explains the cause of the effect in the second clause. The missing word is in that second clause, so it must result from the trumpeter's attempt to cheer up the crowd. To cheer up a crowd, a musician would play a cheery song, so the missing word must mean cheery. Thus, choice (D) is correct, since jocund means cheerful or merry.
(A) is incorrect because cacophonous means having a harsh or discordant sound. This does not work for describing a "ditty" designed to "cheer up" a "depressed crowd."
(B) is incorrect because dulcet means pleasant to the ear. While a song that is pleasing to the ear could cheer up a crowd, a melodious song is not necessarily uplifting or encouraging. Thus, this is not the best answer choice.
(C) is incorrect because lugubrious means exaggeratedly mournful. This would in no way describe music designed to "cheer up" a crowd.
(E) is incorrect because adagio means having a slow tempo. Music with a slower tempo would not necessarily "enliven all listeners." A faster tempo would be better to achieve this goal. This is not the strongest answer choice.
2) A
To figure out what the missing word is, try to predict its definition by using key words from the prompt. Here, the key word is "exciting," an adjective that describes how the narrators assumed the mine would be. The missing word describes how the mine "actually was" and is separated from the first clause by the conjunction "however." This word implies contrast between the two clauses in the question. Thus, the mine must have actually been the opposite of exciting. The missing word must therefore mean unexciting. Choice (A) is the correct answer, then, since jejune means dull or boring.
(B) is incorrect because anemic means lacking power or vigor. This word would imply that the mine was not lively. However, being lively and not being "exciting" are two different things. Exciting implies that something causes people to feel lively, rather than being lively itself.
(C) is incorrect because plebeian means belonging to the common people. This does not work in context because the prompt gives no indication that the mine is owned by commoners.
(D) is incorrect because enthralling means captivating. This would describe what the prompt's narrators thought the mine would be, but not what it actually was.
(E) is incorrect because anomalous means atypical or unusual. The prompt gives no indication that the amethyst mine was in any way odd, as it merely implies that it was not as "exciting" as the narrators had hoped.
3) E
To figure out what the missing word is, try to predict its definition by using key words from the prompt. In this prompt, the key word is "exclusion," a noun that is used in place of the missing word in the final clause of the sentence. Thus, the missing word must mean excluded. Therefore, choice (E) is the correct answer: ostracized means excluded from a society or group by general consent.
(A) is incorrect because expatriated means banished from one's native country. Although Napoleon was exiled from France at the end of his rule, the prompt does not make reference to this fact. The prompt refers to Napoleon's schooling as a young man, and it does not say he was exiled by his classmates at this time.
(B) is incorrect because venerated means honored or admired. If Napoleon's classmates had treated him in this way, he would not have suffered "exclusion" or developed an "inferiority complex." This word is the opposite of what the prompt implies.
(C) is incorrect because chastised means severely punished. This would only work in context if the prompt implied that Napoleon's "exclusion" was part of a punishment.
(D) is incorrect because lacerated means wounded or injured. While the prompt implies that Napoleon was emotionally wounded as a result of his "exclusion," the missing word must refer to the exclusion and not the results of his exclusion. Therefore, lacerated does not work in place of the missing word.
4) B
To figure out what the missing words are, try to predict their definitions by using key words from the prompt. In this prompt, it is not possible to predict the definitions of the words, but their relationship can be predicted because of the word "however." This word sets up a contrasting or opposite relationship between the two clauses. The first clause describes Paul's "opinions" as "a young man." The second clause describes what happened to his "beliefs" later in his life. The correct answer should give a pair of antonyms. Choice (B) is the correct answer, then, since vacillated means wavered or changed and calcification involves the process of becoming hardened or rigid.
(A) is incorrect because fluctuated and wavering both imply a sway or change. This does not set up the contrasting relationship required by the word "however."
(C) is incorrect because retreated means turned back or receded, and disengagement is a disconnection or withdraw. These words are nearsynonyms, not the antonyms required by the prompt.
(D) is incorrect because dwindled means shrank or decreased, and augmentation is the process of becoming greater in size. Although these two words are opposite in meaning, "opinions" do not have a size and therefore cannot be shrunken or enlarged.
(E) is incorrect because homogenized and amalgamation both connote a the combination of separate things into a uniform mixture. These two words are synonymous, and lack the contrast in meaning required by the prompt.
5) C
To figure out what the missing words are, try to predict their definitions by using key words from the prompt. In this prompt, it is not possible to predict the definitions of the words, but their relationship can be predicted because of the phrase "even though." This phrase indicates a contrasting or opposite relationship. The first clause implies that should have regretted calling people "before the [...] Committee" but did not. The second clause explains why he should have felt this "regret." The prompt explains that McCarthy "accused" people who "were undeserving" of how he treated them. Thus, the first missing word must refer to McCarthy's abusive actions toward those he accused, and the second missing word must refer to the negative "public" attention that resulted from his accusations. This means choice (C) is the correct answer: pillorying means exposing to public derision or ridicule, and derision is the use of ridicule or scorn to show disapproval or contempt.
(A) is incorrect because condemning means expressing complete disapproval and jubilation is celebration or cheer. The first word could describe what McCarthy may have done to those he "called before the [...] Committee," but the second word has no logical connection to the rest of the prompt. Being accused of a crime would lead to negative attention, not public celebration or cheer.
(B) is incorrect because adjudicating means acting as a formal judge and humiliation is embarrassment or a lowering of position. Though the second word could work in context, the prompt does not provide any indication that McCarthy was a judge. The prompt only implies that he "accused" people.
(D) is incorrect because impeaching means charging with misconduct and renown is fame or honor. The prompt does not suggest that McCarthy formally charged anyone with misconduct. He merely "accused" people of wrongdoing. Furthermore, McCarthy's accusations subjected innocent people to notoriety, but
not necessarily fame. Renown has too positive of a connotation to work in this context.
(E) is incorrect because proscribing means denouncing or condemning and flattery is insincere or excessive praise. While the first word could describe what McCarthy may have done to those he "called before the [...] Committee," the second word does not work in context. Being accused of a crime would lead to negative attention, not public praise or flattery.
6) A
To figure out what the missing word is, try to predict its definition by using key words from the prompt. Here, the key words are in the phrase "never shed a tear." This phrase is used to describe Wayne "on screen," while the missing word describes how Wayne might have been in real-life. Because the two clauses in this sentence are linked by the word "nevertheless," the two sentences must present somewhat contradictory information. Thus, the second clause must imply that the narrator assumes Wayne did cry in real life, despite the fact that he never cried on screen. Therefore, the missing word must mean sorrowful or full of tears. Thus, choice (A) is the right answer, since lachrymose means given to shedding tears or mournful.
(B) is incorrect because doleful means expressing sorrow. It could therefore express how Wayne may have been "in his personal life," namely the opposite of one who "never shed a tear." However, because of its connection to tears and crying, lachrymose is a stronger word to use in context.
(C) is incorrect because phlegmatic means stoic or unemotional. It would therefore correctly describe how Wayne appeared "on screen," but not how he might have been "in his personal life."
(D) is incorrect because pensive means very thoughtful or contemplative. This does not work in context because being contemplative is not necessarily the opposite of never shedding a tear. One can be reflective with or without being sad.
(E) is incorrect because disconsolate means hopelessly unhappy. This word is too extreme to work in context. The prompt implies that Wayne occasionally cried "in his personal life," but it does not give enough evidence to prove that Wayne was miserable or hopelessly unhappy. | <urn:uuid:265d18aa-4378-40f2-974b-d657d1dc8bcb> | CC-MAIN-2019-39 | https://englishforeveryone.org/PDFs/High_Advanced_Sentence_Completion_9.pdf | 2019-09-20T20:39:56Z | crawl-data/CC-MAIN-2019-39/segments/1568514574077.39/warc/CC-MAIN-20190920200607-20190920222607-00237.warc.gz | 475,474,331 | 2,517 | eng_Latn | eng_Latn | 0.999039 | eng_Latn | 0.999458 | [
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MONDAY
20.05.19
*Start your day with a prayer by following the link given below:
https://www.youtube.c om/watch?v=Ju38Sdc2 cSg&feature=youtu.be
*GO FOR A NATURE WALK Look at different types of trees, birds and flowers. Make a nature collage on an A4 size pastel sheet.
Identify:-
27.05.19
*5 things you see
*3 things you hear
*4 things you feel
*2 things you smell &
*1 thing you taste Paste their pictures on an A4 size pastel sheet.
Activity Sheet – (Pg-8)
TUESDAY
21.05.19 BE KIND TO ANIMALS Keep a bowl of water outside your house for stray dogs.
28.05.19
TINY THUMB ART
Explore your creativity by making different colorful animals with thumb impressions, on an A4 size pastel sheet.
Activity Sheet – (Pg-20)
ITL CANDYFLOSS PRE PRIMARY ACTIVITY ROSTER MAY-JUNE (SESSION 2019-20)
WEDNESDAY
THURSDAY
FRIDAY
22.05.19
Draw any three aquatic animals on an A4 size white pastel sheet and color them.
29.05.19 BE A SMART CHILD
*Learn to write your name. *Memorize your home address and phone numbers too.
Activity Sheet – (Pg-51)
23.05.19 Build your vocabulary with summer word jar:Ask mom to write any 10 words on small pieces of paper and put them in the vocabulary word jar. Choose any one word and say at least 2 lines about that word in front of the mirror. Do this activity on daily basis.
30.05.19
Plant Mint and coriander in your garden and see how it
grows.
Capture its growth at different intervals of days & make a record of its photographs on an A4 size pastel sheet. Activity Sheet – (Pg-9,52)
24.05.19
RUBBER BAND FLOWER Make a flower using 5 rubber bands and paste it on an A4 size pastel sheet. Draw leaves, roots and stem with crayons.
31.05.19
Imbibe "Social Skills" in your child:-
*Turn off lights, fans and taps when not in use.
*Greeting with a smile. *Answering the phone calls. *Speaking politely *Sharing with peers.
Activity Sheet – (Pg-50)
SATURDAY
25.05.19
*Jack and the Beanstalk.
Read and enjoy the story
Activity Sheets – (Pgs-19, 22)
01.06.19 TIME TO MAKE STICK
PUPPETS
Make stick puppets using icecream sticks for the characters in the story that you read on 25.05.19. Use them to narrate the story, first to your family and then, to your friends, in school, after vacation.
SUNDAY
26.05.19
SANDWICH
LET'S MAKE A
Do paste a picture of the sandwich you have made, on an A4 size pastel sheet.
02.06.19
TO DEVELOP 'FINE
MOTOR SKILLS'
in the activities -
Let your child indulge
*Mashing potatoes *Zipping and unzipping *Rolling chapattis *Opening/closing bottle caps, Tiffin lids
*Squeezing bath sponges.
etc.
03.06.19
Name a fruit for each color.
Let your child draw & color a Rainbow on an A4 size white pastel sheet.
Activity Sheet – (Pg-30)
10.06.19 BUTTERFLY
Cut 5 circles and 3 heart shapes from colorful papers. Paste it together to make beautiful butterflies
04.06.19
Ask your family members to admire you for your strengths & to guide you on how to overcome your weaknesses so that you become a better human being.
11.06.19 TODAY A READER , TOMORROW A LEADER
Make your child read the given sight words
HE, SHE NO, SO HIS, HER
05.06.19
Make flowers with 'Fork Printing' & their stems by moving your finger, on an A4 size pastel sheet, by following the link given below:
FLOWERS BY FORK & FINGER
https://www.youtube.c om/watch?v=YseOZpS_ ZAc&feature=youtu.be
12.06.19
Put some items on a tray. Ask your child to guess the items which are magnetic. Also check your child's guesses???
06.06.19 BEING ME
Look & admire yourself by standing in front of the mirror.
Draw two pictures of yourself, first when you are happy & second, when you are sad, on an A4 size pastel sheet.
13.06.19 CLAY MOULDING IS A GREAT FUN
With the help of clay , create imaginary objects and using fevicol, paste them on a disposable plate.
07.06.19
Give your child his/her favorite toy & encourage him/her to speak few lines on it.
SHOW & TELL ACTIVITY
14.06.19
Use 4 different colors to write your name 4 times in capital letters on an A4 size sheet. Also, write the number of letters in your name, at the bottom of the sheet .
08.06.19
Make an Umbrella with paper folding and ice cream stick.
15.06.19 T.V TIME
Let's watch animal planet, discovery, and national geographic and learn about different animals. Remember to collect their pictures (any 5) to paste on an A4 size pastel sheet.
09.06.19 Find 5 toys in your house and Donate to the underprivileged children.
16.06.19 TIME TO CELEBRATE FATHER'S DAY
Came from God, I call him
The greatest gift I ever had-
DAD
Using fabric colors print your hands on a plain white T-shirt of your father's size and gift it to him by wishing him 'Happy Father's Day'.
17.06.19 Learn the sound of letters & follow the link given below : https://www.youtube.c om/watch?v=R2frjzrC5 Jg&feature=youtu.be
24.06.19 Encourage your child to identify the numbers on : clock, vehicle number plates, laptops, keyboards, etc
19.06.19
rice
Fill a small bag with beans or
How long can you balance it on your head?
Activity Sheet – (Pg-66)
26.06.19
Let's cut and paste pictures of 5 sensory organs we all useEyes, nose, ears, tongue, and hands.
TACTILE DAY
SCANVENGER HUNT!!!
18.06.19
Hide some items, and make clue cards to help your child find them.
Activity Sheet - (Pg-6)
25.06.19 On an A3 size pastel sheet, make a beautiful and creative poster on any one of the seasons -
*Rainy season
*Summer season
*Winter season
The poster should consist of the following information
-months, clothes, grocery etc.
Activity Sheet – (Pg -17)
IMPORTANT INFORMATION :
All activities done on A3/A4 size pastel sheets and the objects made with craft material to be submitted by Monday, 8th July 2019.
20.06.19 Draw any 4 objects using circles, triangles and squares on an A4 size pastel sheet.
27.06.19
DOUGH ALPHABETS Make 6 of your favorite alphabets using 'Clay Dough' & using fevicol, paste them along with the cutouts of their related objects on a card board. Show it to your teacher & friends when you come to school after summer break.
21.06.19
On an A4 size sheet, draw a tree with branches, with a brown crayon & paste colorful buttons for leaves.
BUTTON TREE
28.06.19
or fruit juice.
Make ice lollies with squash
22.06.19
Read and enjoy the story :
STORY TIME
The elves and the Shoemaker. Activity Sheet – (Pgs-21, 23)
29.06.19 TIME TO MAKE SOCK PUPPETS (USING OLD SOCKS
Make sock puppets using used and washed socks for the characters in the story that you read on 22.06.19. Use them to narrate the story to your friends, in school, after vacation.
23.06.19 Know more about Galaxies, Stars and planets Visit a Planetarium.
30.06.19 Play with your mom, one of her favorite childhood games i.e. HOPSCOTCH & don't forget to record the beautiful memories on an A4 size pastel sheet. | <urn:uuid:1cafacbc-24e3-41fe-986d-fc389a1fcd60> | CC-MAIN-2019-39 | https://www.itlcandyfloss.com/media/contentpage_4_33_1.pdf?bukt6 | 2019-09-20T20:07:06Z | crawl-data/CC-MAIN-2019-39/segments/1568514574077.39/warc/CC-MAIN-20190920200607-20190920222607-00236.warc.gz | 863,964,977 | 1,869 | eng_Latn | eng_Latn | 0.984071 | eng_Latn | 0.984116 | [
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Tips for Walking Safely
Tips For Walkers
* Developmentally, most kids can't judge speeds and distances until at least age 10, so younger kids need to cross with an adult
* Did you know most walking injuries happen mid-block or someplace other than intersections? Whenever possible, cross the street at corners, using traffic signals and crosswalks
* Look left, right and left again before crossing the street, and keep looking and listening while crossing
* Walk, don't run, when crossing the street
* It's always best to walk on sidewalks or paths, but if there are no sidewalks, walk facing traffic as far to the left as possible
* Remove headphones when crossing the street
* If you need to use your phone, stop walking
* Distraction among drivers is at an all-time high today, so try to make eye contact with the driver before you step into the road
Tips For Drivers
* Slow down and be especially alert in residential neighborhoods and school zones, before and after school hours
* Most walkers are injured mid-block, not at intersections, so watch out for kids who may dart into traffic or cross where they shouldn't
* Give pedestrians the right of way at a crosswalk
* Using cell phones, even hands-free, makes it harder for drivers to be alert to walk ers who may also be distracted on cell phones | <urn:uuid:cd64e657-3ff4-4844-ba2d-b26d789b155a> | CC-MAIN-2019-39 | http://www.islandtrails.org/uploads/3/9/6/1/39618007/walking-safely.pdf | 2019-09-20T20:14:28Z | crawl-data/CC-MAIN-2019-39/segments/1568514574077.39/warc/CC-MAIN-20190920200607-20190920222607-00236.warc.gz | 262,695,784 | 282 | eng_Latn | eng_Latn | 0.997992 | eng_Latn | 0.997992 | [
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Safety Meeting Topic: Heat Stress
Risk Factors Leading To Heat Stress
* Perhaps most important to the level of stress an individual faces are personal characteristics such as age, weight, fitness, medical condition and acclimatization to the heat.
* Four environmental factors affect the amount of stress a worker faces in a hot work area: temperature, humidity, radiant heat (such as from the sun or a furnace) and air velocity.
* Physical labor increases blood flow to muscles with less to the skin to help disperse body heat.
* Heat-induced illness in the past can lead to a higher susceptibility now.
* Medication, may affect you when working in hot environments, ask your healthcare provider.
* Wearing some personal protective equipment (like respirators or chemical resistant coveralls).
* Drink plenty of cool water (one small cup every 15-20 minutes)
Heat Stress Prevention
* Wear light, loose-fitting, breathable (like cotton) clothing.
* Avoid eating large meals before working in hot environments.
* Take your breaks away from heat sources or direct sunlight. (Allow your body to cool down).
* Avoid caffeine and alcoholic beverages (as these make you lose water and increase heat stress risk).
Heat stroke occurs when sweating stops and the body can no longer rid itself of excess heat.
Heat Stroke
* Signs include mental confusion, delirium, and loss of consciousness, convulsions or coma.
* Hot dry skin which may be red, mottled, or bluish.
* A body temperature of 106 degrees F or higher.
While awaiting medical help, the victim must be removed to a cool area and his or her clothing soaked with cool water. He or she should be fanned vigorously to increase cooling. Prompt first aid can prevent permanent injury to the brain and other vital organs.
A worker with heat exhaustion still sweats but experiences extreme weakness or fatigue, giddiness, nausea, or headache. Their skin will be clammy and moist, the complexion pale or flushed, and the body temperature normal or slightly higher. Treatment is usually simple: have worker rest in a cool place and drink an electrolyte solution.
Heat Exhaustion
Heat Cramps
Heat Rash
Heat cramps, painful spasms of the muscles, are caused when workers drink large quantities of water but fail to replace their bodies' salt loss. Cramps may be relieved by taking liquids by mouth or saline solutions intravenously for quicker relief.
Heat rash may occur in hot and humid environments where sweat is not easily removed from the surface of the skin by evaporation. It can be prevented by resting in a cool place and allowing the skin to dry.
DATE:
Signature of Employees in Attendance:
For instructional use only and may not reflect the complete compliance requirements as outlined by OSHA or other regulatory agencies.
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Naming Amir as Humanitarian Leader bolsters Kuwait's image
Preparatory meet of Islamic parliaments discusses ME
Ministry plans to celebrate 1st anniversary
GENEVA, Oct 17, (KUNA): Chairman of Kuwait's Parliamentary Committee MP Dr Oudah Al-Ruwaie said, on Saturday, that a preparatory meeting for Islamic parliaments discussed the Palestinian cause, Israeli aggressions and refugees' rights.
Al-Ruawie expressed aspirations that similar meetings would come out with clear condemnation to Israeli aggressions against the Palestinians. He made this remark in a press statement after a preparatory meeting for Inter-Parliamentary Union (IPU).
He stressed the importance of roles played by parliamentary committees at all levels, regionally and internationally, in supporting the Palestinian cause and defending all human rights against any aggression.
KUWAIT CITY, Oct 17, (KUNA): Minister of Education and Minister of Higher Education Dr Bader Al-Essa stressed Saturday his ministry's keenness to celebrate the first anniversary of naming His Highness the Amir Sheikh Sabah Al-Ahmad Al-Jaber Al-Sabah as a "Humanitarian Leader" saying that this enhances Kuwait's positive role and pioneering humanitarian work.
ing statement at the closing of the second donors conference in January 2014, when he thanked His Highness the Amir and the State of Kuwait for their contributions encouraged the international community to contribute generously to the conference.
"Kuwait will continue its path and support to humanity and humanitarian work in various parts of the world, and will spare no efforts in providing services and initiatives for humanity reflecting the positive image of our country", Al-Essa said.
The minister added that His Highness the Amir has chosen kindness and compassion as a policy and a way to address differences and disputes, which in turn reflected on the country's approach towards many regional and global issues.
Al-Essa stressed that "Kuwaiti politics under His Highness the Amir's leadership demonstrated that humanitarian aid must not be purely an emergency response to sudden tragedy, but a steady and coordinated behavior over time to ease the suffering and anguish of all our brothers in humanity."
The minister underscored the importance of educating students at all levels about His Highness the Amir's efforts towards humanity.
Al-Essa said, in a statement to KUNA, that the ministry has prepared a series of events and celebrations marking the occasion, which begin tomorrow in a number of schools in Kuwait in order to highlight the humanitarian role played by the State of Kuwait at all levels to serve the needy and distressed.
The minister said the honoring of Kuwait as a (Humanitarian Center) and His Highness the Amir as a "Humanitarian Leader" by UN Secretary General Ban Ki-moon depicted the country's considerable efforts and contributions to humanity, including its supportive political stance globally.
Al-Essa added that Ban Ki-moon's conclud-
The celebrations are scheduled to kick off tomorrow. The first event will take place at Omaimah Bint Khalaf School in Saad AlAbdullah area in Al-Jahra Governorate and will continue onward to other areas.
Children's situation in conflict areas
Kuwait voices concern
NEW YORK, Oct 17, (KUNA): Kuwait on Friday expressed grave concerns over the humanitarian situation of children in conflict zones and called for international concerted efforts to end the recruitment of children in armed conflicts worldwide.
Kuwait urges full political, technical and financial support for conflict-traumatized children reintegration programs, adds the statement of Kuwait to the UN General Assembly's Third Committee (Social, Humanitarian and Cultural) on the promotion and protection of the rights of young people, which was read out by Diplomatic Attache and member of the Kuwait's delegation to the UN General Assembly's annual meeting Sarah Al-Husseini.
The Convention on the Rights of the Child is the benchmark for the states' commitments of the universal rights of children particularly the right of free quality education, which is also enshrined by the 2030 Agenda of the Sustainable Development Goals, Al-Husseini said.
In this regard, she noted that Kuwait is offering to its nationals free quality education from the pre-school to the university stages.
She highlighted the recently passed family law No. 12 of 2015 which included the legal framework for ensuring the health, educational, cultural, etc rights of the children.
She underlined the importance of ensuring children access to education and healthcare through protecting schools and hospitals in the conflict areas.
Kuwait would spare no effort to foster children rights as per the recently approved 2030 Sustainable Development Goals, Al-Husseini stressed. She expressed Kuwait's deep concern over the deteriorating humanitarian situation of Palestinian children under the Israeli occupation.
Making the impossible
Continued from Page 3
What sports can do? Sport can change lives. It can help to motivate young people, build teams, develop leadership, promote volunteering, educate young people as well as promote fitness and healthy lifestyles. Sport can be a stepping-stone towards changes in attitudes and building awareness. Sports can help to reach out to the youth who are change makers and leaders of tomorrow. Each of the sports person can promote and share information about the positive contribution of women's and girl's involvement in sport. It can help to build a better community and encourage women to raise to the capacity of leaders and decision makers and ensuring that they play meaningful and visible roles in sports at all levels. Public relations and media can help to positively portray women's role and contribution to sport. The government can actively support the sport development by allocating and ensuring there is adequate resources for girls' and women's development through sport. This is exactly what Balsam Al-Ayoub was trying to implement and spread the knowledge through the event.
Focus
Six hundred million girls are growing up in developing countries today. Gender inequality and discrimination remains deeply entrenched and widely tolerated throughout the world. It is pervasive and begins at an early age, even before birth. Girls and women are undervalued in society and within their families. Cultural and societal structures and norms allow gender inequality and discrimination to continue. Women's and girls'access to and participation in sport is not a privilege, but it is their right.
"Promoting gender equality using sport as a tool for development". This was a program created to promote gender equality using sport as a tool for development. Apart from sport there were also various games, arts and crafts clubbed to encourage and bring out team work and sports amongst a group of 20 children, which included girls and boys from the age group of 5-12. The Project began on 2nd August and was carried out until the third week of august.
5
that both genders are equal and can work, play and grow together as equals peacefully.
I have gone through real struggle and was holding my breath until I completed the entire project peacefully. It was like walking on a bush of thorns until I completed this assignment," said Balsam.
The children now do not look at one another differently, they feel sport is equal for all. It was a lovely event where both boys and girls respected one another and did not discriminate anyone.They were able to swim together, play basketball and learn the techniques of the game. The played it fair. They learnt gymnastics, which is otherwise a taboo for girls from this part of the world. To train with the boys it would have created a chaos. I'm happy I have done it and the parents were also supportive.
Beginning young
The event has been successful and the children have learnt a lot of positive things. One of the main thing is being independent individual. The feedback from the parents were that they are noticing a positive change in their children. They are slowly becoming independent and responsible youngsters.
"The feedback has brought me immense pleasure. If a child from the age group of 5-12 years can understand, at least as they grow their generation will not have gender in equality, however I know that overnight I cannot erase gender inequality, I know I have started and this is just the beginning! I know I have a long road to travel before I see there is a 100% gender equality.
Aspecial thanks to Kuwait sports club for giving me the permission to use their facilities and trainers.
You don't require anyone, it is within us, we need to wake up and create a healthy, smooth and hassle free sport environment for our new generation, where there is going to be no gender bias.
When we sow it young, we will reap benefits once it is ripe! I look at it that way. When we are able to imbibe the young generation about gender equality, when they grow up they will know that women have the same rights in sports as they do. Why Shouldn't I?
"It was a very peaceful project although I know that it will not be fully acceptable amongst the society had I thought it aloud before executing it. I have not only achieved promoting gender equality, but also peace amongst the society through this project. I'm looking at creating a new generation which will be able to understand
Everyone keep asking me why am I doing it, what do I gain? Why shouldn't I? As an individual, citizen of this country, as an athlete, I too have a responsibility in creating an unbiased sports environment. It should be we together collectively doing it, when people are hesitant, there should be a beginning. Someone, somewhere needs to begin, and I have taken the initiative, added Balsam.
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1. Which term refers to all the activities required to sustain life?
(1) homeostasis
(3) metabolism
(2) excretion
(4) synthesis
2. Which term refers to all the chemical activities that occur in an organism?
(1) synthesis
(3) transport
(2) homeostasis
(4) metabolism
3. Which process includes the other three?
(1) synthesis
(3) excretion
(2) metabolism
(4) nutrition
4. A biologist would most likely study all the chemical activities of an organism to obtain information about the
(1) number of mutations in the organism
(2) reproductive cycle of the organism
(3) development of the organism
(4) metabolism of the organism
5. The breathing rate, heart rate, and blood hormone levels of a human would most likely provide information about human
(1) cellular organization
(3) nutrition
(2) inheritance
(4) metabolism
6. Which term is used to represent all of the physiological activities carried on by an organism?
(1) regulation
(3) homeostasis
(2) metabolism
(4) synthesis
7. Which term includes all the activities required to keep an organism alive?
(1) growth
(3) metabolism
(2) excretion
(4) nutrition
8. Living organisms can best be distinguished from nonliving things by determining the presence or absence of
(1) carbon atoms
(3) metabolic activities
(2) oxygen atoms
(4) chemical reactions
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9. Which reactions in the list below are associated with metabolism?
(A) cellular reactions that release energy
(
B
) photosynthetic reactions that store energy
(C) muscle reactions that use energy
(1) A and B, only
(3) A and C, only
(2) B and C, only
(4) A, B, and C
10. Which term is defined as all the chemical reactions that are required to sustain life?
(1) metabolism
(3) regulation
(2) nutrition
(4) synthesis
11. Every single-celled organism is able to survive because it carries out
(1) metabolic activities
(3) heterotrophic nutrition
(2) autotrophic nutrition
(4) sexual reproduction
12. In the earthworm, digested proteins are converted to new proteins by the process of
(1) ingestion
(3) transport
(2) digestion
(4) synthesis
13. Small, soluble food molecules are converted to larger, insoluble molecules by the process of
(1) hydrolysis
(3) synthesis
(2) respiration
(4) fermentation
14. Proteins not ingested by humans are found in human cells. The presence of these proteins is most directly a result of
(1) regulation
(3) respiration
(2) synthesis
(4) excretion
15. Which activity is an example of the life process known as synthesis?
(1) An organic compound is broken down and energy is released.
(2) Starch is formed by the chemical bonding of glucose molecules.
(3) A large molecule is broken down into smaller molecules.
(4) Oxygen moves into a cell through the cell membrane.
Page 1
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Balancing the curriculum: teaching gratitude, hope and resilience
Lea Waters
Why should we teach wellbeing in schools?
TODAY'S YOUTH face many challenges, including pressures from school, peer groups, parents, marketing, and incessant 'digital connectedness' promoted by social media. Current research shows that many Australian adolescents suffer from sleep deprivation, drug and alcohol abuse, insecurity, poor diets, insufficient exercise and family upheaval. 1 According to the Australian Bureau of Statistics, one quarter of young Australians are suffering from symptoms of mental illness. Now more than ever, it is critical that we equip our young people with the skills and mindsets that counteract mental illness and prepare them for a 'life well lived'.
What is the role of today's schools in helping young people cope with life's pressures so that they can feel good, function well and contribute to society in a positive way? For well over a century, education has aimed to equip children with the three Rs: reading, writing and arithmetic. Yet wellbeing experts are now calling for a 4th R to be added to education, the R of resilience. In this way, just as it is considered normal for all students to learn reading, writing and arithmetic, it will be considered normal to learn about wellbeing. After all, although we now consider reading, writing and arithmetic to be basic
functions of schooling, this was not always the case. In fact, prior to the Industrial Revolution, when these skills were not universally taught, the idea of teaching the three Rs to all children was considered revolutionary and required a paradigm shift about the purpose of schools in society. I believe that a similar paradigm shift is occurring with respect to wellbeing, so that what seems unusual now — to explicitly teach a subject on wellbeing — will one day be a normal part of the curriculum.
A school curriculum that incorporates wellbeing will ideally prevent depression, increase life satisfaction, encourage social responsibility, promote creativity, foster learning and even enhance academic achievement. To consider another benefit of teaching wellbeing, do you remember that time you discussed your wellbeing in class? For many of us schooled in earlier generations, that probably did not happen. Yet, normalising conversations and self-inquiry about wellbeing and mental health at a young age will prompt long-term benefits for children as they grow into adulthood with greater selfawareness and emotional intelligence.
As a psychologist, over the past 20 years I have worked with many adults to teach them how to support their own wellbeing. Time and time again these adults ask me, 'Why didn't I learn these skills earlier?' Therefore, on a more fundamental level, teaching wellbeing offers an upstream, prevention approach to wellbeing which will, hopefully, reduce the alarming rates of mental illness in Australia and ease the downstream pressure on health care systems that have to react to illness.
What approach to wellbeing should schools adopt?
If we want to successfully teach wellbeing in schools then we need to decide on the most effective approaches. I believe that positive psychology is an important approach that needs to be incorporated into wellbeing curriculum. Traditionally, the field of psychology has focused on practices that reduce or remove
mental illness (for example, anti-depression treatments, anxiety reduction techniques, anger management programs). However, the new field of positive psychology argues that illness reduction only takes you halfway towards a full state of wellbeing. Consistent with this idea, the World Health Organization states that mental health is not merely the absence of mental illness, but 'a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community'. 2
Moreover, research in positive psychology has shown that the factors that reduce illness are different to the factors that promote wellness. Consider gardening as a metaphor. If we want to create a flourishing garden, we don't just remove weeds, we also add in good quality soil, sunlight, water and fertiliser. Similarly, if we want to cultivate flourishing young people then we need to show them how to remove their 'psychological weeds' (for example, low self-esteem) and how to bring in good quality 'psychological fertiliser' (for example, optimistic explanatory styles). Thus, I argue that wellbeing curriculums will need to incorporate a positive psychology approach as well as techniques that assist students to reduce illbeing. For example, when teaching students to identify and reduce symptoms of depression, schools can also teach students how to actively promote hope. In addition to implementing anti-bullying programs at school, students can be encouraged to foster positive, respectful and prosocial relationships.
The application of positive psychology interventions in educational settings, coined by Professor Martin Seligman as 'Positive Education', 3 has been shown to successfully foster resilience, hope, gratitude, mindfulness, character strengths, growth mindsets, optimism and empathy. 4 However, at this stage, the majority of positive education programs are pilot initiatives and more research is needed to validate the findings.
How can we promote a positive education approach in schools?
The promise of positive education is exciting, but a few things need to happen for it to become a widespread and sustainable educational approach. These include more research, teacher training, learning from the lighthouse schools who are leading the way, making the most of our existing positive education associations and conferences, infusing it into educational systems and changing the way we evaluate the success of schools.
We need a greater body of research to evaluate the effectiveness of positive psychology programs with students of various ethnicities, cultural and socioeconomic backgrounds; students with learning difficulties; students across primary, middle and senior schools; across different school systems (for example, public schools and private schools); and in co-ed versus single sex environments. From this research, we can then identify what aspects of wellbeing curriculum can be universally applied and what aspects need to be tailored for specific student groups and specific contexts. This requires funding to ensure that high quality, large-scale research projects can be designed and implemented.
Now that the National Curriculum requires all teachers across disciplines to incorporate 'personal and social capability' into their lessons, it is likely that more students will be exposed to wellbeing teaching. Wellbeing curriculum can be incorporated into subjects such as health, physical education, civics and citizenship as well as psychology. Wellbeing also has a central role to play in pastoral care classes in schools, homeroom, tutorial systems and house systems.
However, to support the implementation of evidence-based wellbeing curriculum, we need adequate training for teachers and other professionals. Thankfully, training options are expanding, as a number of Australian universities now offer various postgraduate positive psychology courses (see Table 1).
Note: This list may not be exhaustive as the information was obtained from Australian universities and from what is available online. It may be that other courses are offered or are in development.
Australian teachers can also learn from a number of lighthouse schools who have led the way in this field, including St Peters College (Adelaide), Geelong Grammar School, The Peninsula School, Knox Grammar School, St Catherine's School (Sydney), Ballarat Grammar, Seymour College, Kew High School, Melbourne High School, Euroa Secondary College, Mount Barker High School, Tully High School, Malvern Central School and Camberwell Primary School. These schools have been generous in sharing their training and resources to other schools to expand positive education.
Associations and conferences will also aid the growth of positive education. Newly formed associations include the Positive Schools Association and the Positive Education Schools Association. The Australian Positive Psychology and Wellbeing conference has been running biennially for the past eight years and has been hosted by Sydney University, Monash University, and Wollongong University, and in 2014 will be hosted by the University of Melbourne. The Australian Positive Education
Summit/Conference has also run biennially over the past six years and has been co-hosted by Sydney University, The Positive Psychology Institute, The Positivity Institute and Knox Grammar School. Educators can utilise these associations and conferences for resources, connections, knowledge and support.
However, if we want to realise the transformative potential of positive education, we need to act at the system level and ensure that research, curriculum design, training and professional development is coordinated within and across our government, independent and Catholic education systems. The potential for positive education to transform schooling depends on the ability of educationalists to 'scale-up' positive education so that it reaches large numbers of students across all school systems by adopting universal or tailored approaches. The universal approach involves implementing a chosen wellbeing curriculum and framework across a system, or a cohort of schools. This approach has been used with Australian programs such as MindMatters, KidsMatter, Bounce Back!, YouCanDoit!, and SensAbility.
Alternatively, the tailored approach trains teachers in the core principles of positive education to provide a common framework that enables them to create tailored positive education initiatives to suit the context and needs of their own school. This tailored approach was successfully implemented between 2010 and 2013 through a partnership between the Department of Education, Early Childhood Development Victoria and the Melbourne Graduate School of Education at the University of Melbourne's Master of School Leadership. This partnership supported 52 positive education projects in primary and secondary schools in country and metropolitan settings in Victoria. The major themes included gratitude, hunting for good, flow, virtues language, character strengths and appreciative inquiry. The projects have included infusing
positive education into curriculum, pedagogy, behaviour management, pastoral care, exam preparation, Year 7 transition, and student relationships. 5
Education systems should also support the shift towards positive schooling in the 21st century by expanding the metrics upon which they evaluate school performance. While judgments about school success typically focus on academic performance, wellbeing should also be an accepted indicator of school success. Indeed, Huebner argues that a key indicator of schools is 'one in which a preponderance of students experienced predominantly positive emotions and a strong sense of overall well-being' (p. 1). 6 This systemic reconceptualisation of school success would reinforce the view that wellbeing is an integral mission of education.
Conclusions
Student wellbeing has become a key agenda for schools and many now consider emotional-social learning to be of equal importance to academic learning. This chapter has outlined some reasons why we need to increase wellbeing curriculum in Australia, has highlighted some of the existing evidence for its benefits and has suggested what needs to happen for wellbeing curriculum to be spread through Australian schools.
Imagine a future where all young Australians graduate from school with academic skills and wellbeing skills. Imagine a future where all young Australians contribute their intellectual capital and social-emotional capital towards building a flourishing society. This vision, combined with good science and quality practice, can allow our imagination to become a reality and I am excited to see this future.
Acknowledgements
I would like to express my gratitude to Jessie Sun, Bachelor of Arts (Psychology) student at the University of Melbourne for
her assistance with editing this paper and her invaluable suggestions. She has a bright future ahead of her in the field of positive psychology.
Endnotes
1 R Eckersley, 'A new narrative of young people's health and wellbeing', Journal of Youth Studies, vol. 14, 2011, pp. 627–638.
2 World Health Organization, 'Mental health: strengthening our response' (Fact Sheet No. 220), retrieved from http://www.who.int/ mediacentre/factsheets/fs220/en/
3 M Seligman et al., 'Positive education: positive psychology and classroom interventions', Oxford Review of Education, vol. 35, 2009, pp. 293–311.
4 L Waters, 'A review of school-based positive psychology interventions', The Australian Educational and Developmental Psychologist, vol. 28, no. 2, 2011, pp. 75–90.
5 L Waters & H Stokes, A systems approach to Positive Education: creating positive school change through the Master in School Leadership, Teaching and Learning Network, 2013.
6 S Huebner et al., 'Positive schools', in SJ Lopez & CR Snyder (eds), Oxford handbook of positive psychology, 2nd edn, Oxford University Press, Oxford, 2009, pp. 651–658.
Further reading
RA Emmons, Thanks! How the new science of gratitude can make you happier, Houghton-Mifflin, New York, 2007.
B Frederickson, Positivity: Groundbreaking research reveals how to embrace the hidden strengths of positive emotions, overcome negativity and thrive, Crown Publishers, New York, 2009.
K Reivech & A Shatte, The resilience factor: 7 keys to finding your inner strengths and overcoming life's hurdles, Broadway Books, New York, 2002.
D Seiga & T Payne-Bryson, The whole-brained child, Delocorte Press, New York, 2011.
M Seligman, Flourish: A visionary new understanding of happiness and well-being, Free Press, New York, 2011.
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Postural Pre-Tuning: Getting in Position to Learn
Posture and sensory input and perception have a big impact on a child's ability to learn new information. Getting your child's body "ready" is essential for success in language and other types of learning.
Written By Jennifer Moore M.S., CCC-SLP and Natalia Eva Mir M.S., CCC-SLP
Good posture is necessary for the movement interactions during speech productions. PROMPT clinicians practice "postural pre-tuning" in the beginning of each session, making sure that the child has whole body stability whether they are working in a chair or on the floor. For example, if the child's head is in extension (leaning back), the clinician will reposition the head which allows the client to receive the PROMPTs and to have more stability for speech production. The easiest way to ensure that the child has the core stability necessary to support their learning is to position the child sitting up straight in a chair with the legs at a 90 degree angle with the feet planted on the floor. For some children, not establishing posture that facilitates core stability can result in uncomfortableness and decreased alertness and attention to the activity.
Another component of pre-tuning is regulating the sensory system so the child is ready to receive and perceive sensory information. If the child's sensory system is not regulated, they cannot process incoming information from the environment. Children can be under- and/or over-reactive. Children who are underreactive may seek sensory input by running around the room or appear to be "bouncing off the walls". On the contrary, if your child is over-reactive, he is overloaded by the sensory input.
Using sensory-based activities is an effective way to facilitate learning by keeping the sensory system regulated. For under-reactive kids who are seeking sensory input, you can pair movement with concepts. For example, have the child jump while learning information like math, naming objects or letters or completing jumping jacks while singing out the letters. Exercising can boost a child's attention and improve his cognitive abilities. For the over-reactive child, you want to provide soothing and calming sensations. You can use dimmer lighting or a calming musical playlist. You could also use a massage on the arms or a firm hug which are great strategies for helping children to soothe themselves. Deeper tones and slow rhyming are more calming and organizing. What sounds does your child find calming? Make a soundtrack and add it to the environment.
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1. Compound X increases the rate of the reaction shown below.
Compound X is most likely
(1) an enzyme
(3) an indicator
(2) a lipid molecule
(4) an ADP molecule
2. The enzyme beta-galactosidase is involved in a certain body reaction. What will most likely happen if beta-galactosidase is not available?
(1) A different enzyme will be used in the reaction.
(2) The rate of the reaction will change.
(3) Different chemicals will be used in the reaction to replace the enzyme.
(4) Coenzymes will produce beta-galactosidase.
3. Which statement best describes enzymes?
(1) They slow down the rate of breathing.
(2) They are the building blocks of polymers.
(3) They speed up the conduction of impulses along a nerve cell.
(4) They influence the rate of chemical reactions.
4. In order to survive, all organisms must carry out
(1) autotrophic nutrition
(2) heterotrophic nutrition
(3) enzyme-controlled reactions
(4) the process of locomotion
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5. The equations below represent a summary of a cellular process. Letters A, B, C, and D represent some components of this process.
A chemical that destroys proteins was added to a cell in which this process was taking place. Which component would most likely have been affected first?
(1) A
(3) C
D
6. The reaction below occurs in many organisms. urea + water -- urease --> carbon dioxide + ammonia
This reaction would still occur, but at a much slower rate, in the absence of
(1) urea
(3) urease
(2) carbon dioxide
(4) ammonia
7. The equation below summarizes the process that produces the flashing light of a firefly. The molecule luciferin is broken down, and energy is released in the form of heat and light.
In this process, luciferase functions as
(1) a reactant
(3) an inorganic catalyst
(2) a substrate
(4) an enzyme
8. Although a certain molecule is involved in a specific reaction, its structure and chemical composition are exactly the same after the reaction as before the reaction. This molecule is most likely classified as
(1) an enzyme
(3) a sugar
(2) a salt
(4) an acid
Page 1
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Reclaiming Our Identity
Band Membership, Citizenship and the Inherent Right
National Centre for First Nations Governance
1
Introduction
To be an Indian in Canada is not just a cultural identity but also a legal category. Canada, rather than aboriginal communities themselves has through the Indian Act historically legislated who is an Indian.
We are constantly developing our identity, from birth to the end of our lives. We build it based on our relationships to relatives, friends, community, geography, language and other social factors. Identity plays a key role in our lives. When a child feels a sense of belonging to family, community and peers he or she is better able to deal with adversity.
Prior to contact First Nations had their own histories and methods of determining our identity. We had matriarchal, patriarchal, clan and kinship systems. Before Europeans came to North America, First Nations communities or nations were sovereign nations, that is, we were self-governing. Our oral history is supported by the work of anthropologists and historians, and illustrates that there was a complex system of governance. We also had our own laws and systems of justice. Our systems were characterized by oral teachings, collectivities and consensus.
First Nations peoples relied on a variety of distinctive and cultural ways to organize their political systems and institutions. Later, many of these institutions were ignored or legally suppressed while the federal government attempted to impose a uniform set of vastly different Euro-Canadian political ideals on First Nations societies, through various legislative acts.
Our History of Identity to the Present
The Indian Act is federal legislation that governs the lives of all Canadian Indian People, from birth to death. Contained within it are provisions and regulations relating to all aspects of social and economic life, from Indian registration, to
lands, revenues, education, health status, elections, and estates and wills. The Indian Act has regulatory power over all facets of Indian life and provides the federal government with a major concentration of authority and social control over Indians. That is those that they identify as Indians.
To decide Indian status there is a Registrar in Ottawa who determines who is and who is not an Indian, based on INAC polices and legislation. The Registrar, accordingly, adds or takes people off a list called the Indian Register. The issue is not who is actually an Indian, but who is entitled to be registered as an Indian according to the Indian Act. The Registrar also decides who is not entitled to be registered in the Indian Register.
Historical Background
Since 1869 the Indian Act has controlled who would be recognized as "Indian" in legal terms. The Indian Act stated;
"Provided always that any Indian women marrying any other than Indian shall cease to be an Indian within the meaning of this Act nor shall the children of such marriage be considered Indians".
The first Act to be called the Indian Act was enacted in 1876. It redefined an Indian as;
Any male person of Indian blood reputed to belong to a particular band
Any child of such person
Any person who is or was lawfully married to such person
The Act also spelled out a process of enfranchisement whereby Indians could acquire full Canadian citizenship by relinquishing their ties to their community. A definition for enfranchisement first appeared in 1876, which stated that an enfranchised Indian is:
"Any Indian, his wife and or minor unmarried children who has letters
3
granting him in fee simple any portion of the reserve which may have been allotted to him, his wife or minor children by the band which he belongs or any unmarried Indian who may have received letters patent for an allotment of the reserve" 1
Enfranchisement meant giving up Indian status, culture and traditions, and any rights to land. You would become a "citizen" of Canada thereby giving you the right to vote in federal elections and to move freely about the country. There were also provisions that any Indian that became a lawyer, doctor or clergyman received a degree from a university, or joined the military would be enfranchised. If you lost your status you lost the right to live on the reserve and any benefits that might be associated with it. The federal government viewed enfranchisement as a way of "civilizing" and assimilating the Indian.
In 1951, the Indian Act was again amended and Section 12 (1) b was added. This section meant that any Indian woman who married a non-Indian was not entitled to be registered, nor were any children of the marriage. In contrast, section 11(1) (f) was added and stated that the wife or widow of any registered Indian man was entitled to Indian status irregardless of whether this person was a non-Indian.
Section 12(1) b was the start of legislated discrimination specifically aimed at Indian women. If an Indian woman married a non-Indian then she would lose her status but if a non-Indian women married an Indian man the woman would gain Indian status and become an Indian within the meaning of the Indian Act, despite the fact that the person had absolutely no Indian heritage.
In summary, over the last century and a half the government has developed identities known as "Indian" in a chronological order and for various reasons these are;
1 Indian Act 1876:s5
4
Indian
1850 Any person deemed to be aboriginal by birth or blood, any person reputed to belong to a particular band or body of Indians and any person who married an Indian or was adopted by Indians
1876 Any male person of Indian blood reputed to belong to a particular band; any child of such person; any woman who is or was lawfully married to such person
1951 A person who is registered or entitled to be registered in the Indian Register. The establishment of the Indian register as a means of conferring Indian status resulted in a complex set of eligibility rules. Generally Indians who had been members of a band were entitled to registration. The emphasis on male lineage was maintained and many persons lost status because of the discrimination aimed at Indian women and illegitimate children.
1985 A person who is registered or entitled to be registered in the Indian register based on the revised Indian Act rules. 2
Many people believed that Indian registration would provide them with a cultural identity. This would be an unreasonable expectation since Indian Act registration categories were never based on cultural criteria. These categories were based on restricting the Indian population because of financial obligations.
Bill C-31: An Act to Amend the Indian Act
In 1985, the Indian Act was again amended. Bill C-31: An Act to Amend the Indian Act was passed as an attempt to bring the Indian Act into conformity with the Equality Rights section of the Canadian Charter of Rights and Freedoms (1982) which stated;
15. (1) Every individual is equal before and under the law and has the
2 Indian and Northern Affairs, Legislation Manual, Glossary
right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
The federal government knew that it would face a number of law suits because of the discrimination it had historically aimed at Indian women. Therefore, they enacted changes which were intended to eliminate the discrimination of Indian women.
Bill C-31 was legislation aimed at removing more than a hundred years of sexual discrimination from the Indian Act. The intent was to eliminate all sexually discriminatory provisions within the Act and to recognize the right of Indian bands to control band membership. David Crombie then Minister of Indian Affairs, expressed his views of the issue by stating"
"What greater intrusion can there be than the arrogance of assuming the right to tell another people of another culture and tradition who is and who is not a member of their community and who can and cannot live on their lands." 3
Mr. Crombie felt that by correcting this intrusion by government into band membership meant recognizing the existence of the collective rights of the band. Furthermore, he felt that Indian status could be viewed as an individual right. He described Indian status as defining those individuals whom the government wishes to include within the meaning of the Indian Act.
In enacting Bill C-31, Minister Crombie stated that Bill C-31 would provide a balance between collective and individual rights. Indian status and band membership would be restored to those individuals that had previously lost their status. However, Bill C-31 did not just restore Indian status it created new
3 Indian and Northern Affairs 1985
categories of Indian status.
Prior to the Bill's passage you were either a status Indian or you were non-status. If you had Indian status you also had band membership and you could pass your band membership and Indian status to your children. Once Bill C-31 was passed the way you gain Indian status changed. Indian status was now divided into two sections Section 6(1) and Section 6(2) each with differing rights.
Section 6 states: (Persons entitled to Indian status):
6(1) Subject to section 7, a person is entitled to be registered if:
(a) that person was registered or entitled to be registered immediately prior to April 17, 1985;
(b) that person is a member of a body of persons that has been declared by the Governor in Council on or after April 17, 1985 to be a band for the purposes of this Act;
(c) the name of that person was omitted or deleted from the Indian Register, or from a band list prior to September 4, 1951, under subparagraph 12(1)(a)(iv), paragraph 12(1)(b) or subsection 12(2) or under subparagraph 12(1)(a)(iii) pursuant to an order made under subsection 109(2), as each provision read immediately prior to April 17, 1985, or under any former provision of this Act relating to the same subject-matter as any of those provisions;
(d) the name of that person was omitted or deleted from the Indian Register, or from a band list prior to September 4, 1951, under subparagraph 12(1) (a) (iii) pursuant to an order made under subsection 109(1), as each provision read immediately prior to April 17, 1985, or under any former provision of this Act relating to the same subject-matter
as any of those provisions;
(e) the name of that person was omitted or deleted from the Indian Register, or from a band list prior to September 4, 1951,
(i) under section 13, as it read immediately prior to September 4, 1951, or under any former provision of this Act relating to the same subject-matter as that section, or
(ii) under section 111, as it read immediately prior to July 1, 1920, or under any former provision of this Act relating to the same subject-matter as that section; or
(f) that person is a person both of whose parents is or, if no longer living, was at the time of death entitled to be registered under this section.
g) that person is a person both of whose parents is or, if no longer living, was at the time of death entitled to be registered under this section.
Section 6 (2)
(One-Parent Entitlement to Status)
Subject to section 7, a person is entitled to be registered if that person is a person one of whose parents is or, if no longer living was at the time of death entitled to be registered under subsection (1). 4
The changes created by Bill C-31 created two categories of status Indians which could be called "full" and "half" Indians. This is because under Bill C-31 there were now two Sections for registration of Indians. These were Sections 6(1) and
4
Indian Act 1985
6(2) of the revised Indian Act. If you were registered under section 6(1) you were considered to have two registered Indian parents and could pass your Indian status to your children. If you were registered under Section 6(2) you are considered to have only one registered Indian parent and you have to marry another registered Indian (either 6(1) or 6(2)) to pass your status to your children.
Many of the children who were registered for the first time after Bill C-31 was enacted were registered under Section 6(2). And since Bill C-31, many children have been born in First Nation communities that have been registered under Section 6(2) or perhaps have no Indian status because they are children of those registered under Section 6(2).
New Rules for establishing Indian status (NI = Non Indian)
Parents Registration:
6(1) + 6(1)
6(1) + 6(2)
6(1) + NI
6(2) + NI
I I I I
Child's Registration: 6(1) 6(1) 6(2) Non-Status
******* These rules apply to any child born after 1985.
Implications of Section 6(2)
The implication of Section 6(2) to the First Nations population in Canada is tremendous. People who are registered under Section 6(2) have fewer rights than those registered under Section 6(1). All persons registered, today, under Section 6(2) cannot pass their status on, unless their mate is a registered Indian. This provision applies whether or not a Childs parents are married. In fact, if a single mother wishes to register her child she must list the fathers name on the birth certificate to prove that he is an Indian otherwise the child is automatically registered under Section 6(2).
However, the largest impact is found in that fact that the out-parenting rate in some communities is very high and as a result many children are now being registered under Section 6(2) or not registered at all. This in turn will lead to a decrease in the Indian status population. This has many implications, in particular the status of our land. Where will the land go if there are no more status Indians since Section 91.24 of the Constitution of Canada gives the federal government jurisdiction over "Indians and Lands Reserved for Indians"?
There is also a large population growing on the reserves that have no status as a result of Section 6(2). These individuals will have no political rights as either band members or status Indians. They will live on the reserve but will become "ghost people" people with no rights.
Band Membership
Bill C-31 introduced several new by-law powers for bands. Included in these are the powers to regulate which band members and other individuals who may live on a reserve, the provision of benefits to non-member spouses and children of band members living on reserve and the protection of dependent children's right to reside with their parents or guardians on reserve.
As previously stated, prior to 1985, automatic entitlement to band membership usually accompanied entitlement to Indian status. However, the 1985 amendments recognized the rights of bands to determine their own membership. As a result, persons may possess Indian status, but not be members of a band.
Section 10 enables First Nations to enact their own membership or citizenship codes, according to procedures set out in the Indian Act. Bands must follow two principles: 50% plus 1 of the Band's electors must consent to the Band's taking control of membership, and to the set of membership rules which have certain factors which must be met such as the inclusion of a review mechanism and the
membership rules cannot deprive a person of previously acquired rights to membership.
Once the band controls its membership list, Indian and Northern Affairs Canada has no authority to make additions or deletions, and no further responsibilities regarding the band membership list. However, Indian Affairs still maintains control over who is registered as an Indian.
Indian Bands that took control of their membership had until June 28, 1987, to exclude the conditional band membership individuals. Primarily these were individuals registered under Section 6(2). If a band had not submitted a band membership code before June 28 th , the band could not exclude these individuals, until a band membership custom code was submitted and approved.
There was a wild flurry of activity as bands scrambled to develop membership codes before June 28, which would exclude Section 6(2) individuals. 81% of the membership codes that were adopted were adopted in the 4 weeks before the June deadline. First Nations believed that by adopting these types of codes they could limit the amount of individuals seeking to return to the reserve, thereby reducing the strain on already meager resources.
In developing these codes many First Nations took Section 11 of the Indian Act which allowed them to deny Section 6(2)'s from membership and adopted it as their membership code.
Section 11 reads:
Commencing on April 17, 1985, a person is entitled to have his name entered in a Band List maintained in the Department for a band if:
(a) the name of that person was entered in the Band List for that band, or that person was entitled to have it entered in the Band List for that band,
immediately prior to April 17, 1985;
(b) that person is entitled to be registered under paragraph 6(1) (b) as a member of that band;
(c) that person is entitled to be registered under paragraph 6(1) (c) and ceased to be a member of that band by reason of the circumstances set
out in that paragraph; or
(d) that person was born on or after April 17, 1985 and is entitled to be registered under paragraph 6(1)(f) and both parents of that person are
entitled to have their names entered in the Band List or, if no longer living, were at the time of death entitled to have their names entered in the Band
List.
5
(
Exclusion of 6(2))
.
As of December 2003, 232 First Nations had developed and were using rules for band membership. A review by Stewart Clatworthy found four general types of
membership rules;
Limited One Parent rule:
Eligibility for membership requires that a person also have at least one parent who is a band member and
is also a registered Indian
Unlimited One Parent RuleEligibility for membership requires that a person have at least one parent who is a member regardless if the
parent is a registered Indian
Eligibility for membership requires that both parents are band members; and
Two Parent Rule:
5 Indian Act 1985
Blood Quantum rules
A person's eligibility for membership is determined by the amount of "Indian" blood that person has. 6
Clatworthy's study (2004) points out that out marriage rates in aboriginal communities are high. Between 1985 and 1999 the out-marriage rates were 36% on-reserve and 75% off-reserve. 7 As a result membership rules will have varying effects on a First Nations population. His assumption was that if the outmarriage rate stayed constant the following demographic projections could be made;
In communities with similar rules for membership and registration, about one in eight descendants will lack criteria for registration either in one generation, growing to about one in four in two generations, or one in three in the third generation.
In communities with one-parent membership rules, in one generation about one in eight individuals is expected to lack Indian registration but retain membership, a proportion growing to one in four in two generations, and about one in three in the third generation.
In communities with two-parent membership rules, in one generation more than half of the community will lack membership and 70% within two generations, even though most of these will retain Indian status registration. In three generations a mere 19% of the population will have both membership and status.
In communities with 50% blood quantum rules, about one-third of the descendents made ineligible for membership each year will nonetheless have Indian registration.
6 Stewart Clatworthy, Power Point Presentation, March 2006
7 Stewart Clatworthy, presentation to TANAGA Roundtable, Citizen and Membership Issues, 2004
In the handful of communities with 25% blood quantum rules, finally, most descendants will retain membership over subsequent generations, but a steadily growing proportion of these will not have Indian registration.
Most dramatically, the rates of out-marriage parenting can be expected to lead to an "extinguishment" of the Registered Indian population, and "reserves without Indians" in around 6 generations. 8
To sum, Indian status and band membership which were once the same are now separated and on reserves there are several "categories" of Indian people. Some with status and band membership, some with band membership only, and some people who have neither and are children who live with their parents. There is also another category of people who by virtue of the Indian Act live on reserve, but are registered under Section 6(2) and their community does not accept Section 6(2)'s for band membership. Because they have a code that was developed in 1987 and they have not revisited the code.
Membership in a First Nation can mean many things on an emotional level. To many, membership in a First Nation is like citizenship in a country; i.e. their band. Many First Nation leaders and members understand this but because many do not understand the special nature of First Nations membership issues, problems of membership and Indian registration are often not taken seriously.
The misunderstanding of the nature of First Nations membership as it exists under the Indian Act is also why many people apply for membership as they erroneously believe that there are monetary benefits associated with band membership which of course is not always true. People do not think of the
8 Stewart Clatworthy, presentation to TANAGA Roundtable, Citizen and Membership Issues, 2004
responsibilities they owe to the First Nation community in exchange for the benefits of membership.
The Royal Commission on Aboriginal Peoples recognized that First Nations must create their government institutions as Nations and begin a nation building process. In particular they indicated that:
* For Aboriginal individuals, association with their various peoples as a collective is central to individual and community identity.
* Aboriginal culture and values are distinct and often sharply at variance with the dominant culture.
* Those values and that sense of collective identity are vital to restoring health and effectiveness to individuals and communities.
* After almost a century and a half of treating aboriginal peoples as wards of state, mainstream institutions must make way for them to design their own solutions and institutions.
The First Nations Constitution
What is very important to knowing who are people are is the creation of a community/governing constitution? On all levels of government the basic law which establishes the form of government, grants powers to the leaders and limits these powers is called the constitution. A government's constitution is the blueprint for the organization, structure and operation. It establishes shapes and controls government. All First Nations citizens must have the ability to vote on the constitution and only the First Nation citizens could change it through a voting process.
The First Nations constitution can serve many purposes. The survival of the First Nation largely depends on the First Nation's ability to meet the needs of its citizens and to represent the First Nation as a whole to the outside world. A
group of people cannot act with the authority and character of one, unified group without organization or form of government. The constitution expresses the First Nations will to act as one through a particular form of government. The constitution establishes and provides a means to ensure that the government responds to the people. If the constitution does not comply with First Nations citizens wishes, it must contain the procedure for orderly and legally changing or amending the document. Many, if not all constitutions, should define the territory in which the First Nation's law governs.
The constitution empowers the First Nation governing body to perform specific functions for the First Nation. These powers limit the government's authority because public officials can do nothing in the name of the First Nation that is not specifically or generally stated in the constitution. A First Nation government may decide if it would like to act officially in some way that would benefit First Nation people. However, if the constitution does not grant the power to act this way the act cannot be done. The government cannot threaten the First Nations freedom and survival even though the act appears to be for the First Nations welfare by ignoring the constitution.
The First Nations constitution states in the citizenship provision those who will make up the First Nation and to whom the government will respond. The citizenship provision establishes all the requirements a person must meet to have the rights and responsibilities of citizenship. Since First Nations uniqueness is maintained by its citizens, establishing these requirements in the constitution secures the First Nations special identity. If future citizens want to restrict or loosen the requirements for citizenship they must do so only by amending the constitution. If the leaders abuse their power, the constitution provides a means for their orderly removal, recall or replacement in the next election. These procedures to elect, remove, recall and replace council members ensure that the leadership meets the citizen's needs and earns their respect and trust.
A First Nations constitution must provide due process and equal protection to its
citizens. Due process can best be determined by a set of rules which limits the methods governments can use to enforce and apply laws. Due process enables everyone in the community to know the rules of the game. They will know what to expect when the government enacts or applies a law. The equal protection requirement ensures that governments play fair in determining how laws affect individuals.
Aboriginal nations can reconstitute themselves as nations and create institutions with the breadth and capacity to undertake self-government. It only requires a willingness and faith to begin the process. It will take time to overcome years of Indian Act brainwashing but without trying it will never happen. As the RCAP report stated "effective governance will require structures that are consistent with a peoples culture and heritage and at the same time encompass sufficient numbers of people to exercise the full authority of effective governance" Developing and knowing who your citizens are and who will be governed must be the first step to rebuilding the nations that we once were.
What Defines Citizenship
A First Nation is a political entity and is organized as a government. However, governments make laws. Most First Nation laws derive their authority from the Indian Act and not from the First Nation and therefore sometimes lack legitimacy in the eyes of the general population and First Nations people in general.
People who belong to a political entity are called "citizens" For example; a person is a citizen of Canada, the province in which he/she lives and a citizen of their community, town or city. Therefore, a First Nation member can be called a citizen because he/she belongs to that political entity called the First Nation.
A citizen is one who owes allegiance or loyalty to a government, has the right to the protection of that government and has responsibilities to that government for the benefits the individual receives. There is a give and take relationship. The
citizen or First Nation member gives allegiance, loyalty, obedience and support through voting and active participation. The citizen or First Nation member takes protection, benefits, stability and general overall good welfare from its government.
Some people might ask what protection and benefits do we get from our First Nation? The federal government operates and funds most of the programs on reserve so just what does my First Nation do for me? It is true that other governments fund and operate many programs on most reserves but with minor exceptions most of the benefits and protections that the First Nation government does not provide are provided by other governments to First Nation members because they are members of a political entity.
First Nation governments have battled long and hard to preserve First Nations existence so that those that ask the questions above can go on being First Nation members, receiving these protections and benefits through their First Nation.
So as in any government, a member owes faithfulness, obedience to law, and the participation in community affairs to their governments in exchange for the benefits and protections that came through them because they belonged to that political entity; called the First Nation.
The rights of Canadian citizens are protected by the Federal Government. Some of the rights of Canadian citizenship are to organize peacefully, to petition the government to correct injustices, to vote if qualified, to travel freely etc. In return for the protection of these rights citizens have responsibilities to their government. Their basic responsibility is to participate in government. Active, responsible citizens study issues and candidates before they vote. They try to obey the laws of their society so that order is maintained. When a law seems unfair they work in the proper legal ways to change it. All governments need to know who their citizens are in order to protect their rights and privileges.
Determining who qualifies as a citizen and keeping accurate records of births, deaths, marriages, addresses and other essential information goes on in nations, provinces, states and cities all over the world.
Governments must also identify and keep lists of those who can rightfully participate in government. It is especially critical for First Nation governments to know who their citizens are so they can represent all citizens fairly. Today, First Nations jurisdiction over determination of identity must be contingent on another government's legislation and determination.
Most important to First Nations people is the social and personal benefits of having First Nations citizenship. These benefits come from belonging to a community of people who share a history, cultural traditions and who plan for the future together. A First Nation citizen's basic responsibility to participate in government is critical to the effectiveness of the First Nation's political and economic structures.
In the past, our citizenship structures were based on kinship. Authorities and leaderships were passed down through ruling families, clans etc and agreed to by groups of families or clans. Traditional governance varied from simple social groups to complex constitutional governance. Among the more loosely organized tribe's family relationships, common language and custom decided the right to membership or citizenship. Among the First Nations who had formal constitutions, citizenship requirements were part of the constitution.
The social realities of contemporary life make it impossible for determining citizenship in the old ways. Our people have married and moved off reserve, many have lost contact with their First Nation. They have married into other races and First Nations. Children were adopted out or scooped only to return years later looking for their family and identity. By defining its own citizenship membership requirements in a constitution, the First Nation can preserve its identity for the future.
The Transition Phase
Where do we go from here? We have court jurisprudence and precedents on our side, yet we also have the realities of INAC controlling who our people are through the Indian registration process. The total status Indian population in Canada at December 2005 was 954,816 of which the total Indian registration numbers were broken down as follows;
`
Therefore, today in Canada of the total registered population, we have a total of 609,850 people registered under Section 6(1) and 344,966 registered under Section 6(2). This represents a total of 36% of our total status Indian population registered under 6(2). Given the high out-marriage rates and other factors such as migration off-reserve to look for jobs, go to school and university, it is possible this rate will get even higher, and more and more children will be lost to us.
The federal Indian Act does provide an option to create band membership codes within the parameters of Section 10. These codes must meet three requirements; they must protect acquired rights, they must be passed by 50% plus 1 of the voting population and they must have an appeals mechanism in place. The process does not dictate who can and cannot be a band member. That is left to the community.
As Sherry Pictou states in her report to the Bear River First Nation "Membership codes and control can begin to address the issue of protecting the rights of descendants of parents with 6(2) status. She states that
"although there are many disadvantages associated with the development and implementation of membership codes there is an opportunity to preserve or protect our gradual elimination from existence and to alleviate the physiological struggle so many of us have experienced in maintaining our identity against the external government's imposition of definitions of identity that are not of our making" 9
In essence, what is being proposed is an open band membership code that provides membership based on descent. That is to say one parent must have band membership irregardless of whether they have Indian status. This code could be developed now within the parameters of the current band membership regime under Section 10 of the Indian Act. There are benefits to be had if band membership is extended irregardless of whether the person has Indian status. This would mean that individuals would now have the right to participate in the life and activities of the band. There are provisions within the Indian Act which provide rights to band members even without Indian status. Maria Moratelli summarized this in a paper she submitted to the BC Regional Office of the NCFNG.
Implications of the Indian Act Registration and Band Membership Provisions 10
1. Implications for Status vs. Non-Status Band Members
Section 4.1 of the Indian Act provides that non-status band members are entitled to receive the same treatment as status Indians with respect to certain matters. In particular, non-status band members:
(a) may form part of the band; is noteworthy that at common law all band members are entitled to the band's collective interest in reserve lands and resources;
9 Bear River First Nation Band Membership Development, Interim Report, 2005
10 Maria Moretelli, Memorandum to NCFNG, December 2006.
(b) may be the beneficiaries of trust funds;
(c) are regulated by the provisions concerning the estates of mentally incompetent band members and the infant children of band members;
(d) may be exempt from the operation of certain sections of the Indian Act;
(e) may be compensated for expropriated land;
(f) may be issued Certificates of Possession;
(g) have the same rights as status members with respect to prosecution of trespassers on reserves;
(h) may receive benefits from band revenue money;
(i) may receive certain loans from the Minister;
(j) may receive benefits under farm programs;
(k) are subject to the same regulations with respect to health and hospitalization;
(l) may participate in band elections;
(m) are subject to the enforcement of band taxation by-laws;
(n) are exempt from taxes on reserve land;
(o) are subject to provincial laws affecting Indian rights;
(p) are exempt from execution against real and personal property on reserve; and
(q) along with their property are subject to the jurisdiction of special appointed to hear certain Indian cases.
In her summary, she states that "band membership, and the right to determine who will be included in that membership, is of great consequence to a band, as it is a person's designation as a band member that will enable him or her to benefit from and exercise the band's aboriginal governance and title rights. If band membership is limited to only those persons with Indian status under the Indian
Act, then the number of persons who may participate in the band's collective
Aboriginal rights, as enumerated above, may be significantly diminished." 11 In summary, the creation of a band membership code under Section 10 of the Indian Act that is based on inheritance through one parent could serve as a useful tool in increasing membership within your First Nation and protect the birthright of y our citizens.
Moving Forward in the Reclamation of Identity
As First Nations people we have an inherent right to self-government. "Inherent" means that the right comes with the very existence of the people and communities. The basis of the inherent right to self-government is the very existence of the First Nations communities and the fact that historically, First Nations communities governed themselves. The right to self-government has never been given up by First Nations peoples and is a right which still exists today. However this right has not been exercised to the fullest extent.
Our Inherent Right to Self Government has been upheld and is recognized in law through recent Supreme Court cases such as; Delgamuukw vs. British Columbia, Haida vs.Weyerhauser; Taku River Tlinglit vs British Columbia and the Mikisew Cree vs. Sheila Copps Minister of Heritage and Thebaca Road Society.
Self-government is a way to regain control over the management of our communities and to preserve our cultural identities. Self-government is often referred to as an "inherent" right, a pre-existing right rooted in our long occupation and governing of the land before European settlement.
Many First Nations people speak of sovereignty and self-government as responsibilities given to them by the Creator and of a spiritual connection to the
11 Maria Moratello, Memorandum to NCFNG, December 2006
land. We do not seek to be granted self-government by Canadian governments, this is a factor contained within inherent rights.
First Nation members often say "we have an inherent right to self-government and self-determination" or we have "First Nations sovereignty". By these statements they mean; we are a political entity with the right to make laws and to compel obedience to our laws. The members of our group owe faithfulness and obedience to the group's laws in exchange for the protection and benefits that come from the group.
First Nations peoples have also used the right of self-determination in international law to support our claims. Much attention has focused, in recent years, on the developing body of international law on human rights, on the right to self-determination as it applies to Indigenous peoples around the world. First Nations organizations have argued that the inherent right of self-government is an aspect of the right of self-determination recognized in the United Nations Charter and in the Draft Declaration of the Rights of Indigenous Peoples. In June 2006, an overwhelming majority of member states of the United Nations Human Rights Council voted to adopt the UN Declaration on the Rights of Indigenous peoples. Canada was one of only two states to vote against the declaration. This they said was due to the fact that the Declaration might have a possible incompatibility with domestic policies relating to Indigenous peoples in Canada. In fact, Canada was recognizing that the draft declaration would conflict with the rules contained within the Indian Act particularly the Indian status categories.
Articles 7 and 8 of the Draft Declaration states;
Article 7
Indigenous peoples have the collective and individual right not to be subjected to ethnocide and cultural genocide, including prevention of and redress for:
(a) Any action which has the aim or effect of depriving them of their integrity as distinct peoples, or of their cultural values or ethnic identities;
(b) Any action which has the aim or effect of dispossessing them of their lands, territories or resources;
(c) Any form of population transfer who has the aim or effect of violating or undermining any of their rights;
(d) Any form of assimilation or integration by other cultures or ways of life imposed on them by legislative, administrative or other measures;
(e) Any form of propaganda directed against them.
Article 8
"Indigenous peoples have the collective and individual right to maintain and develop their distinct identities and characteristics, including the right to identify themselves as indigenous and to be recognized as such". 12
If in fact indigenous nations have the right to self identify by virtue of our Inherent Right, then as First Nation governments we must come to grips with the whole idea of what constitutes our identity and as a result begin to identify the "self" in self-government.
Considering First Nation Citizenship
The federal government's legislated identity of First Nations people must be ended. There are too many indicators which point to a day when the very existence of First Nations will cease. Is it possible that the federal government is liable for breach of trust as the Indian Act determines who the "Indians" are in Canada, and the federal government has a Constitutional responsibility for "Indians and Lands Reserved for Indians". This would seem to be a direct conflict between the Constitutional responsibility of section 91 (24) and Canadian legislation. Can the fiduciary identify the beneficiaries of the fiduciary?
12 Draft Declaration on the Rights of Indigenous Peoples, United Nations, 1994
In the interim, between implementing the inherent right and today, First Nations who wish to move from membership to citizenship may consider using Section 10 provisions as identified by Sherry Pictou of Bear River Nova Scotia. Section 10, provides for a First Nation to recognize non-status people as members of their community regardless of the other sections of the Indian Act. These provisions will protect the identity of those people who are now being termed as "Ghost People" until the First Nation has progressed to a point in their transition out of the Indian Act and into a First Nation Constitutional framework which was developed by the people.
In sum, we need to guard our people from extinguishment and protect our children's future by ensuring that they can inherit their birthright and keep our lands safe from further erosion.
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Finedon Infant and Finedon Mulso CE Junior School Mental Health and Wellbeing Policy
Why mental health and wellbeing is important
At Finedon Schools, we aim to promote positive mental health and wellbeing for our whole school community (children, staff, parents and carers), and recognise how important mental health and emotional wellbeing is to our lives in just the same way as physical health. We recognise that children's mental health is a crucial factor in their overall wellbeing and can affect their learning and achievement. All children go through ups and downs during their school career and some face significant life events. In 2017, about 1 in 10 children aged 5 to 16 have a diagnosable mental health need and these can have an enormous impact on quality of life, relationships and academic achievement. In many cases it is life-limiting.
The Department for Education (DfE) recognises that: "in order to help their children succeed; schools have a role to play in supporting them to be resilient and mentally healthy". Schools can be a place for children and young people to experience a nurturing and supportive environment that has the potential to develop self-esteem and give positive experiences for overcoming adversity and building resilience. For some, school will be a place of respite from difficult home lives and offer positive role models and relationships, which are critical in promoting children's wellbeing and can help engender a sense of belonging and community.
Our role in school is to ensure that children are able to manage times of change and stress, and that they are supported to reach their potential or access help when they need it. We also have a role to ensure that children learn about what they can do to maintain positive mental health, what affects their mental health, how they can help reduce the stigma surrounding mental health issues, and where they can go if they need help and support.
Our aim is to help develop the protective factors which build resilience to mental health problems and to be a school where:
* All children and staff are valued.
* Children have a sense of belonging and feel safe.
* Children feel able to talk openly with trusted adults about their problems without feeling any stigma.
* Positive mental health is promoted and valued.
* Bullying is not tolerated.
In addition to children's wellbeing, we recognise the importance of promoting staff mental health and wellbeing and have measures in place to support wellbeing such as an annual wellbeing day for staff and half a day for report writing for teachers.
Purpose of the policy
This policy sets out:
* How we promote positive mental health.
* How we identify and support children with mental health difficulties.
* How we prevent mental ill health.
* How we train and support all staff to understand mental ill health issues and spot early warning signs to help prevent or address mental health difficulties.
* Where parents, staff and children can get further advice and support.
* Key information about some common mental health difficulties.
Definition of mental health and wellbeing
We use the World Health Organisation's definition of mental health and wellbeing:
"Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community."
In our Junior School our Christian vision shapes all that we do so that children flourish:
"We nurture the talents and aspirations of our children, preparing them to be confident, responsible and respectful individuals who positively contribute to the world, and reach their potential within a loving, caring Christian community.
Learning together, enabling children 'to live life in all its fullness'."
Mental health and wellbeing is not just the absence of mental health problems. We want all children/young people to:
* Feel confident in themselves.
* Be able to express a range of emotions appropriately.
* Be able to make and maintain positive relationships with others.
* Cope with the stresses of everyday life.
* Manage times of stress and be able to deal with change.
* Learn and achieve.
In developing this policy, we have taken account of:
* Children and Young People's Mental Health: State of the Nation 2016.
* Promoting children and young people's emotional health and wellbeing, Public Health England 2015.
* Preparing to teach about mental health, PSHE Association 2015.
* Mental Health and Behaviour in Schools, DfE 2014.
* Supporting children with medical conditions, DfE 2014.
Links to other policies
This document describes the school's approach to promoting positive mental health and wellbeing. This policy is intended as guidance for all staff including non-teaching staff and governors.
This policy should be read in conjunction with our policies on Safeguarding, medical needs, antibullying and SEND. Links with the School's Behaviour Policy are especially important because behaviour, whether it is disruptive, withdrawn, anxious, depressed or otherwise, may be related to an unmet mental health need.
The Stress Policy and Work Life Balance Policy support the wellbeing of staff.
The policy aims to:
* Promote positive mental health and wellbeing in all staff and pupils.
* Increase understanding and awareness of common mental health issues and behaviours.
* Alert staff to early warning signs of poor mental health and wellbeing.
* Reduce stigma around depression and anxiety in the workplace.
* To encourage staff to take responsibility for their own mental health and wellbeing.
* Provide support to staff working with young people with mental health and wellbeing issues.
* Provide support to pupils suffering mental ill health and their peers and parents/carers.
A whole school approach to promoting positive mental health
We take a whole school approach to promoting positive mental health that aims to help children become more resilient, happy and successful and to prevent problems before they arise.
This encompasses seven aspects:
1. Creating an ethos, policies and behaviours that support positive mental health and resilience, and which everyone understands.
2. Helping children to develop social relationships, support each other and seek help when they need it.
3. Helping children to be resilient learners.
4. Teaching children social and emotional skills and an awareness of mental health.
5. Early identification of children who have mental health difficulties and planning support to meet their needs, including working with specialist services.
6. Effectively working with parents and carers.
7. Supporting and training staff to develop their skills and their own resilience.
We also recognise the role that stigma can play in preventing understanding and awareness of mental health issues. We therefore aim to create an open and positive culture that encourages discussion and understanding of these issues.
Staff roles and responsibilities
We believe that all staff have a responsibility to promote positive mental health, and to understand about protective and risk factors for mental health. Some children will require additional help and all staff should have the skills to look out for any early warning signs of mental health problems and ensure that children with mental health needs get early intervention and the support they need.
All staff understand about possible risk factors that might make some children more likely to experience problems, such as: physical long-term illness, having a parent who has a mental health problem, death and loss, including loss of friendships, family breakdown and bullying. They should also understand the factors that protect children from adversity, such as self-esteem, communication and problem-solving skills, a sense of worth and belonging and emotional literacy.
Whilst all staff have a responsibility to promote the mental health of pupils. Staff with a specific, relevant remit include:
Headteacher, Joanne Lloyd-Williams - Designated Safeguarding Lead
Parent Support Advisor, Caroline Jewell – Deputy Safeguarding Lead, main point of contact for all safeguarding and mental health concerns
Assistant Headteacher and SENDCO, Felicity Pettitt – Deputy Safeguarding Lead
Deputy Headteacher, Lucy Sadler – Deputy Safeguarding Lead
Foundation Stage Lead, Kimberley Reynolds – Deputy Safeguarding Lead
PSHE lead, Kate Harle
Emotional Literacy Support Assistants, Nikki Pickering and Terri Smith
Any member of staff who is concerned about the mental health or wellbeing of a pupil should speak to the Parent Support Advisor in the first instance. If there is a fear that the pupil is in danger of immediate harm, then the normal safeguarding procedures should be followed with an immediate referral to a Designated Safeguarding Lead. If the pupil presents a medical emergency then the normal procedures for medical emergencies should be followed, including alerting the first aid staff and contacting the emergency services if necessary.
Where a referral to CAMHS is appropriate, this will be led and managed by Caroline Jewell, Mental Health Lead.
We recognise that many behaviours and emotional problems can be supported within the school environment, or with advice from external professionals. Some children will need more intensive support at times, and there are a range of mental health professionals and organisations that provide support to children with mental health needs and their families.
Supporting children's positive mental health
We believe that the school has a key role to play in promoting children's positive mental health to prevent mental health problems. Our school has developed a range of strategies and approaches including:
Pupil-led activities
* Playground Squad at the Infant School and the Smile Team at the Junior School providing support for pupils at break times.
* Campaigns and assemblies to raise awareness of mental health, such as mental health awareness day.
Transition Programmes
* Transition programmes at key points in a child's school career, such as YR to Y1, Y2 to Y3 and Y6 to Y7 ensure that pupils experience a smooth transition.
Whole School
* Celebration assemblies to acknowledge positive learning and successes.
* Displays and information available to support positive mental health.
* School in-class reward systems to reward positive behaviour.
* Green cards given to acknowledge successes.
Small group activities
* Targeted work with the Parent Support Advisor.
* Targeted intervention from one of our Emotional Literacy Support Assistants.
Teaching about mental health and wellbeing
* Through our PSHE curriculum, 'Jigsaw', we teach the knowledge and social and emotional skills that will help children to be more resilient, understand about mental health and be less affected by the stigma of mental health problems.
EYFS & Key Stage 1 children learn:
* To recognise, name and describe feelings including good and not so good feelings.
* Simple strategies for managing feelings.
* How their behaviour affects other people.
* About empathy and understanding other people's feelings.
* To cooperate and problem solve.
* To motivate themselves and persevere.
* How to calm down.
* About change and loss and the associated feelings (including moving home, losing toys, pets or friends).
* Who to go to if they are worried.
* About different types of teasing and bullying, that these are wrong and unacceptable.
* How to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help.
Key Stage 2 children learn:
* What positively and negatively affects their mental and emotional health (including the media).
* Positive and healthy coping strategies.
* About good and not so good feelings.
* To describe the range and intensity of their feelings to others.
* To recognise and respond appropriately to a wide range of feelings in others.
* To recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them.
* About resilience.
* How to motivate themselves and bounce back if they fail at something.
* How to empathise and be supportive of others.
* About change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement.
* About the consequences of discrimination, teasing, bullying and aggressive behaviours (including online bullying, prejudice-based language), as well as how to respond and ask for help if they are victims of this themselves.
* About the importance of talking to someone and how to get help.
Identifying, referring and supporting children with mental health needs Our approach:
* Provide a safe environment to enable children to express themselves and be listened to.
* Ensure the welfare and safety of children is paramount.
* Identify appropriate support for children based on their needs.
* Involve parents and carers when their child needs support.
* Involve children in the care and support they have.
* Monitor, review and evaluate the support with children and keep parents and carers updated.
Early Identification
Our identification system involves a range of processes. We aim to identify children with mental health needs as early as possible to prevent things getting worse. We do this in different ways including:
* Analysing behaviour, exclusions, attendance and sanctions.
* Staff report concerns about individual children to the relevant lead persons.
* Pupil Progress Review meetings termly.
* A parental information and health questionnaire on entry to the school.
* Gathering information from a previous school at transfer.
* Parental learning review meetings.
* Enabling children to raise concerns to any member of staff.
* Enabling parents and carers to raise concerns to any member of staff.
Signposting
We ensure that staff, pupils and parents are aware of sources of support within school and in the local community, who it is aimed at and how to access it.
Warning Signs
School staff may become aware of warning signs which indicate a pupil is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and staff observing any of these warning signs should communicate their concerns with Caroline Jewell, our Mental Health and Emotional Wellbeing Lead.
Possible warning signs include:
* Physical signs of harm that are repeated or appear non-accidental.
* Changes in eating / sleeping habits.
* Increased isolation from friends or family, becoming socially withdrawn.
* Changes in activity and mood.
* Lowering of academic achievement.
* Talking or joking about self-harm or suicide.
* Abusing drugs or alcohol.
* Expressing feelings of failure, uselessness or loss of hope.
* Changes in clothing – e.g. long sleeves in warm weather.
* Secretive behaviour.
* Not wanting to do P.E. or get changed for P.E.
* Repeated physical pain or nausea with no evident cause.
* An increase in lateness or absenteeism.
Staff are aware that mental health needs, such as anxiety, might appear as non-compliant, disruptive or aggressive behaviour which could include problems with attention or hyperactivity. This may be related to home problems, difficulties with learning, peer relationships or development.
Disclosures by children and confidentiality
We recognise how important it is that staff are calm, supportive and non-judgemental to children who disclose a concern about themselves or a friend. The emotional and physical safety of our children is paramount and staff listen rather than advise. Staff make it clear to children that the concern will be shared with the Safeguarding Lead and recorded, in order to provide appropriate support to the pupil.
All disclosures are recorded on MyConcern, including date, name of pupil and member of staff to whom they disclosed, summary of the disclosure and next steps.
Assessment, interventions and support
All concerns are reported to the Mental Health Lead and recorded. We then implement our assessment system, which is based on levels of need to ensure that children get the support they need, either from within the school or from an external specialist service. Our aim is to put in place interventions as early as possible to prevent problems escalating.
Working with Parents
Promoting mental health
On first entry to the school, our parent's meeting includes a discussion on the importance of positive mental health for learning. We ask parents to inform us of any mental health needs their child has and any issues that they think might have an impact on their child's mental health and wellbeing, based on a list of risk factors pertaining to the child or family (see appendix 1). It is very helpful if parents and carers can share information with the school so that we can better support their child from the outset. All information will be treated in confidence.
We recognise the important role parents and carers have in promoting and supporting the mental health and wellbeing of their children, and in particular supporting children who do have mental health needs.
To support parents and carers:
* We provide information and websites on mental health issues and local wellbeing and parenting programmes on newsletters and the school website. The information includes who parents can talk to if they have concerns about their own child or a friend of their child and where parents can access support for themselves.
* When children start school, all parents and carers are given our mental health and resilience leaflet that includes information on how parents can support their child's mental health and where to go for help and support.
Supporting parents and carers with children with mental health needs
We are aware that parents and carers react in different ways to knowing their child has a mental health problem and we will be sensitive and supportive. We also aim to reassure by explaining that mental health problems are common, that the school has experience of working with similar issues and that help and advice are available.
When a concern has been raised, the school will:
* Contact parents and carers and meet with them (In almost all cases, parents and carers will be involved in their children's interventions, although there may be circumstances when this may not happen, such as where child protection issues are identified).
* Offer information to take away and places to seek further information.
* Be available for follow up calls.
* Make a record of the meeting.
* Agree a mental health Individual Care Plan including clear next steps.
* Discuss how the parents and carers can support their child.
* Keep parents and carers up to date and fully informed of decisions about the support and interventions provided.
Parents and carers will always be informed if their child is at risk of danger and children may choose to tell their parents and carers themselves. We give children the option of informing their parents and carers about their mental health needs for themselves or of accompanying and supporting them to do so.
We make every effort to support parents and carers to access services where appropriate. Our primary concern is the children, but we also provide information for parents and carers to access support for their own mental health needs.
Supporting Peers
When a pupil is suffering from mental health issues, it can be a difficult time for their friends. Friends often want to support but do not know how. In the case of self-harm or eating disorders, it is possible that friends may learn unhealthy coping mechanisms from each other. In order to keep peers safe, we will consider on a case by case basis which friends may need additional support. Support will be provided either in one to one or group settings and will be guided by conversations by the pupil who is suffering and their parents with whom we will discuss:
* What it is helpful for friends to know and what they should not be told.
* How friends can best support.
* Things friends should avoid doing / saying which may inadvertently cause upset.
* Warning signs that their friend needs help (e.g. signs of relapse).
Additionally, we will want to highlight with peers:
* Where and how to access support for themselves.
* Safe sources of further information about their friend's condition.
* Healthy ways of coping with the difficult emotions they may be feeling.
Training
We want all staff to be confident in their knowledge of mental health and wellbeing and to be able to promote positive mental health and wellbeing, identify mental health needs early in children and know what to do and where to get help.
The MindEd learning portal provides free online training suitable for staff wishing to know more about a specific issue.
Training opportunities for staff who require more in-depth knowledge will be considered as part of our performance management process and additional CPD will be supported throughout the year where it becomes appropriate due to developing situations with one or more pupils. Where the need to do so becomes evident, we will host twilight training sessions for all staff to promote learning or understanding about specific issues related to mental health. Suggestions for individual, group or whole school CPD should be discussed with Joanne LloydWilliams, our CPD Coordinator who can also highlight sources of relevant training and support for individuals as needed.
Supporting and promoting the mental health and wellbeing of staff is an essential component of a healthy school and we promote opportunities to maintain a healthy work life balance and wellbeing, such as celebrating successes, half a day for report writing for teachers and a wellbeing day for all staff. Staff are signposted to Northamptonshire's First for Wellbeing service, which includes access to counselling.
Policy Review
This policy will be reviewed every two years as a minimum. It is next due for review in January 2021. In addition, this policy will be reviewed and updated as appropriate on an ad hoc basis.
This policy will always be immediately updated to reflect personnel changes.
Appendix 1
Risk and protective factors that are believed to be associated with mental health outcomes
Risk factors
Protective factors
In the child
*
Genetic influences
*
Secure attachment
Appendix 2
Specific mental health needs most commonly seen in school-aged children
For information see Annex C Main Types of Mental Health Needs https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
Mental Health and Behaviour in School DfE March 2016
Annex C includes definitions, signs and symptoms and suggested interventions for
* Depression
* Anxiety (including panic attacks, phobias and Obsessive Compulsive Disorder OCD)
* Eating Disorders
* Self-harm
* Substance Misuse
Appendix 3
Where to get information and support
Anxiety UK
www.anxietyuk.org.uk
OCD UK
www.ocduk.org
Depression Alliance www.depressoinalliance.org
National Self-Harm Network
Eating Disorders www.b-eat.co.uk
and www.inourhands.com
Suicidal thoughts Prevention of young suicide UK – PAPYRUS:
www.nshn.co.uk and
www.selfharm.co.uk
For general information and support
www.papyrus-uk.org www.youngminds.org.uk champions young people's mental health and wellbeing
www.minded.org.uk www.mind.org.uk advice and support on mental health problems
www.time-to-change.org.uk tackles the stigma of mental health
(e-learning)
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Telomere Testing
Function:
Telomeres are sections of DNA at the end of each chromosome that serve as a cap to the genetic material. Their purpose is critical to the life of the cell in that they serve as protective buffers that keep the ends of the chromosomes from becoming attached to each other or rearranging. If cells divided without telomeres, they would lose the necessary information at the end of each chromosome. In this way, telomeres prevent chromosomal fraying.
Every time a cell replicates, its telomere will become shorter, eventually causing cell death once the telomere attrition has reached a critical length. It is estimated that human telomeres lose about 100 base pairs from their telomeric DNA during each mitosis (cell division). At this rate, after approximately 125 mitotic divisions, the telomeres would be completely gone, which is why normal cells will eventually die after healthy division. Shorter telomeres imply a shorter life span for a cell, essentially giving it a finite lifespan, depending on the number of cell divisions left within each telomere.
Cells can maintain the length of their telomeres with an enzyme called telomerase, which adds genetic material at the end of the DNA strand, thus lengthening the number of times it can replicate, which ultimately prolongs the life of the cell. It is not active in most cells, but is active in stem cells, germ cells, hair follicles and most cancer cells.
Reporting:
Telomere length is determined using a ratio of the genetic material contained in a nucleated white blood cell telomere relative to the length of a single copy gene of known size to calculate an approximate telomere score. This ratio is then compared to a population of people with similar chronological age.
Clinical Application:
Shorter telomeres have been associated with metabolic abnormalities, obesity and several degenerative diseases including cancer, dementia and cardiovascular disease. In vitro studies have shown that telomeres are highly susceptible to oxidative stress, which will shorten telomere length and enhance cellular aging.
Minimizing associated risk factors that are linked to shortened telomere activity is recommended:
* Reduce oxidative stress
* Correct micronutrient deficiencies, in particular, vitamin C, D and E
* Change sedentary lifestyle by increasing physical activity
* Avoid weight gain or obesity
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Preserving History
Name: Joyce Rives
Date of Interview: March 12th, 2018
Joyce Rives, on the surface, is a typical, unassuming resident of Panna Maria - a small town in South Texas which boasts the title of the first permanent Polish settlement in the United States. However, when we look at what she has accomplished, she exemplifies how one person can be instrumental in keeping Polish tradition and cultural awareness alive.
Her story begins with her great grandfather, Albert Pawelek, a man who lived in lower Silesia in the early 19th century. In 1855 he arrived in the port of Galveston, and made his way to Panna Maria. Having purchased land, he established a farm, and continued his trade of carpentry, as he was a master carpenter in Poland. He is most known for the carving of altars, one of which is still in use in Cestohowa, another small Polish town north of Panna Maria. Albert also delivered mail to towns around Panna Maria. While riding in his wagon, he carved crucifixes, some of which are in the Institute of Texan Cultures, located in downtown San Antonio.
Joyce was born and raised in the same town that her ancestors arrived in over 150 years ago. She attended elementary school in Panna Maria, which was taught by nuns. Upon graduating from Karnes City High School, she attended the University of Texas at Austin. She graduated in 1975 with a degree in business: a huge achievement, since her grandparents, as well as her parents, had only an elementary education. Joyce was the first member of her family to go to college.
Her family, mostly farmers and ranchers, could not afford to help her pay her college tuition. She not only had to work throughout her college career, but also had to cut it short by taking extra courses so that she could graduate in three years. After college, she worked as a personnel director, got married to her husband Andy, and had four children. Eventually, Joyce wanted to become a teacher, so she went back to college in 1988. She received her teaching license in 1992, and became a high school math teacher for 20 years, retiring in 2013.
Every year, Panna Maria hosts an Annual Homecoming Turkey Dinner in October. Every year, Joyce and her husband volunteer at the dinner, serving up hundreds of plates. The tradition dates back many years. Joyce remembers serving water during the event when she was a child. No one knows when or why it started, but the tradition of the Annual Homecoming Turkey Dinner continues today.
Joyce is a member of many organizations that are dedicated to the preservation of the Polish tradition and culture. Currently, she is president of the Panna Maria Historical Society, as well as an active member of the Heritage Center, the Polish American Congress, and the Father Leopold Moczygemba Foundation, the last of which she has won an award for achievements in the Polish Community.
In 1986, Joyce and Loretta Neistroy (the past president of the Panna Maria Historical Society) wrote a grant to open up a visitors' center in the heart of Panna Maria. At first, it started off small. It then grew into what it is today: an invaluable organization that preserves the history of Panna Maria. Throughout the years, visitors have come to the center to learn more about their genealogy, to take tours of the town and museum, or to just sit and talk in Polish, a language Joyce can speak "enough to get me in trouble", as she puts it. The historical society works closely with other organizations to pass on the history and traditions of our ancestors that arrived in this new world in the 19th century.
Much has changed since Joyce was a child. She broke the cycle of minimal education. After graduating from college, she came back to her hometown, to continue preserving the stories, lives, and buildings of the early settlers. She is the reason why the next generation will never forget the sacrifices of their ancestors. | <urn:uuid:323f5aee-64a2-462e-80f0-d7fd9210dd10> | CC-MAIN-2019-09 | http://polishamericancounciloftexas.org/wp/wp-content/uploads/Cheuvront-David-essay.pdf | 2019-02-19T22:16:36Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00440.warc.gz | 195,498,584 | 845 | eng_Latn | eng_Latn | 0.998593 | eng_Latn | 0.998719 | [
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Baked Apples and Sweet Potatoes
Makes:
6 servings
Layer sweet potatoes and apples to make this sweet and satisfying hot side dish.
Ingredients
5 sweet potatoes (cooked)
4 apple
1/2 cup brown sugar
1/2 teaspoon salt
1/4 cup margarine
1 teaspoon nutmeg
1/4 cup hot water
2 tablespoons honey
Directions
1. Boil 5 sweet potatoes in water until they are almost tender.
2. After the sweet potatoes cool, peel and slice them.
3. Peel the apples. Remove the cores, and slice the apples.
4. Preheat the oven to 400 degrees.
5. Grease the casserole dish with butter or margarine.
6. Put a layer of sweet potatoes on the bottom of the dish.
7. Add a layer of apple slices.
8. Add some sugar, salt, and tiny pieces of margarine to the apple layer.
9. Repeat steps 6, 7, and 8 to make more layers of sweet potatoes, apples, and sugar/salt.
10. On the top layer of apples, sprinkle the rest of the brown sugar and margarine pieces.
11. Sprinkle the top layer with nutmeg.
12. Mix the hot water and honey together. Pour the mix over the top layer.
13. Bake for about 30 minutes until apples are tender.
Notes
Learn more about:
Sweet Potatoes
Apples
Source: Pennsylvania Nutrition Education Program, Pennsylvania Nutrition Education NetworkWebsite Recipes
Nutrition Information
N/A - data is not available
MyPlate Food Groups
Fruits
3/4 cup
Vegetables
1/2 cup
Visit ChooseMyPlate.gov | <urn:uuid:29a2bd90-4311-4676-9c3f-548c96c98d3b> | CC-MAIN-2019-09 | https://whatscooking.fns.usda.gov/sites/default/files/recipe_pdfs/baked-apples-and-sweet-potatoes_728.pdf | 2019-02-19T22:18:55Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00440.warc.gz | 733,186,031 | 348 | eng_Latn | eng_Latn | 0.917978 | eng_Latn | 0.991255 | [
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The Meaning of the Advent Wreath
An advent wreath can be a teaching tool and a reminder for Christians of the true meaning of Christmas.
Advent, from the Latin word adventus meaning arrival, is the 4-week period prior to Christmas. It is a time to ponder the great sacrifice that our Lord and Savior, Jesus Christ, made for us by coming to earth as an infant. He lived a perfect life, died a sacrificial death, and rose from the dead for us. He saved us from our sins and eternal damnation because of his great love, adopting each person individually into his family through baptism and faith in him.
The Advent wreath symbolizes the passage of the four weeks of Advent. It is typically a circular candle holder that holds five candles. During the season of Advent, one candle on the wreath is lit each Sunday until all of the candles, including the fifth candle, are lit on Christmas Day. Each candle customarily represents an aspect of the spiritual preparation for the celebration of the birth of our Lord, Jesus Christ.
Most Advent wreaths use three colors of candles – purple, pink, and white. However, some may use blue in place of the purple. The Bible readings below can be read as each candle is lit.
1st CANDLE – (purple or blue) THE PROPHECY CANDLE or CANDLE OF HOPE
We can have hope because God is faithful and will keep the promises made to us. Our hope comes from God!
"And again, Isaiah says, 'The Root of Jesse will spring up, one who will arise to rule over the nations; the Gentiles will hope in him.' May the God of hope fill you with all joy and peace as you trust in him, so that you may overflow with hope by the power of the Holy Spirit." ~ Romans 15:12-13
2nd CANDLE – (purple or blue) THE BETHLEHEM CANDLE or THE CANDLE OF PREPARATION God kept his promise of a Savior who would be born in Bethlehem. Preparation means to "get ready". Help us to be ready to welcome you, O God!
"As is written in the book of the words of Isaiah the prophet: 'A voice of one calling in the desert, 'Prepare the way for the Lord, make straight paths for him. Every valley shall be filled in, every mountain and hill made low. The crooked roads shall become straight, the rough ways smooth. And all mankind will see God's salvation.' ~ Luke 3:4-6
3rd CANDLE – (pink) THE SHEPHERD CANDLE or THE CANDLE OF JOY
The shepherds received a message of joy!
…and she gave birth to her firstborn, a son. She wrapped him in cloths and placed him in a manger, because there was no guest room available for them. And there were shepherds living out in the fields nearby, keeping watch over their flocks at night. An angel of the Lord appeared to them, and the glory of the Lord shone around them, and they were terrified. But the angel said to them, "Do not be afraid. I bring you good news that will cause great joy for all the people. Today in the town of David a Savior has been born to you; he is the Messiah, the Lord. This will be a sign to you: You will find a baby wrapped in cloths and lying in a manger." Suddenly a great company of the heavenly host appeared with the angel, praising God and saying, "Glory to God in the highest heaven, and on earth peace to those on whom his favor rests." When the angels had left them and gone into heaven, the shepherds said to one another, "Let's go to Bethlehem and see this thing that has happened, which the Lord has told us about." ~ Luke 2:715
4th CANDLE – (purple or blue) THE ANGEL CANDLE or THE CANDLE OF LOVE
The angels announced the good news of a Savior!
"…I bring you good news that will cause great joy for all the people. Today in the town of David a Savior has been born to you; he is the Messiah, the Lord" ~ Luke 2:10b-11 God sent his only Son to earth to save us, because he loves us!
"For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. For God did not send his Son into the world to condemn the world, but to save the world through him." ~ John 3:16-17
5th CANDLE – (white) CHRIST CANDLE
The white candle reminds us that Jesus is the spotless lamb of God, sent to wash away our sins. His birth was for his death, his death was for our birth!
"The next day John saw Jesus coming toward him and said, 'Look, the Lamb of God, who takes away the sin of the world!'" ~ John 1:29
Christmas at Trinity
Trinity Lutheran Church uses an Advent wreath as part of our Advent and Christmas worship services. Join us as we prepare our hearts with hope, joy, and love as we eagerly look forward to Christmas, the celebration of the birth our Lord and Savior Jesus Christ.
Schedule
Wednesday, December 5, 2018 5:45 pm Advent Potluck Supper 7:00 pm Advent Service
Wednesday, December 12, 2018 5:45 pm Advent Potluck Supper 7:00 pm Advent Service
Wednesday, December 19, 2018 5:45 pm Advent Potluck Supper 7:00 pm Advent Service
Christmas Eve Candlelight Service Monday, December 24, 2018 7:oo pm
Christmas Day Service Tuesday, December 25, 2018 10:00 am | <urn:uuid:452d7d55-14bb-46be-96c7-6b47a912452c> | CC-MAIN-2019-09 | http://trinityindio.org/images/The_Meaning_of_the_Advent.pdf | 2019-02-19T22:04:49Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00441.warc.gz | 282,391,630 | 1,233 | eng_Latn | eng_Latn | 0.987341 | eng_Latn | 0.998875 | [
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Fact Sheet 07–66
Ohio Department of Natural Resources Division of Water Fact Sheet
Understanding Your Flood Risk
What is Risk?
Risk is a combination of the likelihood that something will happen and the consequences when it does. For instance, a high likelihood with little consequence may have low risk.
example: seasonal fl ooding of undeveloped wetlands.
A low likelihood with extreme consequences may have high risk.
example
: overtopping of a levee that protects a city from up to the 500-year fl ood.
*The Special Flood Hazard Area has a 1% or greater chance of fl ooding in any year. On average fl oodwaters will get high enough to fl ood this area once in every 100 years. It is known as the 100-year fl oodplain. A 100-year fl ood can occur more than once in a 100-year period. Refer to the FEMA Flood Insurance Study and Flood Insurance Rate Map for your community to help determine your fl ood risk.
Are you as safe as you'd like to be?
Things to Consider
If you are within the FEMA Special Flood Hazard Area (100-year fl oodplain) you may also be at risk of damage from smaller, more frequent fl oods. If you are outside of the FEMA Special Flood Hazard Area you are still at risk from larger, less frequent fl oods.
You don't need to be next to a stream or river to be fl ooded. Flood waters can extend hundreds or thousands of feet from the nearest open watercourse, either overland or through backup of storm or sanitary sewers. Even shallow depths of fl oodwaters can cause damage in the thousands of dollars.
Continued on back!
What are the Consequences of Flooding?
Floods may disrupt your life for days, weeks, or months. Your home or business could be uninhabitable for an extended period of time. On average 25% of businesses damaged by fl ooding will not reopen. Homeowners insurance does not pay for fl ood damage, and federal disaster assistance is only available follow- ing a Presidential Disaster Declaration. Most disaster assistance is in the form of low interest loans.
Anyone can buy flood insurance for your home or business, no matter what your fl ood risk, as long as your community participates in the National Flood Insurance Program. Consider the consequences before writing off flood insurance as too expensive. Can you afford to not be covered?
If your lender requires fl ood insurance it is only for your structure. Purchase additional coverage to cover your contents. Plan ahead. Except when newly purchasing a home or business there is a 30 day waiting period before fl ood insurance policies go into effect.
* Elevate the lowest fl oor of your building above anticipated fl ood levels.
* Construct dams or detention basins to hold stormwater run-off.
* Construct levees to hold back fl ood waters.
How Can You Reduce Your Risk?
Reduce your risk either by reducing the likelihood you will be fl ooded or by reducing the consequences when you get fl ooded.
Reducing Your Likelihood of Flooding
* Choose to build/live on higher ground.
*
Note: Dams and levees are costly to build and maintain. They also create additional risk from failure or overtopping that did not exist without the dam or levee.
Reducing the Consequence of Flooding
* Elevate utilities, appliances, and contents above anticipated fl ood levels.
* Purchase fl ood insurance to cover damages from fl ooding.
* Construct your home/building using flood resistant materials and methods.
* Have an emergency plan in place before the fl ood starts.
"There are risks and costs to a program of action. But they are far less than the long-range risks and costs of comfortable inaction."
President John F. Kennedy
For additional information please contact:
ODNR, Division of Water Floodplain Management Program (614) 265-6750
Website: http://www.dnr.state.oh.us/water/
E-mail: email@example.com
*
Deborah Hoffman
Chief
I 2/15/08 | <urn:uuid:364c771c-8668-4b27-85b3-50b2739dae3d> | CC-MAIN-2019-09 | http://rossplanningandbuilding.com/docs/FloodplainManagement/UnderstandingYourFloodRisks.pdf | 2019-02-19T21:38:30Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00441.warc.gz | 234,807,528 | 891 | eng_Latn | eng_Latn | 0.996287 | eng_Latn | 0.996305 | [
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Invisible Ball
Description/Instructions:
This game is essentially playing catch with one or several invisible balls.
- The children all stand in a circle.
- Explain that you are holding an invisible ball.
- Call a child's name and throw them the ball.
- They have to mime catching the ball. They then call someone else's name and throw the ball to them.
- Once everyone knows each other's names you can introduce a second and possibly third ball.
How could this activity be adapted for different learners?
- Vary the number of balls being thrown around the circle.
What tools or equipment are needed?
An invisible ball.
What themes or topics could this activity support?
Senses – hearing. Communication skills. Non-verbal communication. Icebreaker.
What areas of development could this activity support?
☒ Communication, Language and Literacy
☐ Physical Development
☒ Personal, Social and Emotional
☐ Problem Solving, Reasoning and Numeracy
☐ Knowledge and Understanding of the World
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Behavioral Principles and Guidelines for Children
St. Paul's Presbyterian Church Orlando, Florida
at
We love children at St. Paul's and are thrilled to have them among us. They are not only the future of this church but they are the means by which the fame of the Lord's name will be carried to the next generation. We who labor on behalf of children, youth, and their parents take our responsibility seriously and want to do all we can to nurture faith in these children and to encourage their parents. This responsibility is what has inspired and informed these principles and guidelines for behavior at St. Paul's. If you would like an expanded description of the philosophy and theology behind these principles and guidelines, please contact the church office.
THREE CONVICTIONS
There are at least three convictions, which have motivated the development of these "Behavioral Guidelines for Children at St. Paul's". First, we are a big family and it is important for certain boundaries to be in place for the sake of the "family". Stewardship of church property, the safety of others and the safety of our children are at stake. A child running through the foyer on a Sunday morning may not be a concern to most people but for a 75-year-old woman, who is shaky on her feet and terrified of a broken hip, a running child poses a very serious threat.
Second, children who are well disciplined and under control honor the Lord, honor their parents and are a positive reflection of the ministry of our church. If this is true, then the opposite is also true. Unruly children dishonor the Lord and are an embarrassment to their parents and to the church (Proverbs 29:15, I Timothy 3:4, 5).
Third, and probably most important, is that discipline is an important part of nurturing faith in our children. To follow Jesus is to obey Jesus and to submit to His authority. Cultivating an obedient spirit in our children and teaching them to yield to God-given authorities in their lives helps to prepare their hearts to obey Christ and to bend their wills to His.
GUIDING PRINCIPLES
1. Although it is possible to control the outward actions of a child and produce a desired behavior, the goal of our ministry to young people is to direct their hearts toward God and cultivate a spirit, which is responsive to Him. True obedience and discipline flows from a heart that is responsive to the Lord. It is not merely the conformity to an external set of rules. Therefore, if we are concerned about the behavior of our children, the most important thing that parents and youth-workers can do is to seek God's help in nurturing hearts of faith out of which acts of righteousness will flow.
2. We will maintain high standards for behavior at St. Paul's but we are also committed to being fair and realistic about our expectations of children. If a child only had six hours of sleep the night before, we should not be surprised if he has difficulty sitting still in
church. If a preschooler is expected to sit quietly for a lengthy service, we are probably expecting too much. If there are 45 minutes of unstructured time between a social event and worship service, we should not be surprised if children will get into mischief. We will do our best to consider children and their limits and try to accommodate their needs as much as possible.
3. Parents are ultimately responsible for the behavior of their children. We will expect parents to keep their children under control during public gatherings and to make sure that their children are always under adult supervision. When under the supervision of a youth or children's worker at St. Paul's, that worker will be expected to maintain order and appropriate behavior of the children in his care. If a child is not responsive to any of the permissible forms of classroom discipline, the child will be taken to his parents.
4. The raising of children is also a community responsibility. As a church family we gladly stand with parents and are eager to do all we can to support and encourage them in their parenting responsibilities. We consider it a serious responsibility to teach the full counsel of God and inspire children in faith, in love and in righteousness. Some children will struggle with behavioral problems more than others will. The Director of Children's Ministries and the pastors are eager to pray, strategize and work with parent to find solutions
EXPECTATIONS OF CHILDREN AT ST. PAUL'S
Although the behavioral boundaries vary depending on the age of the child, the activity they are involved in, and where that activity takes place, most rules will fall under one of four basic teaching goals, which we have for the children at St. Paul's.
1. Respect for the House of the Lord
Children will be expected to treat church buildings, furnishings and equipment in a way that honors the Lord and to use those things in the way that they were intended. Specifically, children will be encouraged to stand only on floors, not on pews, tables, balcony ledges or windowsills. Children should refrain from running in aisles or church corridors. Paper is an appropriate medium for artistic expression, not walls or furniture. Trash belongs in trash containers. Space and equipment should be left in the same or better condition than it was found. Items such as pianos, microphones, the pulpit and its furnishings should be avoided unless permission to use these items has been obtained. Children or their parents may be asked to accept responsibility for accidental or intentional damage to church property or equipment.
2. Respect for Adults
We want the children of St. Paul's to honor the adults in the church with respectful speech and behavior. Talking back or defying the instruction or correction of an adult are examples of what is considered disrespectful. We also will encourage children to use Mr., Mrs., Ms. or Miss, when addressing adults.
3. Respect for Others
We will endeavor to provide a physically, emotionally, and spiritually safe environment for every child involved at St. Paul's. Children will be encouraged to think before they speak and find encouraging things to say to others. Therefore, mean, crude or hurtful speech or actions toward others are not acceptable.
4. Respect for Themselves
We will encourage children not to act in ways that will put their bodies or their faith at risk.
A WORD ABOUT CORRECTION
We believe that discipline should be primarily positive and so we encourage parents and those who work with children to be quick to encourage and affirm positive behavior. We also encourage immediate and consistent response to negative behavior before it escalates into a serious problem. If the parents are present, we will expect them to correct their children when they misbehave. We will also encourage other adults not to ignore a behavior problem when they see it. If someone else speaks to your child, please do not be offended or insulted.
If parents are not present, the person in charge may respond by first speaking to the child and issuing a warning. If the child persists in the behavior, he may be denied a privilege or isolated from the group. The last resource available to the worker is to take the child to his parents.
Since it is our conviction that parents are the appropriate persons to employ corporal punishment when needed (and this is best carried out privately), any physical form of correction is considered unacceptable in the classroom or any other group setting. Those working with children and youth are only permitted to gently restrain a child to keep him from hurting himself or another.
Thank you for taking the time to read this. Please discuss this with your children. If you have any questions or concerns feel free to contact the church office. | <urn:uuid:6874618d-a3a7-403e-8241-76fd43383e92> | CC-MAIN-2019-09 | http://stpaulpca.org/images/Behavioral%20Principles%20and%20Guidelines%20for%20Children.pdf | 2019-02-19T21:36:37Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00441.warc.gz | 262,402,646 | 1,581 | eng_Latn | eng_Latn | 0.997551 | eng_Latn | 0.99757 | [
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WORD SCRAMBLE
pJshoe
____________________
radiganu ____________________
sMieahs ____________________
mpersoi ____________________
aderm ____________________
ygEtp ____________________
drHoe ____________________
areIls
____________________
zhatarNe ____________________
wheJsi
____________________
meethhlBe ____________________
iaDdv ____________________
alingee
____________________
dluilflef
____________________
Draw a picture of Joseph, Mary, & Jesus fleeing to Egypt
Produced by Heidi D. Sias. May be reproduced intact for congregational use only, not to be sold. For further permissions contact email@example.com.
Front cover Art (by Ed Riojas) copyright © 2006 by Higher Things. Used by permission. Available from Higher Things through their web store at: http://www.higherthings.org/store.html.
Scripture quotations are from The Holy Bible, English Standard Version, copyright © 2001 by Crossway Bibles, a division of Good News Publishers. Used by permission. All rights reserved.
Catechism excerpts from the 1912 Catechism, other art and all hymns are in the public domain, unless otherwise noted.
Remainder copyright © 2015 Heidi Dawn Sias.
LESSONS FOR LAMBS
ST. JOSEPH, GUARDIAN OF JESUS (MARCH 19)
The color for St. Joseph, Guardian of Jesus, is white.
What to listen for during the service?
Joseph was from the lineage (family line) of David. This was important because the Messiah would come from the line of David, so this fulfilled God's promise of a Messiah. Listen during the service for things that proclaim God's promises. What has He promised to us?
Gospel Reading: Matthew 2:13-15, 19-23
(The Gospel Reading is from the part of the Bible that is about Jesus and his ministry.)
13 Now when they had departed, behold, an angel of the Lord appeared to Joseph in a dream and said, "Rise, take the child and his mother, and flee to Egypt, and remain there until I tell you, for Herod is about to search for the child, to destroy him." 14 And he rose and took the child and his mother by night and departed to Egypt 15 and remained there until the death of Herod. This was to fulfill what the Lord had spoken by the prophet, "Out of Egypt I called my son."
19 But when Herod died, behold, an angel of the Lord appeared in a dream to Joseph in Egypt, 20 saying, "Rise, take the child and his mother and go to the land of Israel, for those who sought the child's life are dead." 21 And he rose and took the child and his mother and went to the land of Israel. 22 But when he heard that Archelaus was reigning over Judea in place of his father Herod, he was afraid to go there, and being warned in a dream he withdrew to the district of Galilee. 23 And he went and lived in a city called Nazareth, so that what was spoken by the prophets might be fulfilled, that he would be called a Nazarene.
Questions to talk about with your parents:
1) What did the angel tell Joseph in verse 13?
2) Who was searching for Jesus in order to kill him? Why did he want to kill Jesus?
3) Where did Joseph take Mary and Jesus?
4) What did the angel tell Joseph in verse 19-20? Where did Joseph go then?
5) Who became ruler after Herod died?
6) Where did Joseph, Mary, and Jesus live at the end of the reading?
People of the Bible: Joseph
In the Gospel reading today, we hear about Joseph, Mary, and Jesus. But who is Joseph? Joseph is called the Guardian of Jesus because he served Jesus in a fatherly role during Jesus' life on earth. Joseph was Jewish, and was from
Bethlehem but later settled in Nazareth. Jesus was born in Bethlehem because Joseph and Mary had returned there for a census (counting of the population of the people), but Jesus was considered a Nazarene. Joseph worked as a carpenter, and was given the important role of raising Jesus when Jesus was a child. Joseph was from the family line of David, which was important because the Messiah was going to come from the family ("lineage") of David. When Jesus was born into this family to Joseph and Mary, this promise of a Messiah was fulfilled.
HYMN – "By All Your Saints in Warfare" (st. 2 [LSB 517, st. 14] © 2006 Gregory J. Wismar. Used by permission.)
1 By all Your saints in warfare, For all Your saints at rest, Your holy name, O Jesus, Forevermore be blest! For You have won the battle That they might wear the crown; And now they shine in glory Reflected from Your throne.
2 We sing our thanks for Joseph, The guardian of our Lord, Who faithfully taught Jesus Through craft and deed and word. Grant wisdom, Lord, and patience To parents ev'rywhere Who guide and teach the children Entrusted to their care.
3 Then let us praise the Father And worship God the Son And sing to God the Spirit, Eternal Three in One, Till all the ransomed number Fall down before the throne, Ascribing pow'r and glory And praise to God alone. | <urn:uuid:ab26feb8-01c5-4835-9b0d-85c0e1e95a85> | CC-MAIN-2019-09 | https://4310b1a9-a-b8906198-s-sites.googlegroups.com/a/heidisias.com/home/lessons-for-lambs/79%20St.%20Joseph%2C%20Guardian%20of%20Jesus.pdf?attachauth=ANoY7cpNlI9G6ABfRFNwCyEV4yAfqUPj3O8gbUh33ye-d5QaabfyYrOLsvdZ7308az2-cgWMfkWfykWtMWUTSMjpAvWTGrX9_F_7k9J3NMvrRkHBiUiY5o1R4CeaAvMdKTzs4CW65Z5O0t1akGnCKlayeI1cPOOIbXN-cw32V4D1KyxkHtc8_gSHUUXOAlKIVLF8wyt6GGlcP-v4k00qmXfcfkqu2WYmhaX_VloceEky5oBUL6vuCKda4vwtQYw6_hfZyE6BpsdE&attredirects=0&d=1 | 2019-02-19T21:40:26Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00443.warc.gz | 474,602,847 | 1,139 | eng_Latn | eng_Latn | 0.993743 | eng_Latn | 0.998997 | [
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Language Acquisition Rubric – Phase 1 Criterion C: COMMUNICATING IN RESPONSE TO SPOKEN, WRITTEN AND VISUAL TEXT
At the end of Phase 1, students should be able to:
i. respond appropriately to simple short phrases
ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language
iii. use basic phrases to communicate ideas, feeling and information on a variety of aspects of everyday topics
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Magnetic Resonance based Wireless Power Transfer System
1Krishnaprasad V. M 2Ben Rose P. J
Student
1,2
1,2Department of Electrical and Electronics Engineering 1,2Adi Shankara Institute of Engineering and Technology, Kalady
Abstract
Wireless Electricity transmission is based on strong coupling between electromagnetic resonant objects to transfer energy wirelessly between them. This differs from other methods like simple induction, microwaves, or air ionization. The system consists of transmitters and receivers that contain magnetic loop antennas critically tuned to the same frequency. Due to operating in the electromagnetic near field, the receiving devices must be no more than about a quarter wavelengths from the transmitter .Unlike the far field wireless power transmission systems based on traveling electro -magnetic waves, Wireless Electricity employs near field inductive coupling through magnetic fields similar to those found in transformers except that the primary coil and secondary winding are physically separated, and tuned to resonate to increase their magnetic coupling. These tuned magnetic fields generated by the primary coil can be arranged to interact vigorously with matched secondary windings in distant equipment but far mo re weakly with any surrounding objects or materials such as radio signals or biological issue.
Keyword- AC Electricity, W ireless Electricity Device, Oscillating magnetic Field, Resonant Magnetic Coupling, Magnetic Resonance Imaging (MRI)
__________________________________________________________________________________________________
I. INTRODUCTION
Electricity is today a necessity of modern life. It is difficult to imagine passing a day without electricity. The conventional use of electricity is made possible through the use of wires. However researchers in MIT have devised a means of providing electricity without any wires. Wireless Electricity, a portmanteau for wireless electricity, is a term coined initially and used. This principle of wireless electricity works on the principle of using coupled resonant objects for the transference of electricity. The system consists of Wireless Electricity transmitters and receivers that contain magnetic loop antennas critically Tuned to the same frequency. Wireless power transmission is not a new idea; Nikola Tesla demonstrated a "transmission of electrical energy without wires" that depends upon electrical conductivity as early as 1891.The receiver works on the same principle as radio receivers where the device has to be in the ran ge of the transmitter. It is with the help of resonant magnetic fields that Wireless Electricity produces electricity, while reducing the wastage of power. This is unlike the principle adopted by Nikola Tesla in the later part of the 19th century; where conduction based systems were used. The present project on Wireless Electricity aims at power transmissions in the range of 100 watts. May be the products using WiTricity in future might be called Wireless Electricity So we have been able to power a 60 watt light bulb from a power source that is located about seven feet away, while providing forty percent efficiency. This was made possible using two copper coils that were twenty inches in diameter which were designed so that they resonated together in the MHz range. One of these coils were connected to a power source while the other, to a bulb. With this Wireless Electricity setup, the bulb got powered even when the coils were not in sight.
II. BLOCK DIAGRAM
A. Wireless Electricity Technology
Understanding what wireless electricity technology is transferring electric energy or power over distance without Wires is quite simple. Understanding how it works is a bit more involved, but it doesn't require an engineering degree. We'll start with the basics of electricity and magnetism, and work our way up to the Wireless Electricity technology.
III.ELECTRICITY
The flow of electrons (current) through a conductor (like a wire), or charges through the atmosphere (like lightning). A convenient way for energy to get from one place to another.
IV. MAGNETISM
The fundamental force of nature, which causes certain types of materials to attract or repel each other. Permanent magnets, like the ones on your refrigerator and the earth's magnetic field, are examples of objects having constant magnetic fields. Oscillating magnetic fields vary with time, and can be generated by alternating current (AC) flowing on a wire. The strength, direction, and extent of magnetic fields are often represented and visualized by drawings of the magnetic field lines. As electric current, I, flows in a wire, it gives rise to a magnetic field, B, which wraps around the wire. When the current reverses direction, the magnetic field also reverses its direction. The blue lines represent the magnetic field that is created when current flows through a coil. When the current reverses direction, the magnetic field also reverses its direction.
V. ELECTROMAGNETISM
A term for the interdependence of time -varying electric and magnetic fields. For example, it turns out that an oscillating magnetic field produces an electric field and an oscillating electric field produces a magnetic field.
VI. MAGNETIC INDUCTION
A loop or coil of conductive material like copper, carrying an alternating current (AC), is a very efficient structure for generating or capturing a magnetic field. If a conductive loop is connected to an AC power source, it will generate an oscillating magnetic field in the vicinity of the loop. A second conducting loop, brought close enough to the first, may "capture" some portion of that oscillating magnetic field, which in turn, generates or induces an electric current in the second coil. The current generated in the second coil may be used to power devices. This type of electrical power transfer from one loop or coil to another is well known and referred to as magnetic induction. Some common examples of devices based on magnetic induction are electric transformers and electric generators.
VII. ENERGY/POWER COUPLING
Energy coupling occurs when an energy source has a means of transferring energy to another object. One simple example is a locomotive pulling a train car the mechanical coupling between the two enables the locomotive to pull the train, and overcome the forces of friction and inertia that keep the train still and, the train moves. Magnetic coupling occurs when the magnetic fields of one object [5]. An electric transformer is a device that uses magnetic induction to transfer energy from its primary winding to its secondary winding, without the windings being connected to each other. It is used to "transform" AC current at one voltage to AC current at a different voltage .Interacts with a second object and induces an electric current in or on that object. In this way, electric energy can be transferred from a power source to a powered device. In contrast to the example of mechanical coupling given for the train, magnetic coupling does not require any physical contact between the object generating the energy and the object receiving or capturing that energy.
VIII. RESONANCE
Resonance is a property which exists in many different physical systems. It can be thought of as the natural frequency at which energy can most efficiently be added to an oscillating system. A playground swing is an example of an oscillating system involving potential energy and kinetic energy. The child swings back and forth at a rate that is determined by the length of the swing. The child can make the swing go higher if she properly coordinates her arm and leg action with the motion of the swing. The swing is oscillating at its resonant frequency and the simple movements of the child efficiently transfer energy to the system. The resonant frequency depends on the size, shape and thickness of the material.
IX. RESONANT MAGNETIC COUPLING
Magnetic coupling occurs when two objects exchange energy through their varying or oscillating magnetic fields. Resonant coupling occurs when the natural frequencies of the two objects are approximately the same. Two idealized resonant magnetic coils, shown in yellow. The blue and red color bands illustrate their magnetic fields. The coupling of their respective magnetic fields is indicated by the connection of the color bands.
X. WORKING OF WIRELESS TECHNOLOGY
The concept of wireless electricity works on the principle of using coupled resonant objects for the transfer of electricity to objects without the use of any wires. This concept of WiTricity was made possible using resonance where an object vibrates with the application of a certain frequency of energy. So two objects having similar resonance tend to exchange energy without causing any effects on the surrounding objects.
A.
Step 1
A circuit [A] attached to the wall socket converts the standard 60-hertz current to 10 megahertz and feeds it to the transmitting coil [B]. The oscillating current inside the transmitting coil causes the coil to emit a 10 -megahertz magnetic field.
B. Step 2
The receiving coil [C] has the exact same dimensions as the sending coil and thus resonates at the same frequency and, in a process called magnetic induction, picks up the energy of the first coil's magnetic field.
C. Step 3
The energy of the oscillating magnetic field induces an electrical current in the receiving coil, lighting the bulb [D].
)
XI. MAGNETIC RESONANCE IMAGING (MRI
MRI machines use "magnetic resonance imaging" to produce diagnostic images of soft tissue. Many people assume that Witricity's "Resonant Magnetic Coupling" must be similar to magnetic resonance imaging (MRI) technology; however, the technologies are similar in name only. M RI is, as its name suggests, a technology for using magnetism as a basis for diagnostic imaging of soft tissue in the human body. It utilizes a strong DC magnet to orient the magnetic fields of atoms within tissues, and radio frequency fields to manipulate those atoms in a selective way, so that tissues and structures can be imaged clearly. The "resonance" referred to in "MRI" refers to the resonance of atomic structures. MRI is not considered to be a method for wireless power transfer.
XII. ADVANTAGES OF WIRELESS ELECTRICITY
– More Convenient
– More Reliable
– More Environ mentally friendly
XIII. APPLICATION
– Low Power Product Category
Example, Remote controls, game controllers, computer headsets, gaming headsets, sensors, wireless thermostats, smoke detectors.
– Full Power Product Category
Example, I Phone/smart phones, smart phone accessories, net books, net book accessories, wireless speakers.
– High Power Category
Example, Dig ital photo frames, laptops, laptop accessories, flat panel TV's
– Industrial Application
Example, Robots, packaging machinery, assembly machinery, machine tools, drilling, mining, underwater, etc.
XIV. CONCLUSION
Wireless Electricity technology is a non-radioactive mode of energy transfer, relying instead on the magnetic near field. Magnetic fields interact very weakly with biological organisms —people and animals —and are scientifically regarded to be safe. WiTricity products are being designed to comply with applicable safety standards and regulations. Hence witTricity is technology safe. WiTricity can transfer power depends on the source and receivers. If it is relatively close to one another, and can exceed 95%.Efficiency is primarily determined by the distance between the power source and capture device, however, the shape may impact the efficiency. it can transfer the power through walls also. Traditional magnetic induction requires that the power source and capture device be very close to one another usually within millimeters to transfer power efficiently. Wireless Electricity technology is based on sharply resonant strong coupling, and is able to transfer power efficiently even when the distances between the power source and capture device are several times the size of the devices themselves.
REFERENCES
[1] http://www.electronics-tutorials.com/filters/if amplifier-transformers.htm IF amplifier transformers.
[2] Wireless patient monitoring system http://www.WiTricitypower.com
[3] Concept Evaluation of an Inductive Charging System for Electric Vehicles. 3rd European Conference Smart Grids and E-M mobility, 17.10. - 18.10.2011
[4] "Wireless Power Transfer via Strongly Coupled Magnetic Resonances" by Andre kurs, Science 317, 83 (2007); Dol:10.1126/science.1143254.
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SACRED HEART CATHOLIC SCHOOL BEAGLE BAY
School Performance Data 2012
OUR VISION
Sacred Heart School is a Catholic faith community which recognises the importance of respect for God, self, others and all aspects of the environment. The School community acknowledges that the students are the future of Beagle Bay and nurtures their development through two-way learning.
1. Contextual Information
Sacred Heart School is a Catholic co-educational composite school, catering for children from Kindergarten to Year 10 and comprising of approximately 110 children. It is located in Beagle Bay, a remote Aboriginal community. It was a bi-lingual school where instruction was given in French and Nyul Nyul, the language of the traditional owners of the land around Beagle Bay. They also learnt to speak and sing in English and were taught Latin hymns. The school offers a holistic education, embracing the spiritual, religious, intellectual, physical, social and emotional development of all students that is developmentally appropriate. At our school, relationships and learning are both important. Our Vision underpins school life. We provide a variety of religious experiences which embrace and enhance Faith, Life and Culture.
The school focuses on literacy and numeracy across all years. Vocational pathways are offered in the senior school. As a futures oriented school, we are committed to developing independent learning skills amongst students and strongly encourage the use of learning technologies in the classroom. A broad range of extra-curricular activities in sport, music, drama, dance and a wide range of academic competitions and clubs, enhance the pastoral and educational programs offered. Inter House sporting competitions, broad student leadership experiences, both highlight the quality of pastoral care provided to students. The model of schooling offered by Sacred Heart School is underpinned by Gospel values. We strive to promote excellence and support the children to reach their God-given full potential.
We place a huge emphasis on student needs, styles of learning, data analysis and teaching strategies. We promote a whole school collaborative approach of ongoing reflection and analysis of data to direct future goal-setting for teaching and learning. This approach provides successful monitoring of student learning and implementation of best teaching practices.
The NPP has enabled us to access additional funds for our Key Teachers in Literacy and Numeracy to attend quality, current and relevant Professional Development. Due to a high percentage of indigenous students, there is a major focus on Literacy and Numeracy which caters for the needs of all students. We implement ongoing assessment and data gathering to direct the teaching and learning experience. Support is provided through Reading Recovery, Extending Mathematical Understanding, Literacy Intervention and support as well as Computer Programs.
The school provides a balanced curriculum including Cultural Education, involving community members, Music, Dance, Physical Education, Sports, IT, Library and Promoting Alternative Thinking Strategies. The school has an ICT Centre, as well as a bank of computers and an interactive whiteboard in every classroom. The school community works together to create an environment where diversity is valued and everyone is treated with dignity and respect.
2. Teacher standards and qualifications
- All teaching staff is registered with the Teacher Registration Board of Western Australia (TRBWA).
- All staff holds Working With Children Checks.
- Nine teachers hold a Bachelor of Education Degree.
- Nine teachers hold a Diploma of Teaching Degree.
- Three teachers hold a Masters of Education Degree.
- Two teachers hold a Diploma in Religious Education.
3. Workforce composition
Staffing is as follows:
- 9 Full time teachers
- 9 full time Aboriginal Educational Assistants,
- 1 part time Aboriginal Educational assistant,
- 1 full time clerical assistant,
- 1 part time clerical officer,
- 1 part time grounds/maintenance person,
- 1 part time gardener/cleaner
- In total – 9 males and 13 females.
4. Student attendance at school
Attendance
Student attendance has an average of 82%.
Non-attendance is being addressed through a variety of ways.
Employment of a Aboriginal community liaison officer to work in partnership with families to
1. improve attendance daily.
2. Weekly, monthly and term rewards promoting attendance.
3. Publicising in the community the positive elements of schooling.
4. Development of a Community / School Partnership Agreement
5. Accessing external agencies for support.
NAPLAN DATA
In the 2012 NAPLAN data, the school performed below national averages in all areas. The school is working at improving students' use of Standard Australian English at school through specialised professional learning for all teaching staff.
Trends from NAPLAN data identify irregular patterns of student gains and losses. Importantly, identifying individual student's story and class cohorts enables a greater depth of understanding to the data.
Reading
The Reading Recovery program recommenced in 2012 in a full capacity with all year 2 students being exposed to the program. This may influence positive gains in future data.
Observations:
- Students that participated regularly in the Reading Recovery and are now in Year 5 continued to show improvement.
- The Year 7 data over the past 2 years has dropped.
- Like schools comparisons indicate Sacred Heart students perform well, however considerable gaps still exist between state and national comparions.
- There is a need to work on students reading comprehension skills, especially in locating information within texts.
Spelling:
Spelling has been a consistent challenge at Sacred Heart School. As EALD users, students oral language development (vocabulary) and phonological awareness contirubutes to the challenges when completing standardised tests.
Observations:
- Students in all cohorts performed below their like school comparison and well below state and national averages.
- Looking at specific errors in testing it is apparent that students require additional support in developing phonological awareness. An emphisis on explicit teaching of sounds will again be explored in 2013 to build upon existing practices. Suggestions include Diana Rigg or Words Their Way.
Grammar and Punctuation
Observations:
- Students in Year 3 and 9 demonstrated significant improvements.
- Individual students in Year 5 made pleasing gains. Teaching to the tail has been identified as an issue with 2 students making no gains between Yr 3 and 5.
- Areas that will be focused on specifically in 2013 include a whole school focus on the use of specific forms of punctuation (fullstops, capital letters) and knowledge of word types (verbs, nouns, adverbs, conjunction).
Writing:
Observations:
- Year 3, 5 and 9 showed an increase in results as teachers and students became aware of the processes and conventions involved in pursuasive texts.
- When examining the data in all year levels, students have the opportunity to further develop their understanding of paragraphing and punctuation. Students knowledge of the structure of pursuasive text was limited.
- Students in all Year levels are below the national minimum standard. Data shows that students' understanding of sentence structure and paragraphing are capable of improvement.
Numeracy:
Student achievement in numeracy has demonstrated a level of inconsistency in previous years which continued in 2012. The graph, 'Students over Time' demonstrates the level of inconsistency throughout the past five years.
Observations:
- Individual students are achieving good results, however, the tail of the school can contribute to lowering the appearance of the cohort.
- When looking at specific concepts, no consistent misconception exists in year levels with a range of misconceptions apparent in differing year levels.
- Continuing to focus on students' mental strategies and flexibility between operations is essential to improving undertsndings.
- Differentiation is a priority across all year levels.
Parent, Student and Teacher Satisfaction
All members of the school community recognise the importance education plays in providing opportunities for students to grow and develop. The school and broader community are working towards a united goal to improve student attendance and ultimately educational success.
The members of our School Board are very supportive of school policies and educational programmes.
Communication between the school and home is a high priority. Parents appreciate the fact that the school works hard to maintain a culture of inclusiveness, openness and cooperation.
Visitors to our school always comment that SHS has a wonderful, positive and welcoming environment.
5. Post school destinations
On leaving our school, children attend the following high schools: -
- Clontarf College
- St Mary's College, Broome
- Broome Senior High School
- Aquinas College
-
The Peninsula School
- Belmont College
- Aranmore College
6. School Income
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WORD SEARCH
ECAEPSERAPNAOFFERTORYATPSLEPSOGIITPREUPIGSICGREHJKLEINIFORGIVENESSACOSTPGTNPYELBOAJNIRIHPAAUOLALJRPIILYRTVESESRMHARVESTDW
Produced by Heidi D. Sias. May be reproduced intact for congregational use only, not to be sold. For further permissions contact email@example.com.
Front cover Art (by Ed Riojas) copyright © 2006 by Higher Things. Used by permission. Available from Higher Things through their web store at: http://www.higherthings.org/store.html.
Scripture quotations are from The Holy Bible, English Standard Version, copyright © 2001 by Crossway Bibles, a division of Good News Publishers. Used by permission. All rights reserved.
Catechism excerpts from the 1912 Catechism, other art and all hymns are in the public domain, unless otherwise noted.
Remainder copyright © 2015 Heidi Dawn Sias.
LESSONS FOR LAMBS
ST. LUKE, EVANGELIST (OCTOBER 18)
The color for St. Luke, Evangelist, is red.
What to listen for during the service?
Listen for the Offertory during the service, which is usually sung shortly after the sermon. What are we asking God to do in the Offertory? Does God's forgiveness do these things? How does God restore unto me the joy of His salvation? Who does God give us to forgive our sins and to restore our joy?
Gospel Reading: Luke 10:1-9
(The Gospel Reading is from the part of the Bible that is about Jesus and his ministry.)
1 After this the Lord appointed seventy-two others and sent them on ahead of him, two by two, into every town and place where he himself was about to go. 2 And he said to them, "The harvest is plentiful, but the laborers are few. Therefore pray earnestly to the Lord of the harvest to send out laborers into his harvest. 3 Go your way; behold, I am sending you out as lambs in the midst of wolves. 4 Carry no moneybag, no knapsack, no sandals, and greet no one on the road. 5 Whatever house you enter, first say, 'Peace be to this house!' 6 And if a son of peace is there, your peace will rest upon him. But if not, it will return to you. 7 And remain in the same house, eating and drinking what they provide, for the laborer deserves his wages. Do not go from house to house. 8 Whenever you enter a town and they receive you, eat what is set before you. 9 Heal the sick in it and say to them, 'The kingdom of God has come near to you.'"
Questions to talk about with your parents:
1) Where did Jesus send the "seventy-two others"?
2) What did Jesus mean when He said, "The harvest is plentiful, but the laborers are few"? Are there a lot of people willing to share the Gospel? Who does Jesus want us to share the Gospel with?
3) Why does Jesus tell the seventy-two not to take anything with them? Who should they trust to provide for their needs?
4) What does "a son of peace" mean? Is Jesus talking about someone who is not rejecting the one who is bringing the Gospel to him?
People of the Bible: Luke
The Gospel reading today is from Luke. But who was Luke and why did he write about the life of Jesus? Luke was a Gentile (not a Jew) and was a physician or doctor. He was a co-worker of Paul and accompanied him on some of his missionary journeys, which we read about in some of the Bible's epistles. Luke was inspired by the Holy Spirit in writing about Jesus to spread the Gospel beyond Israel to the Gentiles. Luke wrote about what Jesus did and what He taught, and that Jesus came "to seek and to save the lost." Luke wanted to be sure that the Gospel was proclaimed to all people, Gentile and Jew. In his Gospel, he proclaimed Christ to be the Redeemer.
HYMN – "By All Your Saints in Warfare"
1 By all Your saints in warfare, For all Your saints at rest, Your holy name, O Jesus, Forevermore be blest! For You have won the battle That they might wear the crown; And now they shine in glory Reflected from Your throne.
2 For that belov'd physician All praise, whose Gospel shows The Healer of the nations, The one who shares our woes. Your wine and oil, O Savior, Upon our spirits pour, And with true balm of Gilead Anoint us evermore.
3 Then let us praise the Father And worship God the Son And sing to God the Spirit, Eternal Three in One, Till all the ransomed number Fall down before the throne, Ascribing pow'r and glory And praise to God alone.
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English Grammar for Students of German
6th edition by Cecile Zorach . Charlotte Melin . Adam Oberlin
REVIEW EXERCISES
The Olivia and Hill Press 3460 East Ellsworth Rd. Ann Arbor, MI 48108
Tel.: (734) 971-0202
Fax: (734) 971-0220 www.oliviahill.com
© 2014, Jacqueline Morton
Chapter 2 — What is a Noun?
Circle the nouns in the following sentences:
1. Katie asks her teacher many questions about Europe.
2. Mrs. Schneider answers her students with patience.
3. Curiosity is an important part of learning.
4. Katie and her classmates hear stories about Berlin, the capital of Germany.
5. The class tours an exhibit about German settlers.
Chapter 3 — What are Prefixes and Suffixes?
I. Underline the prefixes in the following words.
1. decode
2. enlarge
3. misunderstand
II. Underline the suffixes in the following words.
1. dependency
2. graceful
3. sleepless
Chapter 4 —What is Meant by Number?
I. Circle the English words that are in the plural.
1. pencils
2. suitcase
3. business
4. feet
5. group
II. Under the Plural column, circle the parts of the German word that indicate the plural form.
S
INGULAR
P
LURAL
1. Wort Wörter
2. Stuhl
Stühle
3. Kind
Kinder
4. Studentin Studentinnen
5. Auto Autos
Chapter 5 — What is Meant by Gender?
By consulting lists on pp. 20-21 of EGSG, determine the gender of the following German words: masculine (M.), feminine (F), or neuter (N).
Chapter 6 — What is an Article?
Below is a list of English nouns preceded by a definite or indefinite article.
n Write the corresponding German article for each noun on the line provided. The German dictionary entry indicates whether the noun is masculine (m.), feminine (f.), or neuter (n.).
Chapter 7 — What is a Verb?
I. Circle the verbs in the following sentences.
1. Katie and Jacob meet at the library.
2. The students eat their lunch at school.
3. We stayed home because we expected a phone call.
4. Rachel took a bath, finished her novel, and went to bed.
5. Sam felt better after he talked to his friends.
II. Write the infinitive form of the verb in the sentences below.
1. We taught them everything they know.
_______________
2. I am tired today.
3. They had a good time.
4. She leaves next week for Konstanz.
5. He swam every day in the summer.
Chapter 9 — What is a Pronoun?
Circle the pronouns in the sentences below.
n Draw an arrow from the pronoun to its antecedent(s).
1. Did Brooke phone? Yes, she called a few minutes ago.
2. Molly and Stan were out. They had a lot of errands to run.
3. If the paper is not next to the chair, look under it.
4. Sara injured herself on the playground.
5. Has Brad met Helga yet? Yes, Brad already knows her.
Chapter 12 — What is a Subject Pronoun?
Find the subjects in the sentences below.
n Next to A, write the answer to the question you just asked.
n Next to Q, write the question you need to ask to find the subject of the sentences below.
n Circle if the subject is singular (S) or plural (P).
1. I go to college in the fall.
Q: ________________________________________
A: ________________________________________
_______________
_______________
_______________
_______________
s
p
2. My bother and sister are still in high school.
Q: ________________________________________
A: ________________________________________ s
p
3. During the school year, they don't work.
Q: ________________________________________
A: ________________________________________ s
p
4. Unlike my siblings, I have to work all year long.
Q: ________________________________________
A: ________________________________________ s
p
Chapter 13 — What is a Predicate Noun?
Circle the predicate noun in the following sentences.
n Draw an arrow from the predicate noun to the subject with which it is linked.
1. The letter was really good news.
2. Carol became a doctor.
3. They are tourists.
4. Dan became an accomplished musician.
5. The swimming pool is our favorite place in the summer.
Chapter 14 — What is a Verb Conjugation?
I. Draw a box around the stem of the German verbs in the infinitive form.
1. denken
2. rennen
3. arbeiten
4. wandern
5. reisen
II. Write the stem and conjugate the verb gehen (to go). Stem: ________________
ich
______________________
du
______________________
er, sie, es ______________________
wir
______________________
ihr
______________________
sie
______________________
Chapter 16 — What is the Present Tense?
Circle the words that correspond to the German present tense.
1. So John and Vera really do play tennis.
2. Yes, John plays often.
3. In fact, Vera is playing right now too.
4. Our friends are playing with them.
5. Do you play too?
Chapter 17 — What is an Object?
Find the objects in the sentences below:
n Next to A, write the answer to the question you just asked.
n Next to Q, write the question you need to ask to find the object.
n Circle the kind of object it is: direct object (DO), indirect object (IO) or object of a preposition (OP).
1. The computer lost my homework.
Q: _____________________________________ do io
op
A: _____________________________________
2. She sent her friend a postcard.
Q: _____________________________________ do io
op
A: _____________________________________
Q: _____________________________________ do io
op
A: _____________________________________
3. My parents paid for the books with a credit card.
Q: _____________________________________ do io
op
A: _____________________________________
Q: _____________________________________ do io
op
A: _____________________________________
Chapter 18 — What are Direct and Indirect Object Pronouns?
Using the chart on p. 58, indicate the information requested about the pronouns in bold.
1. I believe you.
P
ERSON:
1
st
2
nd
3
rd
N
UMBER:
singular
plural
2. We saw him often.
P
ERSON:
1
st
2
nd
3
rd
G
ENDER:
masculine feminine neuter
N
UMBER:
singular
plural
3. They called her.
P
ERSON:
1
st
2
nd
3
rd
G
ENDER:
masculine feminine neuter
N
UMBER:
singular
plural
Chapter 19 — What is a Preposition?
I. Circle the prepositions in the following sentences.
1. A mouse darted behind the table.
2. The letter was hidden under the papers.
3. We met at the museum in Stuttgart.
4. On Saturday let's look around the city.
II. Restructure the dangling prepositions in the following sentences so that the structure in English will parallel the structure of a German sentence.
1. I can't tell what they're laughing about.
_________________________________________________________
2. Who are you doing that for?
_________________________________________________________
Chapter 20 — What is an Object of Preposition Pronoun?
I. The following English sentences contain prepositions and their objects written in italics.
n Underline italicized nouns referring to things.
n Circle italicized nouns referring to persons.
n Indicate the type of construction you must use in German: preposition + personal pronoun (PP) or da-compound (da-C).
1. We're waiting for Greg.
pp da-c
2. Thank you for the present!
3. I wrote to Emily.
pp pp
da-c da-
c
4. We're looking forward to the vacation.
pp da-
c
Chapter 21 — What are the Principal Parts of a Verb?
Indicate whether the following German verbs are weak or strong.
Chapter 22 — What is an Auxiliary Verb?
Circle the auxiliary verbs and modals in the following English sentences.
n On the line below indicate the verbs that will be expressed in a German sentence.
n Cross out the English auxiliaries that will not be expressed as auxiliaries in a German sentence.
1. They are working on the problem.
______________________________
2. We can go now.
______________________________
3. You do have a point.
______________________________
4. She has waited a long time.
______________________________
5. He will arrive later.
______________________________
Chapter 23 — What are Reflexive Pronouns and Verbs?
I. Fill in the proper reflexive pronoun in English.
1. Ruby, you should feel free to make ______________ at home.
2. We bought _________ a new car.
3. The man hurt _____________ while changing the tire.
4. She taught _____________ to play the guitar.
5. I blame ________ for the mistake.
6. Maura and Steve, you should get ______________ ready.
II. Using the sample conjugation on p. 142, fill in the accusative reflexive pronouns of the reflexive verb sich freuen über (to be happy about something).
ich freue
__________
du freust
__________
Chapter 24 — What is the Future Tense?
In the sentences below underline the verbs in future tense.
n Circle the verbs in the present tense which are used with an adverb of future time.
1. Next week we are going on vacation.
2. Erica will go downtown.
3. I shall return.
4. Tomorrow I am flying to Europe.
5. He'll be here in a minute.
Chapter 25 — What is the Past Tense?
Underline the verb form(s) in the following sentences.
n Indicate whether the verb is in the simple past (SP) or the present perfect (PP).
1. Last summer I went to Germany
Chapter 26 — What is a Participle?
Circle the tense of the verb forms in italics: present participle (P) or past participle (PP).
1. At 10:00 p.m. John was watching TV.
p
pp
2. We had already gone when Tom called.
p
pp
3. An antique dealer near our house fixes broken china.
p
pp
4. Mary is studying in the library right now.
p
pp
Chapter 30 — What is a Descriptive Adjective?
Underline the adjective in the following sentences.
n Indicate which set of adjective endings you need in German: after der-word (AD), after ein-word (AE), no article (NA):
Chapter 31 — What is Meant by Comparison of Adjectives?
Using the words given, write sentences with comparative adjectives. The various degrees of comparison are indicated as follows:
++ superlative
+
greater degree
= equal degree
- lesser degree
1. The teacher is / (+) old / the students.
____________________________________________________
2. This student is / (=) intelligent / that one.
____________________________________________________
3. Kathy is / (-) tall / Molly.
____________________________________________________
4. This movie is / (++) good / this season.
____________________________________________________
5. Today is / (++) hot / day on record.
____________________________________________________
Chapter 32 — What is the Possessive?
The following are possessive constructions using the apostrophe.
n Write the alternate English structure using the word of.
n Underline the possessor in your new construction.
1. the car's motor
__________________________________________________
2. the year's end
__________________________________________________
3. Bachmann's works
__________________________________________________
4. the street's name
__________________________________________________
5. Berlin's museums
__________________________________________________
Chapter 33 — What is a Possessive Adjective?
Underline the possessive adjective in the following sentences.
Circle the noun possessed.
n
1. The students took their exams home.
2. Susan put on her coat and her scarf.
3. Tom put his comb in his pocket.
Chapter 34 — What is a Possessive Pronoun?
Circle the possessive pronouns in the following sentences.
1. I have my book; do you have yours?
2. Did your parents come? Ours stayed home.
3. Whose report was the best? Hers was.
4. Did somebody forget this jacket? Yes, it's his.
5. Let me see those keys: I bet they're mine.
Chapter 35 — What is an Interrogative Adjective?
Underline the interrogative adjective in the following sentences.
n Circle the noun about which the question is being asked.
1. What newspaper do you read?
2. Which record did you buy?
3. Do you know what homework is due?
4. Which hotel are you staying at?
5. Which game did you see?
II. Rewrite these questions in English to eliminate the dangling prepositions.
1. Which topic did you write about?
___________________________________________
2. Which people did you talk to?
___________________________________________
Chapter 36 — What is an Interrogative Pronoun?
Underline the interrogative pronouns in the following sentences, restructuring where appropriate.
n Write the appropriate German interrogative pronoun using the information given.
n Indicate the type and function of the antecedent: subject (S), direct object (DO), indirect object (ID), or object of a preposition (OP).
1. Who read the book?
TYPE OF ANTECEDENT:
Person
FUNCTION:
S
_______________ hat das Buch gelesen?
2. What did she say?
TYPE OF ANTECEDENT:
FUNCTION:
_______________ hat sie gesagt?
3. Whose car is that?
TYPE OF ANTECEDENT:
FUNCTION:
________________ Auto ist das?
4. Who are we waiting for?
TYPE OF ANTECEDENT:
UNCTION
F:
(to wait for = warten auf + accusative)
Auf ___________ warten wir?
Chapter 37 — What is a Demonstrative Adjective?
Circle the demonstrative adjective in the sentences below.
n Draw an arrow from the demonstrative adjective to the noun it modifies.
1. Did you see every room?
2. I prefer this house.
3. All houses are expensive.
4. These windows are nice.
5. Those closets are large.
Person
S
Person
S
Person
S
Thing
DO
Thing
DO
Thing
DO
Thing
DO
IO
IO
IO
IO
OP
OP
OP
OP
Chapter 39 — What is a Sentence?
I. Underline the phrases in these sentences.
n Identify whether the phrase is a prepositional phrase (PP), participial phrase (Part.), or an infinitive phrase (IP).
II. Box in the dependent clauses in these sentences.
1. While you were out, someone called.
2. Although we were tired, we had fun.
3. They said that they were ready.
4. Let us know if you want to go with us.
5. After the sun set, the park closed for the day.
III. Underline the verb in the main clause.
n Write "2" above this verb to indicate that it would be in second position in a German sentence.
1. Last night it snowed.
2. They really looked surprised.
3. With computers the work goes faster.
4. Tomorrow I have an appointment.
5. By the time we arrived, things were over.
Chapter 42 — What is a Conjunction?
I. Circle the coordinating and subordinating conjunctions.
1. We can have a picnic unless it starts raining.
2. She stopped studying because she was too tired.
3. He forgot his watch, but he remembered his passport.
II. Underline the prepositions in the following sentences.
n Box in the conjunctions.
1. Since the weather turned cold, we've stayed inside.
2. I've known him since high school.
3. We were home before midnight.
4. Before we leave, we'd better say goodbye.
Chapter 43 — What is an Adverb?
Circle the adverbs in the sentences below.
n Draw an arrow from each adverb to the word it modifies.
1. The guests arrived early.
2. They were too tired to go out.
3. David learned the lesson really quickly.
4. We stayed here.
5. Meg is a good student who speaks German very well.
Chapter 44 — What is a Relative Pronoun?
I. Circle the antecedent of the relative pronoun in the following sentences.
n Identify the function of the relative pronoun: subject (S), direct object (DO), indirect object (IO), object of a preposition (OP), possessive modifier (PM).
1. I received the letter that you sent me.
s do io op pm
2. Those are the people who speak German.
s do io op pm
3. The woman whom you met left today.
s do io op pm
4. This is the book whose title I forgot.
s do io op pm
5. Kit is the student about whom I spoke.
s do io op pm
II. The common elements in the sentence below have been highlighted. Fill in the information requested to find the correct relative pronoun and write a new English sentence using a relative pronoun.
1. The dog is friendly. It lives next door.
FUNCTION OF ELEMENT TO REPLACE
:____________
RELATIVE PRONOUN
:____________
COMBINED SENTENCE
:_______________________________
2. The Smiths left for Austria. You met them in Basel.
FUNCTION OF ELEMENT TO REPLACE
:____________
RELATIVE PRONOUN
:____________
C
OMBINED SENTENCE
:_______________________________
3. The new student is German. You were asking about her.
FUNCTION OF ELEMENT TO REPLACE
:____________
R
ELATIVE PRONOUN
:____________
COMBINED SENTENCE
:_______________________________
Chapter 45 — What is Meant by Mood?
Imagine how a speaker might say each sentence and indicate the mood of the verbs in italics: indicative (I), imperative (IM), or subjunctive (S).
1. Columbus discovered America.
i
im s
2. We wish you were here.
i
im s
3. Come into the house, children! i
im s
4. We have bats in the attic.
i
im s
5. Look at that!
i
im s
Chapter 46 — What is the Imperative?
Indicate the imperative form you would use when translating these sentences into German: du, ihr, Sie, or wir.
1. Hurry up, Chris.
du ihr Sie wir
2. Let's go to the movies.
du ihr Sie wir
3. Close the door, children.
du ihr Sie wir
4. Excuse me a minute, Dr. Benn. du ihr Sie wir
5. Please pick up your room, Ann. du ihr Sie wir
Chapter 47 — What is the Subjunctive?
Indicate whether each of the following statements is a statement of fact in the indicative (I) or a contrary-to-fact statement in the subjunctive (S).
1. West Germany is approximately the size of Oregon. i s
2. I wish I were finished already.
i s
3. If I had wings, I would fly away.
i s
4. Since things are going smoothly, we will be done soon.
i s
5. If they had come earlier, we could have gone for a walk.
i s
Chapter 48 — What is Meant by Active and Passive Voice?
I. Underline the subject in the following sentences.
n Circle the performer of the action.
n Identify each sentence as active (A) or passive (P).
1. The cow jumped over the moon.
a p
2. The game was cut short by rain.
a p
3. They camped by the river.
a p
4. This film will be enjoyed by everyone.
a p
II. Underline the verb in the following sentences.
n Identify the tense of each sentences: past (PA), present (P), future (F).
n Keeping the same tense, rewrite the sentence in the passive voice on the line provided.
1. The parents dropped off the children.
pa p f
_______________________________________________________
2. Work crews are clearing the road.
pa p f
_______________________________________________________
3. People all over the world will see this program.
pa p f
_______________________________________________________
Chapter 49 — What is Meant by Direct and Indirect Discourse?
Underline the verbs in the quotations below.
n Indicate whether the verb describes an action in the present (P) or in the past (PA).
n Box in any pronouns or possessive adjectives within the quotation that will change when these sentences are in indirect discourse.
n Rewrite these direct discourse sentences as indirect discourse.
1. She asked, "How is the weather?"
p pa
She asked _______________________________________
2. They shouted, "We found the trail."
p pa
They shouted that _______________________________
3. He announced, "I just got my driver's license."
p pa
He announced that ______________________________
4. Libby said, "I'm coming."
p pa
Libby said that _________________________________
5. Tony called out, "I'm done."
p pa
Tony called out that _________________________________
2. What is a Noun?
1. Katie, teacher, questions, Europe
2. Mrs. Schneider, students, patience
3. curiosity, part, learning
4. Katie, classmates, stories, Berlin, capital, Germany
5. class, exhibit, settlers
3. What are Prefixes and Suffixes?
I
1. de-
2. en-
3. mis-
II
1. -ency
2. -ful
3. -less
4. What is Meant by Number?
I
1. plural
2. singular
3. singular
4. plural
5. singular
II
1. ö + -er
2. ü + -e
3. -er
4. -nen
5. -s
5. What is Meant by Gender?
1. M
2. N
3. F
4. M
5. F
6. What is an Article?
l. das
2. ein
3. eine
4. das
5. ein
6. die
7. der
7. What is a Verb?
1. meet
2. eat
3. stayed, expected
4. took, finished, went
5. felt, talked
9. What is a Pronoun? The antecedent is between parentheses:
1. she (Brooke)
2. they (Molly and Stan)
3. it (chair)
4. herself (Sara)
5. her (Helga)
12. What is a Subject Pronoun?
1. Q: Who goes? A: I (Singular)
ANSWER KEY
2. Q: Who are? A: My brother and sister (Plural)
3. Q: Who doesn't work? A: They (Plural)
4. Q: Who has to work? A: I (Singular)
13. What is a Predicate Noun? The subject is between parentheses: 1. news (letter) 2. doctor (Carol) 3. tourists (they) 4. musician (Dan) 5. place (pool) 14. What is a Verb Conjugation? I 1. denk2. renn3. arbeit4. wander5. reisII. STEM: geh-; gehe, gehst, geht, gehen, geht, gehen 16. What is the Present Tense? 1. do play 2. plays 3. is playing 4. are playing 5. play 17. What is an Object? 1. A: my homework (DO) 2. A: a postcard (DO) A: her friend (IO) 3. A: the books (OP) A: a credit card (OP) 18. What are Direct and Indirect Object Pronouns? 1. 2 nd , singular, dative 2. 3 rd , masculine, singular 3. 3rd, feminine, singular 19. What is a Preposition? I 1. behind 2. under 3. at, in 4. on, around II 1. I can't tell about what they're laughing. 2. For whom are you doing that? 20. What is an Object of Preposition Pronoun? Nouns referring to persons are in italics: 1. Greg, preposition + pronoun 2. present, da-compound 3. Emily, preposition + pronoun 4. vacation, da-compound 21. What are the Principal Parts of a Verb? 1. W 2. S 3. S 4. W 5. S 22. What is an Auxiliary Verb? The auxiliary verbs and modals are in parentheses; the English auxiliaries that will not be expressed are in italics; the verbs that will be expressed in German are outside the parentheses: 1. (are working) working 2. (can go) can go 3. (do have) have 4. (has waited) waited
5. (will arrive) arrive
23. What are Reflexive Pronouns and Verbs?
I
1. yourself
2. ourselves
3. himself
4. herself
5. myself
6. yourselves
II
mich, dich, sich, uns, euch, sich
24. What is the Future Tense?
1. are going → present
2. will go → future
3. shall return → future
4. am flying → present
5. '11 be → future
25. What is the Past Tense? I
1. went (SP)
2. has visited (PP)
3. was (SP)
4. travelled (SP)
5. have shown (PP)
26. What is a Participle?
1. watching (P)
2. gone (PP)
3. broken (PP)
4. studying (P)
30. What is a Descriptive Adjective? The noun or pronoun described is between parentheses:
1. red (door) ΑΕ
2. fresh (juice) AD
3. old (shoes) NA
4. large (pizza) AD,
5. friendly (face) AE
31. What is Meant by Comparison of Adjectives?
1. The teacher is older than the students.
2. This student is as intelligent as that one.
3. Kathy is less tall than Molly.
4. This movie is the best this season.
5. Today is the hottest day on record.
32. What is the Possessive? The possessor is in italics:
1. the motors of the cars
2. the end of the year
3. the works of Bachmann
33. What is a Possessive Adjective? The possessive adjective is in italics:
1. their exams
2. her coat, her scarf
3. his comb, his pocket
34. What is a Possessive Pronoun?
1. yours
2. ours
3. hers
4. his
5. mine
35. What is an Interrogative Adjective?
I The interrogative adjective is in italics:
1. what newspaper
2. which record
3. what homework
4. which hotel
5. which game
II 1. About which topic did you write? 2. To which people did you talk? 36. What is an Interrogative Pronoun? 1. who, person, subject → wer 2. what, thing, direct object → was 3. whose, person (or thing), possessive → wessen 4. who (for whom), person, object of preposition → wen 37. What is a Demonstrative Adjective? The modified noun is in parentheses: 1. every (room) 2. this (house) 3. all (houses) 4. these (windows) 5. those (closets) 39. What is a Sentence? I 1. to do your best (IP) 2. Before the play (PP) 3. at the last minute (PP) 4. to start early (IP), 5. organizing her room (Part.) II 1. While you were out 2. Although we were tired 3. that they were ready 4. if you want to go with us 5. After the sun set III 1. snowed 2. looked 3. goes 4. have 5. were 42. What is a Conjunction? I 1. unless 2. because 3. but II 1. since (c) 2. since (p) 3. before (p) 4. before (c) 43. What is an Adverb? The word modified is after the comma: 1. early, arrived 2. too, tired 3. really, quickly, learned 4. here, stayed 5. very, well, speaks 44. What is a Relative Pronoun? The antecedent is in italics: I 1. letter, that → DO 2. people,who → S 3. woman, whom → DO 4. book, whose → PM
5. student, whom →
OP
```
II 1. S, that; The dog that lives next door is friendly. 2. DO, whom; The Smiths, whom you met in Basel, left for Austria. 3. OP, whom; the new student, about whom you asked, is German. 45. What is Meant by Mood? 1. indicative 2. subjunctive 3. imperative 4. indicative 5. imperative 46. What is the Imperative? 1. du 2. wir 3. ihr 4. Sie 5. du 47. What is the Subjunctive? 1. I 2. S 3. S 4. I 5. S 48. What is Meant by Active and Passive Voice? The subject is followed by the performer of the action in italics: I 1. cow, cow → A 2. game, rain → P 3. they, they → A 4. film, everyone → P II 1. dropped (PA) → The children were dropped off by the parents. 2. are clearing (P) → The road is being cleared by work crews. 3. will see (F) → This program will be seen by people all over the world. 49. What is Meant by Direct and Indirect Discourse? 1. P, . . . how the weather was. 2. PA, [We], . . . they had found the trail. 3. PA, [I, my], . . . he had just gotten his driver's license.
```
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Pediatric Epilepsy: Depression, Anxiety, and Attention Deficit Hyperactivity Disorder (ADHD)
Tatiana Falcone, MD
Epilepsy is the most common childhood neurological disorder, affecting up to 1% of children younger than age 16. Seizures are the most identifiable feature of epilepsy, but behavior, mood, attention, and other thinking skills can also be affected.
Living with a chronic medical condition, such as epilepsy, can be very difficult for people as well as their family members. Seizures can affect attention, concentration, social interaction, and daily activities. Research has shown that many children and adolescents with epilepsy also experience symptoms of depression, anxiety, and/or Attention-Deficit Hyperactivity Disorder, also known as ADHD.
Characteristics of depression in children and adolescents include:
* Emotional symptoms, including: irritability, anger, sadness, or feelings of rejection
* Behavioral symptoms, such as: social isolation, regression, reckless behavior, loss of interest in social activities, or substance abuse
* Cognitive symptoms, like: poor self-esteem, feelings of worthlessness, guilt, feelings of not being loved, problems concentrating, declines in school performance, and recurrent thoughts of death or suicide, and finally
* Physical symptoms, such as: problems with appetite, sleep, or multiple physical complaints
Depression can have a negative impact on quality of life. If you notice any symptoms of depression, please notify the physician so that he or she can explore appropriate treatment options. If there are ANY reports about suicide, it is important to contact the doctor immediately or seek treatment at the nearest emergency room. There are very effective treatments for depression in children and adolescents.
Symptoms of anxiety can include:
* Excessive worry
* Difficulty controlling worry
* Feeling restless
* Being easily tired
* Irritability
* Difficulty concentrating
* Muscle Tension, and/or
* Sleep disturbances
Avoidance of school or social interactions may also indicate anxiety. A common source of anxiety is worry or fear about having a seizure in public. There are many effective interventions that can make a huge impact in the life of someone with anxiety.
Finally, symptoms of ADHD include:
* Inattention, including: Failing to give close attention to details, making careless mistakes in school, difficulty sustaining attention, not listening, difficulty organizing activities, avoiding homework, losing things necessary to complete activities, being easily distracted, and being forgetful
* Hyperactivity, such as: Fidgeting with hands or feet, leaving one's seat in the classroom, running excessively, difficulty playing quietly, being "on the go", or talking excessively and finally
* Impulsivity, like: blurting out answers before questions have been completed, difficulty taking turns, or interrupting others
Environmental factors may contribute to all of these symptoms in children with epilepsy. For example, they may be treated differently at school and may be subjected to teasing or bullying by schoolmates. This, in turn, may result in feelings of depression or anxiety. Children may become depressed because seizures have an effect on their school performance. Missed school days or changes in class placement related to seizures may have a significant impact on self-esteem and confidence. Freedoms are limited. For example, teenagers may have trouble getting a driver's license, and activities like swimming and contact sports may be off limits.
However, it is important to realize that symptoms of depression, anxiety, and/or ADHD in children with epilepsy can also be related to the seizures themselves. In fact, in some cases, children and adolescents began experiencing mood, anxiety, and/or inattention symptoms even before their seizures began. Children and adolescents with epilepsy may be more likely than the general population to experience emotional changes and irritability, particularly if their seizures occur frequently. Emotional changes may occur before, during, or after a seizure. These changes may also be related to where in the brain the seizure is occurring.
Medicines that prevent seizures sometimes affect mood, anxiety, and/or thinking skills. Changes in sleep habits, energy level, and fatigue can be medication side effects. Therefore, it is important to discuss any of these symptoms or changes with treating doctors to determine if medication adjustments can be made.
Here at the Cleveland Clinic Epilepsy Center, we recognize the high prevalence of depression, anxiety, and attention problems in our pediatric patients and are actively working to address these issues with a team approach to treatment. In addition to the epileptologist, there are nurse practitioners, nurses, social workers, child life workers, neuropsychologists, psychiatrists, and many support staff to work together with our patients and their families to manage epilepsy and ALL the related symptoms.
A psychiatric assessment is part of the presurgical evaluation process for patients 5 years and older. Younger patients may also be seen if there are concerns about social interaction, attention,
impulsivity, or mood. Most families will meet with our pediatric social worker to assess educational needs, family support system, coping patterns, current life stressors, or other concerns. Our social worker can be helpful by providing emotional support or brief counseling and by assisting with practical matters, such as identifying community resources. A weekly support group is also provided for parents whose children are admitted to our monitoring unit.
Living with epilepsy can be challenging enough, let us work with you and your family regarding any other symptoms or concerns.
Here is a list of the members of the Pediatric Epilepsy Behavioral Team. We look forward to meeting you during your presurgical evaluations. Feel free to contact us if you have any concerns or questions.
* Tatiana Falcone, MD – Psychologist
* Denise Hagen, LISW – Social Worker
* Jennifer Haut, PhD – Neuropsychologist
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Resource Guide: National Parks
Cloud formation over Skiddaw and Bassenthwaite Lake. Credit: Michael Turner
NATIONAL PARKS and the John Muir Award
Our National Parks are full of opportunities to experience wild places, with big landscapes and a fantastic diversity of nature to explore in many different ways. They are beautiful and inspirational places to walk, cycle, swim, or simply to sit and enjoy nature, and to do your John Muir Award. This guide will help you find out more about National Parks and where to go for more information about them.
What are National Parks?
Sometimes known as Britain's 'breathing spaces', National Parks are areas of protected countryside that everyone can visit, and where people live, work and shape the landscape. Each has a particular character - some have spectacular mountains or coast, others have many lakes and rivers or beautiful moors and woodlands - but all are areas with natural beauty, wildlife and cultural heritage.
National Parks were set up for both people and nature. They provide places for recreation and wellbeing, as well as protection for wildlife and nature. Each has a National Park Authority to conserve and enhance the natural beauty, wildlife and cultural heritage - as well as to promote opportunities for the understanding and enjoyment of the Park's special qualities. National Park Authorities also promote sustainable use of natural resources, and sustainable economic and social development for the people who live in National Parks.
Where are they?
With 15 National Parks in England, Wales and Scotland there will be one not too distant from you (there is a campaign for National Parks in Northern Ireland). Why not plan a visit, alone or with a group or family? If you are visiting a National Park consider what you think is special about the place and its landscape. You can then compare your thoughts to those identified by the National Park Authority on their website.
Find a National Park near you at www.nationalparks.gov.uk
Not ours – but ours to look after. Who looks after the National Parks?
Each National Park Authority looks after the landscape and wildlife, but it cannot do this alone. They work with a wide range of people and organisations such as conservation bodies, farmers, local communities and businesses. Through your John Muir Award activity you can also help look after National Parks as part of your own Conserve Challenge.
Find out more at www.nationalparks.gov.uk/learningabout/wholooksafternationalparks
If you're passionate about National Parks and think there should be more, then you might want to support the Campaign for National Parks (see link below).
What have National Parks got to do with John Muir?
Through his campaigning John Muir was inspirational in the foundation of National Parks in America. Muir used his ideas of conservation and ecology to influence the then President Theodore Roosevelt. Since National Park's were established (the first at Yellowstone in 1872), a global family of 6,555 protected National Park areas covering 12% of the Earth's surface has been created. Visiting a National Park and completing your own John Muir Award is a great way to celebrate Muir's legacy and follow in his footsteps.
In England and Wales the majority of National Parks were established in the 1950s, with the Peak District, the Lake District, Snowdonia/ Parc Cenedlaethol Eryri and Dartmoor being the first in 1951. National Parks came to Scotland in 2002 with the designation of the Loch Lomond & Trossachs National Park followed in 2003 by the Cairngorms National Park.
All these National Parks can include large towns and be close to some major cities. People are important to how National Park's in Britain work.
USEFUL WEBSITES:
This is by no means an exhaustive list – just a starting point. Links to all 15 UK National Park websites can be found at www.nationalparks.gov.uk and have not been listed separately here. Entries with a clipboard logo are pupil friendly or have useful resources for schools. Many activities you can do in National Parks are just the same as those you might do in other places so please look at the other Resource Guides too. There is also a section on National Parks in the John Muir Award Information Handbook.
You can follow what's going on in National Parks through Facebook, Twitter or YouTube and you'll find a list of their pages on the ANPA website at http://www.nationalparks.gov.uk/aboutus/ourwebsites.htm
Association of National Park Authorities (ANPA) www.nationalparks.gov.uk/index
Links to all 15 UK National Park websites as well as links to 'Learning about', 'Visiting' and 'Looking after' the National Parks. Also links to the challenges facing National Parks – Tourism and Climate Change www.nationalparks.gov.uk/learningabout/ourchallenges
There is also an ANPA Teachers Area www.nationalparks.gov.uk/learningabout/teachersarea
Campaign for National Parks www.cnp.org.uk
The national charity dedicated to campaigning to protect and promote all of the National Parks of England and Wales. Also links to briefing papers on many aspects of National Parks – Recreation, Inclusion, Transport, Climate change, etc. www.cnp.org.uk/content/briefing-papers-1
Scottish Campaign for National Parks http://www.scnp.org.uk/index.htm
Supporting Scotland's existing National Parks - Loch Lomond and the Trossachs and the Cairngorms, but also actively involved in A Strategy for National Parks (terrestrial and marine) for Scotland.
National Parks Week www.nationalparks.gov.uk/visiting/nationalparksweek
National Parks Week is a celebration of the beautiful winning landscapes which have inspired mountaineers, sailors, cyclists, runners, poets, photographers and artists. Annual activities and events are for all ages and abilities - you never know, a hobby could turn into a passion.
Department of the Environment for Northern Ireland
http://www.doeni.gov.uk/index/protect_the_environment/natural_environment/national_parks.htm
Information on progress towards the establishment of National Parks in Northern Ireland.
Guides on: John Muir, Campaigning, Biodiversity, Wildlife Gardening, Surveys, Outdoor Access See www.johnmuiraward.org
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Word Scramble
nyTirit
_____________________
nlgae _____________________
btaSaoh _____________________
ryma _____________________
eraCsa _____________________
oynme _____________________
axt
_____________________
ihlMace _____________________
aghanrecl _____________________
albGire _____________________
eiovnelRat _____________________
btalet
_____________________
esesnmreg _____________________
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Produced by Heidi D. Sias. May be reproduced intact for congregational use only, not to be sold. For further permissions contact email@example.com.
Front cover Art (by Ed Riojas) copyright © 2006 by Higher Things. Used by permission. Available from Higher Things through their web store at: http://www.higherthings.org/store.html.
Scripture quotations are from The Holy Bible, English Standard Version, copyright © 2001 by Crossway Bibles, a division of Good News Publishers. Used by permission. All rights reserved.
Catechism excerpts from the 1912 Catechism, other art and all hymns are in the public domain. Remainder copyright © 2010 Heidi Dawn Sias.
LESSONS FOR LAMBS
THE TWENTY-THIRD WEEK AFTER TRINITY
The color for the Twenty-Third Week after Trinity is green.
What to listen for during the service?
Listen for the word "angels" during the service. What does it say the angels are doing? Do they serve and protect us? Do they worship with us? Listen also for the word "Sabaoth." This word means "heavenly armies" which refers to God's army of angels in heaven.
Gospel Reading: Matthew 22:15-22
(The Gospel Reading is from the part of the Bible that is about Jesus and his ministry.)
15 Then the Pharisees went and plotted how to entangle [Jesus] in his words. 16 And they sent their disciples to him, along with the Herodians, saying, "Teacher, we know that you are true and teach the way of God truthfully, and you do not care about anyone's opinion, for you are not swayed by appearances. 17 Tell us, then, what you think. Is it lawful to pay taxes to Caesar, or not?" 18 But Jesus, aware of their malice, said, "Why put me to the test, you hypocrites? 19 Show me the coin for the tax." And they brought him a denarius. 20 And Jesus said to them, "Whose likeness and inscription is this?" 21 They said, "Caesar's." Then he said to them, "Therefore render to Caesar the things that are Caesar's, and to God the things that are God's." 22 When they heard it, they marveled. And they left him and went away.
Questions to talk about with your parents:
1) Who wanted to "entangle Jesus in his words"? Why did they want to do this?
2) Caesar was the ruler at that time, so money had his picture on it, just like today our money has pictures of past US Presidents. Does Jesus think it is right to pay taxes to the government?
3) Jesus says to render "to God the things that are God's." What things belong to God? Do the things we have really belong to God?
4) Can you give God anything that doesn't already belong to Him?
5) In Baptism, we are joined to Christ and then belong to God. If we can't really give God anything, what is the one thing God wants from people? Is it faith and trust in Him?
People of the Bible: Michael & Gabriel
Michael and Gabriel are the only two angels that are named in the Bible. Michael is an archangel we hear about in the
Book of Daniel, Jude and Revelation. Michael is the guardian angel of the Israelites and fights against the enemies of God's people. He is the leader of God's heavenly armies against Satan, and receives his power through the power of Christ. We learn through the readings on Michael that angels in heaven are involved in the battles and sufferings of God's people, and work to save them. Gabriel is also an archangel who serves as a messenger of God. He appears in the Book of Daniel too, but more importantly he is the angel who announces the coming birth of John the Baptist and of Jesus in the Book of Luke. Both Michael and Gabriel are servants of God who bring God's grace to His people.
Hymn – "When in the Hour of Deepest Need"
1 When in the hour of deepest need We know not where to look for aid; When days and nights of anxious thought No help or counsel yet have brought,
2 Then is our comfort this alone That we may meet before Your throne; To You, O faithful God, we cry For rescue in our misery.
3 For You have promised, Lord, to heed Your children's cries in time of need Through Him whose name alone is great, Our Savior and our advocate.
4 And so we come, O God, today And all our woes before You lay; For sorely tried, cast down, we stand, Perplexed by fears on ev'ry hand.
5 O from our sins, Lord, turn Your face; Absolve us through Your boundless grace. Be with us in our anguish still; Free us at last from ev'ry ill.
6 So we with all our hearts each day To You our glad thanksgiving pay, Then walk obedient to Your Word, And now and ever praise You, Lord. | <urn:uuid:a814489a-6dbe-4d62-83cd-cbc9ea3fff82> | CC-MAIN-2019-09 | https://4310b1a9-a-b8906198-s-sites.googlegroups.com/a/heidisias.com/home/lessons-for-lambs/59%20Trinity%2023.pdf?attachauth=ANoY7cq7YyKhfsAZ8gLC1rQ_v8HOE90Nf9uBTZp3ADFIKAmN-H6pkKYVa_dBicWn9UWGa492SvNasIeIctkiVeg1z58HwpqUWElqPz6XTUdVhmW_mQzOi-TNIIF-h5CrDZ-Zfk8UP3JQhmvGE1F0dmJk5fx67sbjTvGMXCbti6qB6TxcRfyi8WDc96X7Xzqhgk_wfGvZBj0pfmT137BdG1cCauKzH26EDMb-GgfQrAtQnzt_X3kTMg8%3D&attredirects=0&d=1 | 2019-02-19T21:37:42Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00442.warc.gz | 484,189,556 | 1,157 | eng_Latn | eng_Latn | 0.994291 | eng_Latn | 0.999291 | [
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Coaching and Concussions
Your pivotal role in awareness, safety and education
"Concussions should not be minimized by calling them 'dings' or 'getting your bell rung.' They are mild traumatic brain injuries and should be taken seriously with proper evaluation and management."
Identifying the Signs and Symptoms in Athletes
Leonardo Oliveira, MD, Sports Health Specialist at Cleveland Clinic Florida
The statistics tell the story. The Centers for Disease Control and Prevention (CDC) estimates 1 to 3 million sports-related concussions occur annually in the United States. As a coach, the safety of each team member rests on your shoulders. While safety is paramount in your mind, there is growing evidence that shows many coaches, athletes, parents and even health care providers have been slow to recognize how serious concussions are, leading to inadequate evaluation and treatment.
What is a Concussion?
A concussion is a brain injury commonly caused by a bump, blow or jolt to the head. A variety of symptoms may develop and typically resolve over time. An athlete can suffer a concussion in any sport. Contact or collision sports, such as football, soccer, wrestling, ice hockey, lacrosse and rugby, have the highest incidence of concussion. Most concussions appear without loss of consciousness. Rarely is there a structural injury noted on MRI or CT scan. Even when the physical, and sometimes emotional, symptoms of a concussion have disappeared, the brain may not be healed.
Athletes who suffer a concussion are three to five times more likely to suffer a second concussion in the same season. Sustaining a repeat concussion, while recovering from a concussion, is dangerous. This is called second impact syndrome and can potentially cause brain swelling and brain damage. Your athletes can avoid further injury by not playing with a concussion.
Symptoms of a concussion can occur immediately, or hours, days, even weeks after the initial "hit" or fall. Symptoms may be difficult to recognize, can vary over time, and typically worsen with physical and mental activity. Times have changed; a "ding" is considered a concussion.
If the athlete experiences any of the concussion symptoms, get him or her to a health care provider immediately.
Signs Observed by Coaches or Parents:
* A dazed or stunned appearance
* Confusion or clumsiness
* Slow responses to questions
* Personality or behavioral changes
* Loss of consciousness - even temporary
* Forgets plays or assignments
* Forgetting play prior to or after the "hit"
Symptoms reported by Athletes:
* Headache
* Nausea
* Balance problems
* Double or blurry vision
* Sensitivity to light and noise
* Fatigue or drowsiness
* Changed sleep patterns
* Trouble comprehending and/or concentrating
* Difficulty paying attention
* Depression
* Irritability, nervousness or sadness
* Feeling "just not right" or in a "fog"
continued on back
The Coach's Role in Concussion Education
As a coach, your role is pivotal in educating your team, assistant coaches, parents and teachers about the seriousness of concussion. Knowing the symptoms of concussion and getting the athlete to a health care provider experienced in evaluating for concussion as quickly as possible, is critical.
You are the glue that holds the team together. As such, it is up to you to take the lead in concussion education and make it part of your team's game plan. It is important to effectively educate your team, your fellow coaches, teachers and community members about sports-related concussions.
1. Do you have a concussion policy? Does it state:
* your commitment to safety
* gives a brief description of concussion
* tells when it's safe to return to play
* has the policy statement been signed by parents and athletes at the beginning of the season?
Visit sports-health.org to download the Cleveland Clinic Florida Sports Concussion Policy Template. Get support from other school officials to have a policy in place before the first practice.
2. Create and have a concussion action plan in place before the season starts
* identify a health care professional to respond to injuries during practices and games
* keep a card with signs, symptoms and emergency contacts readily available
* involve other school officials in the action plan and train them to use it
3. Educate athletes, parents, other coaches, school staff and school nurse or school health care professionals about concussion
4. Encourage your athletes to have neurological baseline testing before the season begins
5. Monitor the health of your athletes
As a coach, your role is key in making concussion awareness part of your team's pre-season and pre-game checklist. You will help prevent potentially catastrophic injuries, and should they occur, be armed with knowledge to act quickly and keep your team as healthy as possible.
Evaluations and Management
Coaches and Athletic Trainers who suspect an athlete has sustained a concussion, should immediately remove the athlete from play, practice or games. The athlete should not return until evaluated by a medical professional. A medical professional should provide a neurological check, along with a mental status evaluation that includes orientation, concentration, balance and amnesia. No athlete with symptoms at rest or with activity is permitted to return to play.
The athlete who has suffered a concussion should be monitored for deterioration and should not be left alone.
While many athletes experience only temporary neurological impairment lasting one to two days, some athletes have symptoms lasting weeks to months. That is why it's important for athletes to undergo a more thorough evaluation by a physician, experienced in evaluating and treating concussions, before starting a progressive return to play. The National Federation of State High School Associations (NFSHSA) and the National Collegiate Athletics Association (NCAA) recommend physical activity be restricted after a concussion has been diagnosed.
In an effort to decrease the risk of injury and re-injury, many sports governing bodies, including the NFL, NCAA, NAAHL, MLB and NFSHSA, have developed new recommendations for concussive injuries. These recommendations continue to evolve as more scientific information becomes available. They require athletes suspected of concussion to be removed from practices or games immediately and be evaluated by medical professional. Several states have begun passing laws regarding concussion evaluation and management.
Returning to Play
Recovery from a concussion starts immediately with physical and mental rest and may take days to several weeks. This means no activity. The athlete remains under the observation of an adult or healthcare professional during their recovery.
Athletes should not return to play until the appropriate healthcare professional ensures that they are totally symptom-free and approved to start a gradual stepwise progression. Once the signs and symptoms of a concussion have resolved, gradual stepwise exertion (such as light aerobic training) is started. The athlete can then move on to sport specific training. Non-contact drills are followed by full-contact drills, and, if no symptoms appear, a return to competition.
If at any point signs or symptoms of concussion recur, the athlete must be reevaluated, rest and be symptom free before returning back to stepwise progression.
continued
Late effects of concussion may include short-term memory problems, academic difficulties, fatigue and sleep disturbances, irritability and depression. School teachers, administrators, guidance counselors and school nurses should be familiar with the signs and symptoms of concussion to monitor the athlete academically during healing.
Medical clearance is required at each step of recovery before an athlete can return to play.
"Prompt recognition and treatment is paramount. Premature return to activity can prolong recovery and lead to long-term cognitive deficits."
Farah Tejpar, MD, Sports Health Specialist at Cleveland Clinic Florida
Pre-Season Testing
Because conventional imaging techniques, such as MRI and CT scans, do not detect concussions, Cleveland Clinic Florida Sports Health experts use a well-accepted computerized test known as Immediate Post-concussion and Cognitive Testing (ImPACT™) to make a more precise sports-related concussion diagnosis and to monitor the progress of the athlete and assist in return to play decision making.
Ideally, the ImPACT test is taken before an athlete steps onto the playing field. The half-hour test is administered to gather baseline data on the athlete's memory, balance, reaction time and other cognitive functions.
If the athlete then sustains a concussion, another ImPACT test is administered days after the concussion. Comparing these results with baseline, physicians can determine the severity of the concussion and design an appropriate treatment plan, which is shared with the parents, referring physician, athletic trainer and coach. If necessary, the athlete undergoes concussion rehabilitation which may include vestibular, or balance, training through physical therapy. ImPACT testing may be repeated later to help in deciding when the athlete can safely return to play.
Prevention
Although we know of nothing that can prevent a concussion, be smart and follow these guidelines:
* Use the proper sports and personal protective equipment. Equipment must be:
– the right equipment for the game, position or activity
– worn correctly and be the correct size and fit
– used every time you play or practice
– in good condition
– wear a mouth piece and for Football – chin strap
* Coaches should insist that players follow the rules of the game and display good sportsmanship at all times.
Every time you take your team onto the playing field, you're facing two opponents— the opposing team and a silent, invisible opponent, the very real threat of concussion. Educate yourself, your fellow coaches and your team about the dangers of concussion and how to prevent them.
THINK YOU OR YOUR ATHLETE MAY HAVE A SPORTS-RELATED CONCUSSION?
Cleveland Clinic Florida Sports Health offers comprehensive concussion evaluations and management from one experienced team.
To schedule a consultation with a concussion specialist, call 800.597.5037 or visit ClevelandClinicFlorida.org/Concussion to schedule online.
World class care, close to you in Coral Springs.
NOW OPEN!
Cleveland Clinic Florida's new Coral Springs Family Health Center is now open. You and your family now have access to nationally-renowned specialty care – now closer than ever.
* Allergy and Immunology
* Imaging
* Podiatry
* Breast Surgery
* Colonoscopy / Endoscopy
* Colorectal Surgery
* Gastroenterology
* General Surgery
* Gynecology
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800.597.2037 ClevelandClinicFlorida.org/CoralSpringsAppt Same-day appointments
* Interventional Pain Management
* Neurosurgery
* Orthopaedic Surgery
* Otolaryngology (ENT)
* Plastic and Reconstructive Surgery
* Speech Pathology
* Spine Health
* Sports Health
* Upper Extremity Surgery
* Urology
* Vascular Surgery | <urn:uuid:66855984-d0ba-47ca-b5bf-f0cd5d3a8a22> | CC-MAIN-2019-09 | https://my.clevelandclinic.org/-/scassets/files/org/florida/patients/concussion_factsheet_coaches_coralsprings_fin-102518.ashx?la=en | 2019-02-19T21:54:48Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00444.warc.gz | 627,180,423 | 2,177 | eng_Latn | eng_Latn | 0.97481 | eng_Latn | 0.998076 | [
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Owl Class Curriculum Information
Last Term – We had an excellent term and all the children worked very hard; the snow also made the term very memorable. The children really enjoyed learning about Natural Disasters and exploring the topic. Here are a few pictures of some of the highlights from the term:
This Summer term, our topic is The Victorians. There is a lot to learn in a short amount of time so I am hoping most of the learning will be cross-curricular so we can maximise the amount that the children are going to learn. As with previous topics it will encompass all subjects from English and Science to Geography and PSHE. As always, some subjects (RE, French and most aspects of Maths) will have to be taught separately, to guarantee that all the objectives are covered by the end of Key Stage 2.
PE – PE with Mr Colbeck will continue on a Friday. An appropriate change of clothing (school PE kit) must be worn. Please ensure your child has appropriate clothing such as jogging bottoms, jumpers and light waterproof jackets for any inclement weather. Please can we ask that they bring their PE kit into school on a Monday and take it home on a Friday.
Warm Weather – As the weather hopefully warms up please can you ensure your child has a sun hat in school and sun tan lotion on when appropriate.
Spellings – These will continue every Wednesday. It is vital that your child takes time to learn these, so they become embedded into their English work, this will, in turn, support their overall progress.
Dates to remember:
Year 5 parents in for lunch – Wednesday 2 nd May The Big Sing – Thursday 3 rd May May Bank Holiday – Monday 7 th May Class Photos – Thursday 24 th May Break up for Half Term – Friday 25 th May Return to school – Monday 4 th June Sports Day – Tuesday 12 th June (reserve on the 13 th )
Thank you for your continued support,
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LEARNING ABOUT TEXT FEATURES
First, students identify what they notice in nonfiction texts. The teacher adds their observations to an ongoing chart. Later, they begin to figure out and record the purposes of these features. | <urn:uuid:7ca28e51-575e-46a2-bf2d-53619908b428> | CC-MAIN-2019-09 | https://readingrecovery.clemson.edu/wp-content/uploads/2016/06/KLessonArtifactsPreparation.pdf | 2019-02-19T20:53:45Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00444.warc.gz | 657,177,919 | 45 | eng_Latn | eng_Latn | 0.997484 | eng_Latn | 0.997484 | [
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Why chocolate poisons dogs and how to treat chocolate dog poisoning
Why is Chocolate Lethal?
Chocolate contains theobromine. A naturally occurring stimulant found in the cocoa bean, theobromine increases urination and affects the central nervous system as well as heart muscle. While amounts vary by type of chocolate, it's the theobromine that is poisonous to dogs.
Symptoms of Chocolate Dog Ingestion and Poisoning
You can recognize that your dog has eaten a toxic dose of chocolate from the symptoms. Within the first few hours, the evidence includes vomiting, diarrhea or hyperactivity. As time passes and there's increased absorption of the toxic substance, you'll see an increase in the dog's heart rate, which can cause arrhythmia, restlessness, hyperactivity, muscle twitching, increased urination or excessive panting.
This can lead to hyperthermia, muscle tremors, seizures, coma and even death.
How Much Chocolate Is Deadly?
If a 50-pound dog eats a teaspoonful of milk chocolate, it's not going to cause serious problems. However, if that same dog gorges himself on a two-layer chocolate cake, his stomach will feel more than upset and soon it's likely he'll be vomiting or experiencing diarrhea.
To answer the question "How much is too much" is not simple. The health and age of your dog must be considered. Obviously if your dog is aged and not in top shape, his reaction to a plate of chocolate is going to be different from a young healthy dog of the same weight.
Another fact that must be considered is this: Not all chocolate is the same. Some has a small amount of theobromine; another type has a large amount and still another contains an amount that is somewhere in between. The quantity has a relationship with the weight of your dog. Small dogs can be poisoned, it is easy to understand, from smaller amounts of theobromine than large dogs.
Which chocolate is the safest, relatively speaking? White chocolate. It has the least amount of theobromine: 1 mg per ounce. Far on the other side of the spectrum is baking chocolate, which has a huge 450 mg of theobromine per ounce! Here are a few other chocolates for you to ponder: hot chocolate, 12 mg of theobromine per ounce; milk chocolate, 60 mg/oz; and up there near baking chocolate: semi-sweet chocolate with 260 mg/oz.
You might try using this to remember these chocolates from least to most toxic: What Happy Moose Says BAA? Or:
White-Hot-Milk-Semi-Baked. If you have a better way to remember, contact us!
Knowing which chocolate is the most toxic is important, but leaves one wondering how much must be eaten to poison a dog. The list in this box should be helpful. Maybe you can clip it and post it on your refrigerator?
* White chocolate: 200 ounces per pound of body weight. It takes 250 pounds of white chocolate to cause signs of poisoning in a 20-pound dog, 125 pounds for a 10-pound dog.
* Milk chocolate: 1 ounce per pound of body weight. Approximately one pound of milk chocolate is poisonous to a 20-pound dog; one-half pound for a 10-pound dog. The average chocolate bar contains 2 to 3 ounces of milk chocolate. It would take 2-3 candy bars to poison a 10 pound dog. Semi-sweet chocolate has a similar toxic level.
* Sweet cocoa: 0.3 ounces per pound of body weight. One-third of a pound of sweet cocoa is toxic to a 20-pound dog; 1/6 pound for a 10-pound dog.
* Baking chocolate: 0.1 ounce per pound body weight. Two one-ounce squares of bakers' chocolate is toxic to a 20-pound dog; one ounce for a 10-pound dog.
IMPORTANT NOTE: | <urn:uuid:ae650f7e-a0ea-45f8-9b51-e9a136bacfc0> | CC-MAIN-2019-09 | http://brotherswhocare.org/images/Dogs_Chocolate_Poisoning.pdf | 2019-02-19T21:12:30Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00444.warc.gz | 43,134,490 | 810 | eng_Latn | eng_Latn | 0.999323 | eng_Latn | 0.999323 | [
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Display & Classroom Environment Policy
The environment in which we work has a profound impact on the quality of learning that the children experience. It is important that we provide a welcoming and stimulating environment for children, parents and visitors to Manor School.
We have a collective responsibility to maintain this high quality environment, that includes shared areas, stairwells and specialist classrooms, as well as individual classrooms. Staff and children alike should promote a pride in their surroundings.
Aims
The aim is that children should be actively involved in producing displays for both the classroom and shared areas.
The purpose of display in both classroom and school environments is:
[x] to celebrate achievement and record events in school life
[x] to model standards & expectations to the children
[x] to reinforce concepts, vocabulary & reference material, and to support the school curriculum
[x] communicate the values and ethos of the school community
[x] to provide a stimulating and pleasing place in which to work
[x] to encourage independence
[x] to give information to visitors
[x] to develop a calm and purposeful atmosphere in which to work
Provision
What do we display?
A range of subjects; children's work; equipment; artefacts; information / reference material.
How do we display it?
[x] backing paper with a border appropriately colour-matched
[x] a main title
[x] labels / key words / explanations / questions typed or neatly written, paying particular attention to access for EAL and SEN children
[x] items mounted on an appropriate colour, horizontal / vertical, (except in exceptional circumstances), with names on or close to work.
[x] labels in a range of languages, as appropriate (Sandra holds the master copies of classroom labels).
Range of displays
[x] reference – acting as a point of reference for on-going work; guidelines for story / letter writing
[x] information – labels on doors, code of behaviour, wet play activities
[x] particular areas of interest; ICT, book corner, Maths etc., - parts of a computer, websites to check, vocabulary, number lines
[x] promotion of cultural diversity and use of positive images
[x] children's work – mounted work that shows a high standard, attractively presented
[x] interactive displays – children trying out different activities like weighing, measuring, calculator work.
[x] children's work, annotated to illustrate key features
Responsibilities of the classroom teacher
[x] modelling the standards set for the children
[x] organising the room so that everyone can move around safely
[x] organising the resources so that children have easy access to them
[x] setting up specific areas, including an area that reflects the current unit being covered
[x] show children what is expected of them & teach them how to achieve that
[x] teach children how to use and look after resources
[x] avoid waste. | <urn:uuid:947611e8-10d5-43fe-810b-592f6a83755d> | CC-MAIN-2019-09 | http://manor.newham.sch.uk/wp-content/uploads/2017/05/Display-Policy.pdf | 2019-02-19T21:35:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00444.warc.gz | 166,805,568 | 577 | eng_Latn | eng_Latn | 0.997352 | eng_Latn | 0.997352 | [
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HON. KENRED DORSETT, M.P., Minister of the environment and housing
Keynote address
How Our Conservation Efforts for Mangroves Will Shape the Economic & Environmental Future of The Bahamas
THE 2 nd INTERNATIONAL SYMPOSIUM ON MANGROVE AS FISH HABITAT
EL CID CONVENTION CENTRE, MAZATLAN, MEXICO 10 TH APRIL, 2014
Thank you for your kind introduction Mr. Tiedemann.
SALUTATIONS
- Mr. Bob Hughes – President of the American Fisheries Society;
- Pam Sponholtz – President of the Western Division of the American Fisheries Society;
- Mr. Felipe Amezcua – President of the Mexico Chapter of the American Fisheries Society;
- Other members of the planning committee;
- Fellow Invited speakers;
- Students;
- Ladies and Gentlemen.
Good Afternoon
Introduction
I hail from a country that is blessed beyond measure with environmental beauty. The Commonwealth of The Bahamas, an archipelago of many islands and cays has magnificent landscapes, beautiful marine life, blue holes, coral reefs, indigenous trees, flowering plants and mangroves. Maria Berica Rasotto, an Italian Professor, in the Biology Department of the University of Padova, recently conducted a research project in the Exuma Land and Sea Park in the Bahamas. She stated that the Bahamas can boast that it possesses "a perfect ecosystem." These ecosystems provide drinking water, fish, fuel, grazing land, transportation and building material for our citizens.
In the Caribbean, the relationship between man and wetlands goes as far back as pre-Columbian times. As the British and Spanish colonized the islands, they were intrigued by the growth habits of mangroves. Interestingly, when Sir Walter Raleigh returned to England from a voyage to Venezuela, he documented that there were trees that grew in the sea at the mouth of the Orinoco Delta. He describes the trees as living in brackish water. The "trees" that Sir Raleigh saw were mangroves.
The Mangrove Action Project describes these "roots of the seas" as "a forest of jagged, gnarled trees protruding from the surface of the sea, roots anchored in
5
deep, foul smelling mud, verdant crowns arching toward a blazing sun...Here is where land and sea intertwine, where the line dividing ocean and continent blurs, in this setting the marine biologist and the forest ecologist both must work at the extreme reaches of their discipline."
During the 16 th and 17 th centuries, high quality mangroves were used to produce poles and tannin and to build boats. After some environmental lobbying by Brazilian tanners, in 1760, the King of Portugal and Brazil issued the first law to protect and manage mangroves in Brazil. The law provided penalties for cutting trees that were not debarked.
According to Carrera in 1975, as mangrove depletion increased, one of the first conservation laws was established in Puerto Rico in 1839. A "Junta" was set up by a Royal Edict to bar the naval industry from using the wood of the red and black mangroves.
Analysing the history of mangroves in Brazil and Puerto Rico for a moment we appreciate that -
1. both countries had viable economic markets to utilize the mangroves that would be beneficial to their countries;
2. there was a realization that a natural resource – the mangroves were being depleted; and
3. despite economic profits, conservation laws were established. After the establishment of these laws we can project that –
1. Puerto Rico had minimal economic contributions from mangroves since the law eliminated a major market share held by the naval industry; and
2. Brazil may have seen a decline, after the passing of the law. However, its citizens, especially the tanners no doubt, continued benefiting economically from mangroves, but in a sustainable way.
Both economics and the need to protect the mangroves played a role in the way the mangrove business was eventually conducted in Brazil and Puerto Rico. With an appreciation of the dynamics of national decisions, I am convinced that "Conservation Efforts for Mangroves Will Shape the Economics and Environmental Future of The Bahamas."
In my opinion, the economic and environmental future of The Bahamas will be impacted, positively because conservation efforts will –
- focus attention on the importance of mangroves and why they need to be protected;
- influence policy shifts;
- demand an increase in marine and terrestrial protected areas;
- lead to further mechanisms to protect coral reefs;
- reduce statistical gaps through more economic assessments of natural resources;
- impact the tourism and fisheries industries;
- encourage The Bahamas to review its approach to mitigate climate change;
- lead to the sustainable production of goods and services from mangroves; and
- advance the Bahamas' green and blue economy.
The Bahamas spans over 100,000 square miles with over 700 islands and cays. These islands consist of landscapes including: vast Caribbean Pine forests, mangrove swamp areas, blackland coppice, sandy and rocky shores as well as tidal creeks. There are also interesting marine landscapes including caves, sinkholes and blue holes, large coral reef areas, open ocean and a huge bank system consisting mainly of the Great and Little Bahama Banks. These areas provide us with natural resources for direct use, ecosystem services and other economic benefits. Currently, there is approximately 2,700 miles of mangroves and wetlands in The Bahamas that are regularly flooded with fresh, brackish or salt water. Of the 50 different species of mangroves worldwide, The Bahamas nurtures four types – the red, black, white and buttonwood mangroves.
Focused attention on the importance of mangrove and why they need to be protected
Historically, Bahamians viewed the mangrove community as waste and useless swamp lands. Unaware of the economic significance of these habitats and the importance of the ecyosystem, Bahamians often treated these areas as dumpsites. In the 1990s, the Bahamas National Trust began a wetland restoration project in Adelaide, New Providence. This was the beginning of what is now a National Creeks and Wetlands Restoration Program which is in the portfolio of my Ministry.
A primary example of the result of past behaviour is found in the history of the Bone Fish Pond National Park. The Park includes some 1280 coastal acres of wetlands. It was once surrounded by agriculture and was a site for indiscriminate dumping of construction materials and copper burning. The Bahamas National Trust employed the use of heavy equipment to remove copper, other metals and rubber casings to create an opening that would permit water to flow from the sea. Thirty (30) students from the Ministry of Education Summer Camp, the Young Marine Explorers and other volunteers worked assiduously together to plant some 600 mangrove trees along the restored channel. With these modifications,
snappers, shads, barracuda and other marine life have made Bonefish Pond National Park their home.
Access by the general public was enhanced after the BNT and the Bahamas government constructed a boardwalk with a covered pavilion. Later this year, Bonefish Pond National park is earmarked to be a kayak launching site.
Further, The Bahamas' efforts to protect the mangrove ecosystems were demonstrated in 1965, when the Inagua National Park in Great Inagua, which has an area of 185,740 acres, was established. The Inagua National Park is the where the world's largest breeding colony of West Indian flamingos can be found. Forty years ago this flamingo species made a comeback from the brink of extinction to a colony of over 50,000 birds. The park has contributed to increasing bird populations in nearby islands such as Mayaguana, Acklins, Crooked Island, Cuba, and Andros. In 1997 the park was designated a wetland of international importance under the Ramsar Convention. It is also known as a bird watchers' paradise when it was designated an Important Bird Area. The park encloses all of Lake Rosa, the largest salt water lake in the Bahamas.
As the general Bahamian populace becomes more aware of mangrove ecosystems in The Bahamas, how they function and their importance, they are beginning to appreciate the benefits that mangroves provide to our country. Mangroves serve as a nursery for a variety of fish and sharks. Since mangroves do not
usually provide shelter for large predators, their root systems provide a safe haven for juvenile fish to mature before swimming out to the coral reefs of the deeper ocean to reproduce. Studies of Muby, Edwards and Arias-Gona'lez carried out in Mexico and Belize and other areas of the Caribbean show that the biomass of blue striped grunts was 25 times bigger when found in the areas of mangroves. Further, studies showed that striped parrotfish were seen in greater densities on the corals reefs that were in close proximity to mangroves than other reefs. As this relationship was explained to fisherman they no longer see the protected marine parks as taking away their most profitable fishing spots. As Family Island communities see that marine protected areas help them maintain and expand their supplies of fish they became less objectionable to such proposals. It has always been my considered view, that without the integration and involvement of local communities and the fishing industry, marine protected areas cannot be sustainable.
Mangroves provide other benefits such as -
- habitats for birds and a variety of flora and fauna;
- food and water for humans and animals especially during periods of drought;
- water retention which reduces flooding;
11
- water purification by extracting excess nutrients from fertilizers or sewage and stopping pollution from the sea;
- maintenance of coral reefs by supplying nutrients, and preventing loose soil from smothering the reefs;
- reclamation of land by trapping sediment;
- energy capture;
- provides opportunities for recreational activities; and
- a source of education for community.
Appreciating these benefits, many of the mangrove areas in New Providence are outfitted with boardwalks and observatory towers. They not only provide ecotourism opportunities, but serve as ideal spots for students studying mangrove ecosystems.
Influence Policy Shifts
In The Bahamas, our ecosystems face a number of threats. High on the government's agenda is the growth of our economy for the benefit of our citizens. This sometimes calls for development of resorts, marinas, roads, businesses and houses that may occur near a mangrove community. Whilst development creates employment and additional services, it also increases potential for flood damage, and loss of habitat for fisheries and wildlife. My
government has committed to ensuring that development of of our islands is carried out with the utmost respect for the environment. Non-point contamination from improperly built septic systems, fertilizers and pesticides from agricultural run-off of farms also pose a threat to this community. The most recent threat is the invasive species which have entered the country via the hulls of ships and boats and from ship ballast water. The lion fish is not a friend to the Bahamas or its Mangroves.
Achim Steiner, UN Under-Secretary and Executive Director of the United Nations Environment Programme said, "Together, the science and the economics can drive policy shifts." As postulated, this has been our experience in The Bahamas. The Bahamas Government saw the need to identify and protect mangroves and their ecosystems. On 7 th June, 1997, The Bahamas signed the Ramsar Convention on Wetlands. This initiated national action to provide a framework for the sustainable use of wetlands. By August of 2004, a National Wetlands Committee was fully established and activated an eight month period of consultation via town meetings in most of the major Family Islands. From the recommendations and conclusions of these meetings, a National Wetland Policy was formulated and adopted in 2007. The policy describes wetlands and their importance both ecologically and economically. It gives The Government direction on the responsibilities of
land owners, restoration, public awareness as well as codes of conduct for all organizations with responsibilities in this area.
As my Ministry moves forward with its plans this year to forward the proposed Bill for the establishment of an Environmental Protection and Planning Agency, we foresee more stringent laws that will -
- ensure that the developer building in an area of a mangrove forest will be required to incorporate the natural environment within the design of the development;
- provide more man-power and strategies to monitor the protection of these areas during the construction of a development; and
- outline stiff penalties for renegade developers who do not respect our laws.
As mangroves are critical to sustaining the quality and volume of groundwater, protection of these ecosystems are presently addressed by the Forestry Act which was enacted by The Government of The Bahamas in 2010 and amended this year to make the Act functional. This Act provides for the conservation and control of forests and all matters related thereto. In the foreseeable future more mangroves communities will be declared protected as conservation forests. Further, according to part IV Section 10 of this Act, provisions are
made for trees to be identified on a Protected Tree List. It is expected that in the near future, mangroves will be added to this list.
Driving the need to designate more marine protected areas.
In 2008, at the 7 th Conference of the Parties to the Convention on Biological Diversity, The Bahamas agreed to the Programme of Work on Protected Areas. To help The Bahamas meet its commitments under this programme, the Global Environment Facility Full Size project entitled "Building a Network of Marine Protected Areas in The Bahamas" was formulated. A component of this project is the creation of a sustainable funding mechanism for the national protected areas system.
In the same year, The Bahamas became a part of the Caribbean Challenge Initiative (CCI). This initiative is the first conservation effort adopted by governments in the region to provide sustainable financing for the effective management of protected areas. Participating countries have committed to protecting at least 20% of near-shore marine and coastal environments by 2020, and to creating a national conservation trust fund with a sustainable finance mechanism dedicated to park management.
As the project, under the United Nations Convention on Biological Diversity
(UNCBD) required the protection of 10% near-shore marine and coastal environment by 2014, and the CCI required at least 20%, The Bahamas declared that it will exceed the goals set under the UNCBD.
A White Paper entitled, "The Expansion of the Protected Areas System of the Commonwealth of The Bahamas" was developed by the Bahamas Environment Science and Technology Commission, the Bahamas National Trust, The Nature Conservancy and the Department of Marine Resources to meet the Caribbean Challenge Initiative. The paper identified recommended protected areas, rich in biodiversity, many of them with mangroves, that are significant areas for breeding and feeding grounds of many marine species. The Cabinet of the Bahamas has endorsed the proposal, subject to public consultation. My ministry has also sent for Cabinet's consideration a schedule of town meetings to discuss the creation of Marine Protected Areas with key stakeholders in the Family Islands that have been identified for Marine Protected Areas.
In the interim, the Bahamas Protected Areas Fund Bill 2013 was debated in the House of Assembly. It is expected that this Bill will be enacted in the near future. When enacted, the Bahamas Protected Areas Fund will keep an accurate register of marine protected areas and will revolutionize the way
16
these areas are managed in The Bahamas and provide a sustainable funding mechanism for marine protected areas.
In addition to the areas proposed in the Bahamas Protected Areas System, The Bahamas expanded the Andros West Side National Park from 185,032 acres to 1,288,167 acres to protect mud and sand flats, creeks and mangrove forests that serve as habitats for bone fish and tarpons during their life cycles. The Bahamas Government is now considering the nomination of Bonefish Pond National Park, Harrold and Wilson Ponds National Parks and the Andros West Side National Park to the Ramsar Convention to be recognized as wetlands of international importance.
Driving the need to designate more terrestrial protected areas
Presently, the Bahamas is pursuing a Small Grant Fund Agreement with the United Nations Environment Programme for a Global Environment Facility Grant to execute the project "Pine Island – Forest/Mangrove Innovation and Integration. The proposed project will be conducted on the islands of Abaco, Andros, New Providence and Grand Bahama. The main objective of the project is to integrate biodiversity consideration and ecosystem services into Forest Management and Land Use Planning.
The major components of the project are to –
1. provide institutional systemic support, capacity building, public education and community awareness;
2. expand and improve the management of pine forest and the mangrove sector; and
3. create models for sustainable forest management, livelihoods, ecotourism, wildlife and nature based activities, including the creation of hunting reserves, agriculture, forestry and sustainable land management in coastal communities of Pine Islands and other Family Islands in the Central and Southeastern district of The Bahamas.
Some of the expected outcomes are as follows:
1. support of sustainable land management and Sustainable Forest Management with Biodiversity into land use planning;
2. increased public awareness of importance and benefits of sustainably managing forests and mangrove biodiversity.
3. an establishment of a database of forestry lands and with biodiversity overlay including mangroves.
4. identification of forest and mangrove areas that are to be prioritized for rehabilitation and protection ;
5. sustainably monitored mangrove and forest change in the long term.
6. the reestablishment and rehabilitation of Little Abaco Mangrove Ecosystem that has a potential carbon stock increase of up to 51,150 total carbon dioxide equivalent.; and
7. decreased generation of carbon by reducing deforestation of mangrove habitats.
Protection of Coral Reefs
Coral reefs are found mainly off the coast of the Bahamian islands whilst mangroves are found along the shores. This unique composition permits coral reefs to act as a first defense and mangroves to play the role of second defense to protect the country from storm surges resulting from hurricanes and possible tsunamis. This is critically important in our fight against the adverse affects of Climate Change.
Without this natural buffer system, The Bahamas would fare worse conditions during hurricanes. In connection with this, the GEF Full sized project focuses on coastal protection which mangroves provide for coastal habitats and its positive affect to mitigate climate change.
It is estimated that, worldwide, coral reefs contribute between $29.8 - $375 billion
per year in goods and services. Since the Bahamas accounts for some 35% of coral reefs in the Caribbean which are symbiotically attached to the activities of the mangroves, our laws prohibit persons from uprooting, destroying soft coral without written permission of the Ministry.
However, we have seen an increase in numbers of ship groundings that have seriously damaged some of our coral reefs. Among other serious implications, this new development holds heavy implications to the health of our mangroves. Therefore, the Ministry of the Environment and Housing is reviewing proposed legislation to protect this vital resource. It is expected that the legislation will include the following provisions:
- a liability and compensation regime for damage to coral reefs from commercial and recreational ship grounding, anchoring and dredging operations;
- a framework that will make it unlawful to destroy or injure coral reefs, and allow the government to recover costs and damages for coral reef injuries;
- implement measures required to research, monitor, manage and restore affected reefs;
- establish and maintain an inventory of all vessel grounding incidents involving coral reefs;
20
- prepare an assessment of damages and restoration plan; and
- administration of a coral reef conservation fund.
Review Approach to Climate Change
It has been proven that mangroves store carbon within their biomass similar to that of rainforests, and it releases the carbon when it is destroyed.
Interestingly, the sediment of mangroves systems trap more carbon than other trees. As a whole, mangrove ecosystems have the capacity to sequester five times more carbon than that of the tropical rainforest. Dr. Juha Siikamaki and his US colleagues of the think tank "Resources for the Future" showed that protecting mangroves reduces the amount of carbon dioxide released and can be an economically affordable way to mitigate carbon emissions. Like many other Small Island States, The Bahamas is vulnerable to Climate Change. Therefore, it is in best interest of The Bahamas to protect these systems which allow The Bahamas to participate in more carbon reduction initiatives such as the UN-REDD+ which is the United Nations Collaborative Programme on Reducing Emissions from Deforestation and Forest Degradation in Developing Countries.
Economic Assessment of natural resources
During the compilation of the Barbados Programme of Action for the
Sustainable Development of Small Island Developing States, many special conditions and needs of Small Island Developing States (SIDS) were identified for international attention. The Global Environment Facility appreciated the unique water related issues common among SIDS, and approved a number of international waters projects. The Integrating Watershed and Coastal Area Management (GEF-IWCAM) regional project was established to –
- strengthen the commitment and capacity of counties to manage their watershed and coastal areas in an integrated way; and
- assist countries to plan and manage their aquatic resources and ecosystems on a sustainable basis.
Andros was the island identified for a demonstration project that was focused on the development of a land and sea use plan. During the lifetime of this project a study entitled "An Economic Valuation of the Natural Resources of Andros" was written for the Nature Conservancy by Ventia Hargreaves-Allen on behalf of The Government of The Bahamas.
Andros is the largest island in The Bahamas, the sixth largest island in the Caribbean and home of the third largest barrier reef in the world. The island boasts of extensive habitats of mainly forests and wetlands. With high biodiversity counts Andros has a sizeable water catchment area, it has some of
the most extensive wetlands in the Caribbean region, and represents the largest source of freshwater in the Bahamas.
Economic value of mangrove are mostly assessed based on their quality and the coastal protection they provide to the shoreline. Assessing the situation on the island of Andros gives only an idea of the value of some economic impacts mangroves have on The Bahamas. From the GEF- IWCAM project completed in 2009, it was recorded that mangroves on the island of Andros had a service value of $30,747 per square kilometer per year.
Table taken from Economic Valuation of Natural Resources.
It is noteworthy to mention that mangroves generate significant recreational returns. However, these have not yet been developed on the island of Andros.
Impact on Main Sectors of the Economy
1. Tourism
Tourism is the number one industry in The Bahamas. Together with tourism – driven construction and Manufacturing it accounts for approximately 60% of the country's GDP and directly or indirectly employs half of the Bahamian work force. Thousands of tourists are attracted to The Bahamas because of the stunning panorama of the beaches and our clear, blue waters. Mangroves, however, are viewed by this industry as obstructions to views of hotels on a bay or obstacles to beach access. They are seen as mosquito infested and hence would hinder tourism development.
In recent times the tourism sector has seen a diversification in tourism income through the increased number of visitors to the Family Island destinations such as Abaco, Andros, the Exumas and Harbour Island. These islands are seen as prime ecotourism destinations because of the excellent fishing grounds for bonefish, birdwatching, hunting and sailing and kayaking. Mangroves provide most of these activities. Often eco-tourism tours generate revenue from access charges to Parks, hiring boats, payment to boat drivers, guides, hunting permits, hotels, taxi operators, supermarkets, craftsmen, fish vendors and restaurants.
Mangroves are an important haven for sharks particularly the Lemon and Bull sharks in The Bahamas. Many of our visitors enjoy our beaches and marine waters for snorkelling and shark diving. The Bahamas Diving Association calculate that The Bahamas benefits from some $78 million dollars of revenue a year from shark related activities. It is projected that over a 20 year period we can possibly see a total economic impact of some $800 million. This impact is the result of accommodations, food, air travel, diving and local expenditure associated with a divers stay and takes into account inflation.
Interestingly, there is occupancy for over 810 tourists on the island of Andros. 258 of these rooms belong to fishing lodges. Hotel and guesthouse owners have estimated that 61% of their guests did fishing trips. From the study "An Economic Valuation of the Natural Resources of Andros" in 2009 it was reported that guests made some 27,000 trips (at the time which averaged approximately $722.00 for accommodation and fishing) to yield some implied revenue of $19.5 million. It was also reported that bird watching, kayaking and nature walks accounted for some $297,400 implied revenue in that year. As expansion takes place in the Eco-Tourism sector, more tourists are canoeing, bird watching, taking nature walks and having educational experiences. It is expected that much more revenue will be generated in this area.
2. Fishing
Agriculture and Fishing together make up the third largest industry in the Bahamas. The fishing industry contributes to 1-3% of the Bahamian GDP. Mangroves and sea grass flats are very valuable since they form the primary habitat for bonefish. The island of Abaco is the number one bone fishing destination in The Bahamas. However, many of the mangroves on the northern-end of the island of Abaco, are top bone fishing destinations. Today, anglers can spend anywhere from $2,500 - $3,500 for a bonefish trip to The Bahamas.
Loss of this very vital habit would cripple our local and national economy. According to the Bahamas Reef Environmental Education Foundation (BREEF) 80% of our food from the sea, spends some time amongst mangroves and seagrass beds. The most popular dishes contain snappers, grouper, Queen conch, crab and the spiny lobster or crawfish. Whilst snappers and the Nassau Grouper are commonly caught for food, crawfish is regularly exported and can account for up to 95% in profits of total fishery exports.
Formation of Good and Services
It is clear from this presentation that mangroves are of significant environmental importance and have many uses.
Besides being an excellent source for food, mangroves are used for the following:
- fuel wood or charcoal for cooking;
- building homes, boats, chicken houses, fence posts, scaffold poles scantlings for house walls, and fish pot construction; and
- the tannins are used to tan leather and make floor polish.
Mangroves leaves are said to have medicinal properties. Bee hives produce high quality honey when they are placed in Black Mangrove trees. Mangroves are also used to make baskets.
The Red mangrove is an excellent source of peat since it is capable of growing on decomposed plant material.
On 5 th February, 2014, the Prime Minister, The Right Honourable Perry Christie announced the release of more than $20 million in contracts for development of the Bahamas Agriculture and Marine Science Institute in North Andros. This institution was established with the aim to revitalize the agricultural sector, promote changes in land use and trade policies, preserve
land for agricultural purposes, protect local markets, advance research in marine sciences, which can help the Government in making policy driven by science, for the conservation and management of our precious marine resources. The study and economic uses of Mangroves, will be included in the work of BAMSI.
What do we see in the future of the Bahamas
All major cities of the Caribbean, including the capital of the Bahamas, Nassau, and in fact the world were built on wetlands. We all cannot get far away from this fact. So The Bahamas will continue to work toward heightening awareness of the environmental and economic importance of mangroves in our communities. Further, my Ministry will be seeking to consolidate all proposed policies that have come out of the conservation of mangroves. Look for my Ministry to report back about the protected marine and terrestrial areas we hope to preserve. With further studies from economic assessments of the countries' mangroves, I am confident that our approach to the issue of climate change and coral reef protection, which are cross-cutting issues in the conservation of mangroves, will be altered. Further, as we explore the goods and services produced by mangroves and how they impact our touristic and fishing economies, we hope to diversify our markets for the betterment of our
people. Yes, the economic and environmental future of The Bahamas will be positively impacted because we are going to make sure that every conservation effort for the protection and preservation of our mangroves counts and is a part of the new green and blue economies we are advancing. I thank you for your attention and this opportunity to speak with you. May God bless you all. | <urn:uuid:6bb3b950-517f-4bbe-a0e3-26ede9079094> | CC-MAIN-2019-09 | http://eh.gov.bs/wp-content/uploads/2016/10/Minister-Dorsett-Mangrove-Presentation.pdf | 2019-02-19T20:41:07Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00445.warc.gz | 76,681,242 | 6,640 | eng_Latn | eng_Latn | 0.975975 | eng_Latn | 0.997129 | [
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Estimated Calorie Requirements
(In Kilocalories) for Each Gender and Age Group at Three Levels of Physical Activity a
This chart shows how many calories are recommended for both males and females in all age groups. The energy requirements also are broken down into levels of activity from sedentary to active. This should give you a sense of how many calories, ENERGY IN, your family members need.
Estimate Calorie Requirements
Estimated amounts of calories needed to maintain energy balance for various gender and age groups at three different levels of physical activity. The estimates are rounded to the nearest 200 calories and were determined using the Institute of Medicine equation.
a These levels are based on Estimated Energy Requirements (EER) from the Institute of Medicine Dietary Reference Intakes macronutrients report, 2002, calculated by gender, age, and activity level for reference-sized individuals. "Reference size," as determined by IOM, is based on median height and weight for ages up to age 18 years of age and median height and weight for that height to give a BMI of 21.5 for adult females and 22.5 for adult males.
b Sedentary means a lifestyle that includes only the light physical activity associated with typical day-to-day life.
c Moderately active means a lifestyle that includes physical activity equivalent to walking about 1.5 to 3 miles per day at 3 to 4 miles per hour, in addition to the light physical activity associated with typical dayto-day life
d Active means a lifestyle that includes physical activity equivalent to walking more than 3 miles per day at 3 to 4 miles per hour, in addition to the light physical activity associated with typical day-to-day life.
e The calorie ranges shown are to accommodate needs of different ages within the group. For children and adolescents, more calories are needed at older ages. For adults, fewer calories are needed at older ages. | <urn:uuid:45708dca-5425-40c2-bc0e-852aa8918552> | CC-MAIN-2019-09 | http://www.ciasportsclub.org/uploads/1/0/9/4/10945188/_calorie_requirement_tips_2.pdf | 2019-02-19T22:17:31Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00447.warc.gz | 321,391,725 | 390 | eng_Latn | eng_Latn | 0.998462 | eng_Latn | 0.998462 | [
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Black History Month
Scarborough Girls and Boys Club of East Scarborough.
6:30 pm
* Thank you for inviting me to be part of your celebration this evening
* Black History Month has been celebrated by the City of Toronto for 29years, proclaiming the celebration in 1979.
* I grew up in this site and later in this building and it plays an immense role in my adult life.
* It gives us the opportunity to acknowledge the achievements of people of African heritage and to appreciate their contributions to the social, political, economic and cultural life of our communities.
* This year we are celebrating vocal artists
* While giving children in the community a chance to learn about the experiences of Black Canadians and the vital role they played throughout history.
* Black artists have for centuries used the voice to document historical periods, to transmit culture, and to communicate the social condition of Black cultures.
* The Scarborough Girls and Boys Club of East Scarborough is a great role model to these youth, as they allow them to express their individuality by providing for them the tools to artistically express them selves.
* Today our youth following with their own music
* I am sure we will all learn from and enjoy tonight performances.
* I am looking forward to the experience as I am sure you all are. | <urn:uuid:9946c613-af38-4da2-9043-2facf8f16a19> | CC-MAIN-2019-09 | http://paulainslie.com/FILES/Black%20History%20month.pdf | 2019-02-19T21:14:34Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00447.warc.gz | 201,087,561 | 261 | eng_Latn | eng_Latn | 0.997711 | eng_Latn | 0.997711 | [
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Six Thinking Hats
Introduction
This tool enables groups to look at a decision from several points of view. It was created by Edward de Bono in his book Six Thinking Hats and is an important and powerful technique. The tool is used to look at decisions from a number of important perspectives. This forces participants to move outside a habitual thinking style and helps achieve a more rounded view of a situation.
ositive viewpoint: this is part of the reason they are uccessful. Often, though, they may fail to look at a problem from an emotional, intuitive, creative or y be excessively Many successful people think from a very rational, p s negative viewpoint. This can mean that they underestimate resistance to plans, fail to make creative leaps, and do not make essential contingency plans. Similarly, pessimists ma defensive; more emotional people may fail to look at decisions calmly and rationally.
yo and If u look at a problem with the Six Thinking Hats technique, you will be able to solve it using all approaches. Your decisions and plans will mix ambition, skill in execution, public sensitivity, creativity good contingency planning. 2
Detailed description of the process
ur own. In meetings, it has the benefit of blocking the with different thinking styles discuss the same problem. Each hat is a different style of thinking. These are explained below: You can use six thinking hats in meetings or on yo confrontations that happen when people
White hat: Objective, neutra of facts, numbers and information. With this thinking hat you focus on the data av nformation you have, and see what you can learn from it. Look for gaps in your knowledge, and try either to fill them or take account of them. This is where you analyse past trends and try to extrapolate from historical data. l thinking in terms ailable. Look at the i
Red hat: E dgements, suspi earing' the red hat, you look at problems t reaction and ink how other people will react emotionall d the responses o lly know your reasoning. motional, with ju using intuition, gu y. Try to understan cions and intuitions. 'W emotion. Also, try to th f people who do not fu
Black hat: Negative, sees risks and thinks about why something will not function. Using black hat thinking, look at all the bad points of the decision. Look at it cautiously and defensively. Try to see why it might not work. This is important because it highlights the weak points in a plan, allowing you to eliminate them, alter them, or prepare contingency plans to counter them. Black hat thinking helps to make your d more resilient. It ca you to spot fatal flaws and risks before you embar ction. Black hat th e real benefits of this technique, as many succe t so used to thinkin t often they cannot see problems in advance. This leaves them under-prepared for difficulties. plans 'tougher' an k on a course of a ssful people ge n also help inking is one of th g positively tha
Yellow hat: Positive, optimis and constructive. The yellow thinker helps you to think positively and to put concrete suggestions on the table. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it. Yellow hat thinking helps you to keep going when everything looks gloomy and difficult. tic, clear, effective
2 A variant of this technique is the Reframing Matrix, Tool 10 in this guide, which looks at problems from the point of view of different professionals (e.g. doctors, architects, sales directors, etc.) or different customers.
ternatives. The green hat is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas. Provocation is an ou here. Green hat: Creative, seeks al essential part of the green thinking. A whole range of creativity tools can help y s, surveys and gs the discussions back on to the right track. T l: this is the hat worn by people chairing meetings. When run g nning dry, they may direct activity into green hat thinking. Whe c sk for black hat thinking, etc. Blue hat: Thinking about thinking. The blue thinker's role is to keep an overview of what thinking is scout the subject. The blue thinker is responsible for giving summarie necessary to conclusions. The blue thinker keeps the discipline and brin he blue hat stands for process contro nin into difficulties because ideas are ru n ontingency plans are needed, they will a
Key points/practical tips
Six thinking hats is a good technique for looking at the effects of a decision from a number of different points of view. It allows necessary emotion and scepticism to be brought into what would otherwise be purely rational decisions, opening up the opportunity for creativity within decision making. The technique also helps, for example, persistently pessimistic people to be positive and creative.
lso help you to avoid public relations mistakes, and spot good reasons Plans developed using the thinking hats technique will be sounder and more resilient than would therwise be the case. It may a o not to follow a course of action before you have committed to it.
Example: Six hats for post-tsunami reconstruction
Under pressure from donors, media and beneficia s in Sri Lanka after the tsunami used the six hats approach in order to plan and implement reconstruction efforts more effectively. The German government, through its Federal Ministry for velopment (BMZ), is supporting key Sri Lankan governmental g the housing and reconstruction process. ries, those working in housing and settlement effort Economic Cooperation and De organizations in facilitating and implementin e anning sessions commenced with the six thinking the key issues in the reconstruction rocess that needed to be further explored and practically addressed. For more, see: www.tafren.gov.lk/portal/index.jsp?sid=3&nid=14&y=2005&m=8&d=1. Th Sri Lankan and German counterparts jointly conducted the planning of the entire project, including ivities. The joint project pl its outcomes and key act hats methodology, which was used to generate a shared sense of p
Sources and further reading
* Mind Tools, see: www.mindtools.com/pages/article/newTED_07.htm.
* De Bono, E. (1999) Six Thinking Hats, New York: Back Bay Books.
* Edward de Bono's webpage, see: www.edwdebono.com. | <urn:uuid:bdfc27fe-149b-4017-9691-684a2cd8ac45> | CC-MAIN-2019-09 | https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/6419.pdf | 2019-02-19T21:48:18Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00446.warc.gz | 929,734,479 | 1,332 | eng_Latn | eng_Latn | 0.997403 | eng_Latn | 0.99794 | [
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Association for Community Education
ACEbc is dedicated to fostering and promoting Community Education and Community Schools in British Columbia. ACEbc has been active in BC since 1975 in the areas of community education, community school development, advocacy, training, publishing resources and conducting research. ACEbc is a non-profit organization governed by an elected Board of Directors with membership open to individuals, groups or organizations interested in Community Education.
Community Schools
The Values that Guide Community Education are
The Philosophical Ingredients of a Community School
5 5 Using the school and other neighbourhood resources and facilities more effectively for desired community programs
A Community School is the hub of the community.
5 5 Inclusiveness
5 5 Self-determination & self-help
5 5 Shared resources — human, physical and financial
5 5 Leadership development
5 5 Lifelong learning
5 5 Interagency coordination, cooperation and collaboration
5 5 Neighbourhood-based action
5 5 Sustainability
It is both a place and a set of partnerships between the school and other community resources.
Its integrated focus on academics, child & youth development, family support, and community development leads to
improved student learning, stronger families and vibrant, healthy communities.
5 5 Strengthening existing school curriculum and programs through greater involvement and use of available human, physical and financial resources
5 5 Developing a variety of educational, recreational, cultural and social opportunities for children, youth and adults in response to needs defined by the community
5 5 Building community capacity, communication and engagement as residents become involved in community activities, services and issues
5 5 Facilitating integrated service models through partnerships and interagency coordination, cooperation and collaboration
All these ingredients together create a healthy and vibrant community school.
Elements of Community Schools in British Columbia
Community
Connections&
Engagements
Youth
Connections
Integrated
Services
With
Agencies &
Organization
HEALTH
& WELLNESS
INITIATIVEs
Community
Use of
School
Facilities
Supporting &
Enhancing
Student
Learning
After School
& Summer
Programs
Early
Learning
Initiatives
LIFELONG
LEARNING
Family
Support
Services
A Community School
is the Hub of the Community
It is both a place and a set of partnerships between the school and other community resources.
Its integrated focus on academics, child & youth development, family support,
and community development leads to improved student learning,
stronger families and vibrant, healthy communities.
The school is characterized by:
• Extended services
• Extended hours
• Extended relationships
Revised January 2014 | <urn:uuid:9e75434b-f104-4b41-a148-36cf7f8ddf50> | CC-MAIN-2019-09 | http://rccssel.ca/wp-content/uploads/2016/02/CommunitySchoolsPlacemat_ACEbc_Jan14.14_web.pdf | 2019-02-19T20:59:54Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00446.warc.gz | 232,128,671 | 537 | eng_Latn | eng_Latn | 0.983608 | eng_Latn | 0.98757 | [
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Middle Years
Curriculum Overview
The Middle Years Mini School is set up to provide targeted support to students in Years 8 and 9. Students are exposed to their core subject areas and have the ability to choose subject areas that interest them in preparation for Senior Years.
Students in Years 8 and 9 study English, Mathematics, Humanities, Science and Mentor as their core subjects. Teachers have spent time planning and developing units of work that focus on the middle years research to encompass a hands on, flexible approach and 21st century approach to teaching and learning.
Students are exposed to a large number of specialist subjects including Languages (Italian or Japanese), Visual Arts, Technology, Performing Arts and Health and Physical Education. The teaching and learning program is supported by the BYO device program at the College.
Leadership skills and community experiences are an essential component to the Middle Years program with students having the opportunity to be involved in excursions and camps connecting their learning to real world experiences and developing positive relationships with peers and teachers.
Students are involved in the High Resolves program in Year 8 and have the opportunity to select a leadership based subject at Year 9 to develop and extend these leadership skills into a community project.
Support & Withdrawal Programs
At Mount Ridley College, a number of support and withdrawal programs are in place to assist a wide range of students. These programs include:
EAL withdrawal
This program is designed for our newly arrived students who have English as an Additional Language. They attend levelled withdrawal classes run by a specialist EAL teacher several times a week.
Corrective reading
In Years 8-9, students who require support in decoding when reading are supported with the Corrective Reading Program. This program is a small group program that specifically targets the ability of readers to chunk words into blends, read fluently and confidently. Students who are not undertaking one of the programs already mentioned, but still require further support to develop their skills and understanding will be supported through our focus group program. This program has students working in small groups, or provided with extra assistance in the classroom, depending on their individual needs.
Numeracy Intervention Program
In Year 8, students who require support in their Numeracy Skills are supported with the Numeracy Intervention Program. This program is a small group program that has students attend twice a week to work specifically on building Numeracy fluency skills through hands on activities and educational games. This program also supports students' knowledge of various strategies within the Mathematics curriculum.
High Achievers Class
In Year 8 and 9, students who are advanced learners are provided with an opportunity to attend The High Achievers Class once a week. This program exposes students to a number of skills enabling them to become self-regulating learners to select and use skills to work at higher levels in all of their classes. | <urn:uuid:9dccca01-6c4e-4959-8c3b-559a755498a5> | CC-MAIN-2019-09 | http://www.mountridleycollege.vic.edu.au/wp-content/uploads/2017/03/Middle-Years-Curriculum-Overview.pdf | 2019-02-19T21:31:10Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00446.warc.gz | 408,267,728 | 568 | eng_Latn | eng_Latn | 0.998684 | eng_Latn | 0.998528 | [
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Name: ____________________________ Class Color: ____________________Date: ________________ W
**MCAS Hints**
Pre-‐ Practice MCAS
(If you see any of these as an answer choice, choose it! Especially the underlined words!)
Heredity/Evolution: Common ancestor, DNA, Bone structure, Survive & reproduce, Food Chemistry: Compound, Carbon
1. Fill in the molecular formula column using the word bank below.
Common Compounds to Know:
Word Bank:
CO
2
NaCl C
6
H
12
O
6
NH
3
H
2
O
2. A student is trying to make the perfect latte and is heating up milk on the stove. One pot contains 1 L of milk and the other pot contains 2 L of milk. The student heats each pot until it boils. Which of the following best describes how the substance boils?
a) The milk in both pots boils at the same time.
b) The milk in both pots boils at the same temperature.
c) The 2L of milk gets hotter than the 1L of milk before boiling.
d) The 2L of milk absorbs heat more quickly than the 1L of milk.
3. Using the diagram, explain the difference between an open system and a closed system.
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
Name: ____________________________ Class Color: ____________________Date: ________________ W
4. What's the term used to describe a substance (such as water) changing between different states of matter, as shown below?
a) Expansion
b) Boiling point
c) Phase change
d) Pure substance
5. A compound (NaCl) is shown below. What's the smallest unit of this compound that still maintains the chemical characteristics of this compound?
a) an element
b) an atom
c) a nucleus
d) a molecule
6. Identify each substance as either a pure substance or a mixture:
7.Cell Organelles
a) What 2 organelles do plant cells have that animal cells do NOT have?
1) __________________________ 2) __________________________
b) What organelle do plant & animal cells have that bacteria cells do NOT have? ________________
c) What organelle surrounds all cells? ___________________________________
8.Look at the karyotype shown…
a) What are these structures called? ______________________________
b) What molecule do they contain? ________________
c) What information do they contain? ___________________________
d) Why are there two of each? ___________________________________
e) Why do the chromosomes of each
pair look a little different? ________________________________________
f) What is the sex of this particular baby? __________________ | <urn:uuid:786b5ad8-df76-4c22-8f68-bbff903101de> | CC-MAIN-2019-09 | https://www.gatelyscience.com/uploads/5/7/9/2/57925319/pre_practice_mcas.pdf | 2019-02-19T20:35:14Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00447.warc.gz | 831,054,768 | 1,776 | eng_Latn | eng_Latn | 0.989845 | eng_Latn | 0.991172 | [
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Outdoor Art – Traced Bodies
Description/Instructions:
- One child lies down on the ground.
- Other children use twigs to create an outline of their body.
- They then collect natural materials to 'dress' the body and to add features.
How could this activity be adapted for different learners?
- Children could use several outlines to create scenes of people interacting with each other.
- Ask children to 'colour' their body so it is camouflaged as much as possible.
- Ask children to 'colour' their body so it stands out as much as possible.
What tools or equipment are needed?
Wheelbarrows, bags or baskets for moving leaves or materials around.
What themes or topics could this activity support?
Creativity. Art.
What areas of development could this activity support?
☒ Communication, Language and Literacy
☐ Physical Development
☐ Personal, Social and Emotional
☒ Problem Solving, Reasoning and Numeracy
☐ Knowledge and Understanding of the World
☒ Creative Development | <urn:uuid:6e766b11-a88d-45e6-82b6-990c7af9f642> | CC-MAIN-2019-09 | http://forestschoolportfolio.com/wp-content/uploads/2016/04/Activity-Plan-Outdoor-Art-Traced-Bodies.pdf | 2019-02-19T20:37:03Z | crawl-data/CC-MAIN-2019-09/segments/1550247492825.22/warc/CC-MAIN-20190219203410-20190219225410-00449.warc.gz | 86,855,018 | 206 | eng_Latn | eng_Latn | 0.993871 | eng_Latn | 0.993871 | [
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9/19/18
SUGGESTED CLASSROOM ACTIVITIES FOR USE WITH THE
WWII FOUNDATION
DOCUMENTARY
entitled
DOOLITTLE'S RAIDERS: A Final Toast
We understand that every classroom situation is unique to the students and teacher(s) in that individual environment. The following material is provided to offer only suggestions to the classroom leader on how they might best use the documentary to relay the historic importance of the Doolittle Raid in the history of WWII, and to introduce the individual stories of the participants in the raid – as well as creating a student interest in how family members of the student's in the class may have participated in WWII events.
This Package Contains:
- A pre-lesson statement regarding the legacy of WWII upon United States history.
- An educational rationale for presenting the story of the Doolittle Raiders to your students.
- Suggested student learning expectations when presenting the documentary Doolittle's Raiders: A Final Toast in your classroom.
- Nine short answer questions to be used before or after presenting Doolittle's Raiders to your students.
- Five questions that can be utilized for class discussion or as individual student written exercises.
- Three student research exercises – including an optional individual exercise that students can use to determine what roles their family may have participated in that were related to WWII.
- Recommended reading list.
- Recommended website list.
The Legacy of WWII in the Early 21 st Century
WWII was the watershed event of the 20 th century. It brought profound and lasting change (both for good and ill) to the people of many nations.
________________________________________________________________________
WWII's Effects on the United States
* Fascist Germany and Italy were defeated along with their pursuit of regional and global dominance.
* The decline of European colonial empires was accelerated.
* Japan's quest to build an Asian empire was ended.
* The outbreak of the decades long Cold War was a direct result of the positioning of the Allied powers at the end of the war.
* In 1945, the economic competitors to the United States in Europe and Asia were destroyed or heavily damaged. By contrast, the U.S. economy (particularly the manufacturing sector) flourished during the war. These factors led to a post war international economic environment where the U.S. enjoyed several decades of prosperity, during which the U.S. was instrumental in the formation of the United Nations, sponsored the Marshall Plan for the reconstruction of Europe, and provided for the rebuilding of the Japanese economy in such a manner that Japan became the manufacturing and financial center of the Asian economy in the late 20 th century.
* The 1944 Service Man's Readjustment Act (G.I. Bill) led to a large increase in the percentage of Americans with an education beyond high school and in home ownership. Both contributed to the American post-war economic boom.
* Between 1946 and 1964 seventy-eight million births were recorded in the United States. The "Baby Boom" generation would foster significant social, cultural and economic change as it aged through life's phases.
* The experiences of women and African, Hispanic and Asian Americans in contributing to the war effort is cited as being a primary catalyst in their no longer accepting the prewar status quo and accelerated both the Civil Rights and Women's movements of the postwar era.
* The more than sixteen million American men and women who directly served in the Armed Forces as well as the millions more who contributed on the home front established a legacy of service to country that has earned them the title of The Greatest Generation.
The Educational Rationale for Presenting
The WWII Foundation Documentary
entitled
"DOOLITTLE'S RAIDERS: A Final Toast"
to Your Students
____________________________________________________
Any study of the United States late entry into the Second World War should include an appreciation for the strategic and public morale circumstances of America during the initial engagement with The Empire of Japan.
President Roosevelt and his military advisors decided that the struggle against Japan would be "The Second Front". In early 1942 Nazi Germany was judged to be the far greater threat. Consequently, most of America's resources were to be directed to the Allied effort in Europe. It was hoped that Japan could be stalemated at an early point and held at bay before being rolled back subsequent to the defeat of the Axis powers in Europe.
After the December 7 th ,1941, attack on Pearl Harbor and into the Spring of 1942, Japan enjoyed an unprecedented run of military successes over the European colonial powers and the United States in carving out the outlines of its new Asian empire (The Greater East Asia CoProsperity Sphere) around the Pacific Rim. American confidence and morale were at a low ebb when, on April 18 , 1942, the Doolittle's Raiders would conducted one of the most consequential reprisal attacks in history.
In addition to giving the American people a large morale boost when it was so badly needed, the Doolittle Raid shook the confidence of the Japanese people in their military leadership. It also caused Japanese leadership to alter its strategic posture in ways that were ultimately favorable to U.S. war strategy in the Pacific.
The Doolittle Raid, in one bold stroke, brought an end to the beginning and started the beginning of the end for the Japanese Empire in WWII.
CLASSROOM LEARNING EXPECTATIONS FOR USE WITH THE
WWII FOUNDATION's DOCUMENTARY entitled
DOOLITTLE'S RAIDERS: A Final Toast
Upon completion of the following exercises your students will be able to:
(A) Accurately answer factual questions regarding the Doolittle Raid as presented in suggested short-answer questions found on page 6 of this lesson plan.
(B) Demonstrate, verbally, or in writing, knowledge of the information requested in discussion questions found on pages 7-8 of this lesson plan.
(C) Participate in the suggested research exercises found on page 9 of this lesson plan.
(D) Report to their classmates the role that their family may have played in WWII events.
"DOOLITTLE'S RAIDERS: A Final Toast"
STUDENT QUESTIONS/ANSWERS
1) Why was Jimmy Doolittle famous before WWII?
Doolittle was famous for his dare-devil airplane racing and stunts in the 1920's and 30's.
2) What was the model of airplane flown by the Doolittle raiders?
B-25 ("B" model, manufactured by North American Aviation Corporation)
3) What was the calendar date of the Doolittle Raid?
April 18, 1942
4) How many U.S. airmen participated in the raid?
Eighty airmen participated – 16 aircraft, each with five crew members.
5) What were the names of the four cities bombed by the raiders?
Tokyo, Nagoya, Kobe, Yokomaha
6) What was the name of the aircraft carrier that transported the raiders to Japan
USS Hornet
7) Where were the Doolittle raiders hoping to land after they bombed Japan?
The original plan called for the raiders to land at a city named Chuchow, and after refueling, to proceed to the then Chinese capitol city, Chungking, where they would leave their bombers for use by the Chinese air forces.
8) What happened to the Chinese people who helped the raiders after the mission?
The Japanese army committed mass murder of more than two hundred thousand Chinese civilians who they claimed had in some way assisted the American flyers after they arrived in China.
STUDENT CLASSROOM DISCUSSION
or
INDIVIDUAL WRITTEN QUESTIONS
1) Why did the raiders run out of fuel before they reached their base in China?
The American fleet was discovered by a Japanese patrol boat and its position reported to the Japanese Navy twelve hours prior to the planned take off time for the mission. The patrol boat was heard to have broadcast the position of the American task force to their home base, therefore the decision was made by General Doolittle and Admiral Halsey that the raiders would take off early, adding over two hundred miles additional distance to their refueling stop at Chuchow. (Extra five gallon gas cans were provided to each aircraft, but the crews were aware at take-off that they most probably did not have enough fuel to reach Chuchow – none of them did.)
2) How Are The Following Individuals Associated with the Doolittle Raid?
a) Admiral William F. "Bull" Halsey
Halsey commanded the fleet that brought the raiders to Japan. He and Doolittle made the decision to launch the raiders earlier than anticipated after the fleet was discovered by a Japanese patrol boat.
b) General Henry "Hap" Arnold Arnold commanded the United States Army Air Forces during the entire length of
WWII. He selected Jimmy Doolittle to lead the raid and approved all major decisions for planning of the raid.
c) Ted Lawson
Lawson was the pilot of plane #7. After returning to the United States he wrote the book Thirty Seconds Over Tokyo about the raid. His book was a best seller
and was made into a movie of the same name with Spencer Tracy portraying General Doolittle and Van Johnson playing Lawson.
d) Richard Cole
Cole was Doolittle's co-pilot of plane #1. He is the last surviving Doolittle raider at age 102 as of September 1, 2018.
3) Why did the United States conduct the Doolittle raid?
Strategy – the Doolittle raid was conceived, planned and conducted to demonstrate to the Japanese government that America was capable to bringing the war to Japan, and to force Japan to bring deployed forces back to the home islands in order to defend the country from future attacks. Both of these goals were accomplished.
National Morale – in addition to the strategic implications of the raid to the war effort the planners wanted to provide the American public a message of hope with a display of American military courage and resourcefulness ("Payback for Pearl Harbor!" was the popular comment). A further goal was to reduce Japanese public confidence in their military and government. Both of these goals were accomplished.
4) What were the overall results of the Doolittle raid?
Strategically As a result of the Doolittle raid Japan redeployed forces to protect their home islands. They also changed their strategic war policy to plan an attack on Midway Island in order to eliminate Midway as the staging point for further attacks on the home islands, and to draw out the U.S. Fleet to a major confrontation. The Battle of Midway resulted in a major defeat for the Japanese navy by U.S. forces, from which the Japanese were never able to recover. Only six months after their Pearl Harbor attack the Japanese were forced to assume a defensive rather than an offensive strategy for the remainder of the Pacific war, until their unconditional surrender in 1945.
National Morale - As had been anticipated in the original planning of the raid, Jimmy Doolittle and the raiders were considered heroes by the American public. American civilian morale skyrocketed as the Doolittle raid was considered "payback" for the Japanese attack on Pearl Harbor. The Japanese public had been told by their government and military leaders that the home islands of Japan were a "Fortress" that could never be attacked by a foreign power. Japanese civilian morale and confidence in their military leaders was seriously depleted by the arrival of the Doolittle raiders.
STUDENT RESEARCH EXCERSICES
For use with the WWII Foundation Documentary entitled
DOOLITTLE'S RAIDERS: A Final Toast
1) Select 16 students to review resource materials, to include the website and book recommendations listed on the following page, with each student preparing a report on one crew of the Doolittle raiders to report to the class.
2) Utilizing a map of Japan and China – (Google: Doolittle Raid Maps) have members of the class locate the approximate launching point for the raiders from the Hornet, the four cities attacked during the raid (Tokyo, Yokohama, Nagoya and Kobe), and the cities of Chuchow and Chunking, in China, where the raiders hoped to land to refuel and turn over their aircraft to the Chinese government after the mission.
Your Family in World War II
Students wishing to participate in this exercise can utilize the list of questions below to initiate discussion with family members.
a) Does your family history include any members who served in the military in WWII?
- Do you know the unit or ship that they served with and where the unit or ship was assigned?
b) Does your family history include any members who were part of the factory workforce that built the machines needed to win WWII?
- Name and location of the company? What product(s) did the company produce?
c) Did your family have members who were part of the support industries that provided the ability to keep fighting WWII? Farmers? Transportation – railroads, merchant marine? Other ways to support the war effort include mothers who stayed at home to care for the children of servicemen.
d) Does your family include any members who lived in countries other than the United States that were involved in World War II?
- Were these family members involved in the WWII in any way?
- Have you visited the countries in which your relatives lived during the war years?
Doolittle's Raiders: A Final Toast
RECOMMENDED READING LIST:
Thirty Seconds Over Tokyo – Ted W. Lawson I Could Never Be So Lucky Again – James H. Doolittle Target Tokyo – James M. Scott The First Heroes – Craig Nelson The Amazing Mr. Doolittle – Quentin Reynolds The Doolittle Raid 1942 – Clayton K. S. Chun Destination: Tokyo – Stan Cohen The Doolittle Raid - Carroll V. Glines. Doolittle's Tokyo Raiders – Carroll V. Glines Four Came Home – Carroll V. Glines
RECOMMENDED WEBSITES:
Wikipedia
(search: Doolittle Raid)
www.history.navy.mil
(search: Doolittle Raid)
www.nationalmuseum.af.mil
(search: Doolittle Raid)
www.smithsonianmag.com
(search: "Untold Story of Vengeful Japanese Attack After Doolittle Raid")
The following website is not current, but contains excellent original material:
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English Language Arts
Tri
1
Tri
2
Tri
3
| | OVERALL PERFORMANCE IN READING | | |
|---|---|---|---|
| | READING LEVEL | | |
| | EFFORT in English Language Arts | | |
| Tracks print from left to right, top to bottom | | | |
| Produces letter/sound associations | | | |
| Names upper case letters | | | |
| Names lower case letters | | | |
| Produces rhyming words | | | |
| Segments sounds of one-syllable words | | N/A | |
| Blends sounds to read one-syllable words | | N/A | |
| Reads high frequency words in isolation | | | |
| Reads high frequency words in context | | | |
| Retells details of a text in sequence | | | |
| | OVERALL PERFORMANCE IN WRITING | | |
| Draws/Dictates/Writes about a single event | | | |
| Draws/Dictates/Writes an opinion about a topic | | N/A | |
| Draws/Dictates/Writes to explain information about a topic | | N/A | N/A |
| Understands and incorporates the writing process | | N/A | |
| | OVERALL PERFORMANCE IN LANGUAGE | | |
| Produces complete sentences in shared language activities | | | |
| Recognizes and names end punctuation | | | |
| Applies letter/sound knowledge to writing | | | |
| | OVERALL PERFORMANCE IN | | |
| | SPEAKING/LISTENING | | |
| Participates appropriately to class conversations | | | |
| Continues a conversation through multiple exchanges | | | |
| Listens with understanding | | | |
| Expresses ideas clearly | | | |
| Ask and answer questions in order to clarify understanding | | | |
| | English Language Arts – Skills Survey | | |
| | Names the following upper case letters: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z | | |
| | Names the following lower case letters: a b c d e f g h i j k l m n o p q r s t u v w x y z | | |
Interventionist Support ELA
| | Mathematics | | | |
|---|---|---|---|---|
| | OVERALL PERFORMANCE in | | | |
| | MATHEMATICS | | | |
| | EFFORT in Mathematics | | | |
| | Counting and Cardinality | | | |
| Counts to 100 by ones | | | | |
| Counts to 100 by tens | | N/A | | |
| Names numbers 0-20 | | | | |
| Writes numbers 0-20 | | | | |
| Demonstrates one-to-one correspondence | | | | |
| Compares sets of objects(e.g., greater than, less than, equal to) | | | | |
| Compares numbers between 1 and 10 | | | | |
| | Operations and Algebraic Thinking | | | |
| Demonstrates an understanding of addition as putting together and adding to | | N/A | | |
| Demonstrates an understanding of subtraction as taking apart and taking from | | N/A | N/A | |
| Solves addition word problems up to 10 using manipulatives | | N/A | | |
| Solves subtraction word problems up to 10 using manipulatives | | N/A | N/A | |
| | Numbers and Operations in Base Ten | | | |
| Composes and decomposes numbers from 11-19 into tens and ones. | | N/A | N/A | |
| | Measurement and Data | | | |
| Describes measurable attributes of objects (e.g., length, weight) | | N/A | N/A | |
| Classifies objects into categories by sorting | | N/A | | N/A |
| | Geometry | | | |
| Names two and three dimensional shapes | | N/A | | N/A |
| Describes 2D and 3-D shapes | | N/A | | N/A |
| Describes objects in the environment (e.g., above, below, beside, in front of, behind and next to) | | N/A | N/A | |
| | Mathematics – Skills Survey | | | |
| | Counts to _______ by ones | | | |
| | Counts to _______ by tens | | | |
| | Names the following numbers: 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 | | | |
Interventionist Support Math
History and Social Science
Tri. Tri. Tri.
1
2
3
| | Overall Performance in History/Social | | | | | |
|---|---|---|---|---|---|---|
| | Science | | | | | |
| | EFFORT in History and Social Science | | | | | |
| Civics/Government – Demonstrates an understanding of civic qualities (e.g., authority, fairness, justice, responsibility, rules) | | | | | | |
| Economics – Demonstrates an understanding of jobs people do | | N/A | | N/A | | |
| Geography – Identifies own street address, town, state, and country | | N/A | | | | |
| History - Demonstrates an understanding of United States national holidays | | | | | | |
| Science and Technology/Engineering | | | Tri. | | Tri. | Tri. |
| | | | 1 | | 2 | 3 |
| | OVERALL PERFORMANCE in | | | | | |
| | Science and Technology/Engineering | | | | | |
| | EFFORT in Science and Technology/Engineering | | | | | |
| Makes predictions based on observations and past experiences | | | | | | |
| Uses tools and equipment appropriately to gather information | | | | | | |
| Observes and describes the behavior of a variety of common animals | | N/A | | N/A | | |
| Observes and describes a variety of natural materials (e.g., rocks, soil, water) | | N/A | | | | |
| Physical Education | | | Tri. | | Tri. | Tri. |
| | | | 1 | | 2 | 3 |
| | OVERALL PERFORMANCE IN PHYSICAL EDUCATION | | | | | |
| | EFFORT in Physical Education | | | | | |
| Demonstrates motor skills and movement patterns | | | | | | |
| Shows respect for self and others | | | | | | |
| TEACHER COMMENTS: | | | | | | |
| Music | | Tri. | Tri. | Tri. |
|---|---|---|---|---|
| | | 1 | 2 | 3 |
| OVERALL PERFORMANCE IN MUSIC | | | | |
| | EFFORT in Music | | | |
| Demonstrates simple rhythmic and melodic patterns | | | | |
| Responds appropriately to start/stop cues | | | | |
| TEACHER COMMENTS: | | | | |
| ART | | Tri. | Tri. | Tri. |
| | | 1 | 2 | 3 |
| OVERALL PERFORMANCE IN ART | | | | |
| EFFORT in ART | | | | |
| Identifies and creates shapes - circle, square, and triangle | | | | |
| Identifies and formulates line in pattern | | | | |
| Identifies positive and negative space | | | | |
| Describes art work using proper art vocabulary | | | | |
| Recalls how artist create their work | | | | |
CLASSROOM TEACHER COMMENTS
Trimester 2
CLASSROOM TEACHER COMMENTS
Trimester 3
CLASSROOM TEACHER COMMENTS
Trimester 1
| | As a Class Citizen | Tri. 1 | Tri. 2 | Tri. 3 |
|---|---|---|---|---|
| | and As a Learner | | | |
| Follows directions promptly | | | | |
| Keeps hands, feet and objects to self at all times | | | | |
| Uses positive actions and language | | | | |
| Stays in own space | | | | |
| Is on time and prepared | | | | |
| Maintains attention during lessons | | | | |
| Applies correct handwriting skills daily | | | | |
| Seeks/Accepts assistance when necessary | | | | |
| Hands homework in on time | | | | |
| Refrains from unnecessary talking | | | | |
DARTMOUTH PUBLIC SCHOOLS
KINDERGARTEN REPORT CARD 2014-2015
Student Name: ______________________________
School: ____________________________________
Teacher: ___________________________________
| ATTENDANCE | | | |
|---|---|---|---|
| | Trimester 1 | Trimester 2 | Trimester 3 |
| Absent | | | |
| Tardy | | | |
| Dismissed | | | |
| | OVERALL PERFORMANCE | KEY |
|---|---|---|
| 4 | | |
| 3 | | |
| 2 | | |
| 1 | | |
STANDARDS SCALE
=Area of StrengthOn Track= Area of Concern
N/A = Standard is not assessed at this time
EFFORT SCALE
4 = Outstanding 3 = Satisfactory 2 = Inconsistent 1= Minimal
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Talking about Race: A Class Discussion
Introduction:
Because of the historic nature of the 2008 election, with an African American candidate (or more accurately biracial) candidate representing one of the major parties, race is a topic of conversation in a way it has not been in previous elections. In March, Senator Obama gave a major speech on race in the aftermath of the controversy over the revelation of his former pastor's remarks that many found inflammatory. The speech provides an excellent text for a classroom discussion. In order to bring balance to the conversation, this lesson also includes a speech marking the anniversary of Dr. Martin Luther King's death given by Senator McCain in April 2008. The two speeches can be discussed together, or you may hold two discussions, with half the class reading and discussing each speech.
Objectives: At the conclusion of this lesson, students will be able to:
* Closely analyze a text on issues of race in the United States.
* Take part in a civil discussion on the topic of race in the United States.
* Pose questions about the issue of race in the United States.
Materials and Preparation: You will need copies of the two Readings and the Discussion Prep Sheet, as well as the Transparency explaining the discussion format.
Procedure:
1. Ask students what effect they believe Senator Obama's race is having on the presidential election. (Accept all answers.) Point out that one effect is that there is somewhat more discussion of this topic than usual; in general, Americans seem to be uncomfortable talking about the topic of race, but events in the campaign have placed the topic in the spotlight. Tell students they will have the opportunity to look closely at some of Senator Obama's and Senator McCain's views on race but examining speeches they have given in 2008 on this topic.
2. Distribute the readings and prep sheets to students. You may have all students read both speeches for a combined discussion or half of the students read each speech for two parallel discussions. You could also have students select the speech they wish to read. Explain that students are to read the speech, highlighting important passages, and answering the questions on the prep sheet. Students are likely to need some coaching on what makes a good discussion question, as they are initially likely to pose factual questions that ask for additional information. While these questions can be good spurs to additional research, they are not successful discussion questions. Good discussion questions ask students to think about an issue, to take a position, and to back it with evidence.
The discussion model used in this lesson is adapted from the civil conversation model developed by the Constitutional Rights Foundation.
3. Arrange students' chairs or desks in a circle; it is important for the discussion process for everyone to be able to make eye contact. If you are doing separate discussions on the speeches, arrange the chairs in concentric circles; one group will sit in the outer circle and observe as the other group sits in the inner circle and discusses.
4. Project the Transparency and go over the norms. Stress that students should not speak again until three other students have spoken and, even when that has happened, they should be aware of not dominating the conversation. You may want to model the step of succinctly restating the point the last speaker made and getting his/her approval of your restatement.
5. You can begin the discussion in several ways:
* Conduct a "whip-around" in which each student briefly states either something they disagreed with or their most pressing question. You can then begin discussing something that a number of students disagreed with or a question that more than one student posed.
* Ask a student volunteer, someone who is particularly passionate about some aspect of what they read, to launch the discussion.
* Pose a question that you think will spark a good conversation.
6. Following the discussion, students should have the opportunity to reflect on the discussion and assess their own and others' contributions. This reflection can be prompted using such questions as: What worked? What improvements can we make in our next conversation? What insights did you have as a result of listening to others' ideas? What common ground did you find with other members of the group? How might the United States move forward in discussing and resolving issues around race?
Extension/Enrichment:
Senators McCain and Obama both wrote brief articles on their views on patriotism for Parade magazine this summer. These articles would be excellent texts for a similar discussion http://www.parade.com/features/mccain-obama-patriotism.
Transparency
Norms for Discussion
* Read the text as if it were written by someone you really respected.
* Everyone in the group should participate in the conversation. Invite others into the conversation. After speaking, wait until at least three other people have taken part before speaking again.
* Listen carefully to what others are saying. Before you speak, succinctly restate the point the last speaker made and get his/her approval of your restatement.
* Ask clarifying questions if you do not understand a point raised.
* Be respectful of what others are saying.
* Refer to the text to support your ideas.
* Focus on ideas, not personalities.
Reading:
Excerpts from "A More Perfect Union" Speech
On March 18, 2008, presidential candidate Senator Barack Obama gave a speech about race in the United States. Below are excerpts from the speech.
"We the people, in order to form a more perfect union."
together—unless we perfect our union by understanding that we may have different stories, but we hold common hopes; that we may not look the same and we may not have come from the same place, but we all want to move in the same direction—towards a better future for our children and our grandchildren.
Two hundred and twenty-one years ago . . . a group of men gathered and, with these simple words, launched America's improbable experiment in democracy. Farmers and scholars; statesmen and patriots who had traveled across an ocean to escape tyranny and persecution finally made real their declaration of independence at a Philadelphia convention that lasted through the spring of 1787.
The document they produced was eventually signed but ultimately unfinished. It was stained by this nation's original sin of slavery, a question that divided the colonies and brought the convention to a stalemate until the founders chose to allow the slave trade to continue for at least twenty more years, and to leave any final resolution to future generations.
Of course, the answer to the slavery question was already embedded within our Constitution—a Constitution that had at its very core the ideal of equal citizenship under the law; a Constitution that promised its people liberty, and justice, and a union that could be and should be perfected over time.
And yet words on a parchment would not be enough to deliver slaves from bondage, or provide men and women of every color and creed their full rights and obligations as citizens of the United States. What would be needed were Americans in successive generations who were willing to do their part —through protests and struggle, on the streets and in the courts, through a civil war and civil disobedience and always at great risk—to narrow that gap between the promise of our ideals and the reality of their time.
. . . I believe deeply that we cannot solve the challenges of our time unless we solve them
This belief comes from my unyielding faith in the decency and generosity of the American people. But it also comes from my own American story.
I am the son of a black man from Kenya and a white woman from Kansas. I was raised with the help of a white grandfather who survived a Depression to serve in Patton's Army during World War II and a white grandmother who worked on a bomber assembly line at Fort Leavenworth while he was overseas. I've gone to some of the best schools in America and lived in one of the world's poorest nations. I am married to a black American who carries within her the blood of slaves and slaveowners—an inheritance we pass on to our two precious daughters. I have brothers, sisters, nieces, nephews, uncles and cousins, of every race and every hue, scattered across three continents, and for as long as I live, I will never forget that in no other country on Earth is my story even possible. . . .
But race is an issue that I believe this nation cannot afford to ignore right now. . . . if we walk away now, if we simply retreat into our respective corners, we will never be able to come together and solve challenges like health care, or education, or the need to find good jobs for every American.
Understanding this reality requires a reminder of how we arrived at this point. As William Faulkner once wrote, "The past isn't dead and buried. In fact, it isn't even past." We do not need to recite here the history of racial injustice in this country. But we do need to remind ourselves that so many of the disparities that exist in the African-American community today can be directly traced to inequalities passed on from an
earlier generation that suffered under the brutal legacy of slavery and Jim Crow.
Segregated schools were, and are, inferior schools; we still haven't fixed them, fifty years after Brown v. Board of Education, and the inferior education they provided, then and now, helps explain the pervasive achievement gap between today's black and white students.
Legalized discrimination—where blacks were prevented, often through violence, from owning property, or loans were not granted to AfricanAmerican business owners, or black homeowners could not access FHA mortgages, or blacks were excluded from unions, or the police force, or fire departments —meant that black families could not amass any meaningful wealth to bequeath to future generations. That history helps explain the wealth and income gap between black and white, and the concentrated pockets of poverty that persists in so many of today's urban and rural communities.
A lack of economic opportunity among black men, and the shame and frustration that came from not being able to provide for one's family, contributed to the erosion of black families—a problem that welfare policies for many years may have worsened. And the lack of basic services in so many urban black neighborhoods—parks for kids to play in, police walking the beat, regular garbage pick-up and building code enforcement—all helped create a cycle of violence, blight and neglect that continue to haunt us.
This is the reality in which Reverend Wright and other African-Americans of his generation grew up. They came of age in the late fifties and early sixties, a time when segregation was still the law of the land and opportunity was systematically constricted. What's remarkable is not how many failed in the face of discrimination, but rather how many men and women overcame the odds; how many were able to make a way out of no way for those like me who would come after them.
But for all those who scratched and clawed their way to get a piece of the American Dream, there were many who didn't make it—those who were ultimately defeated, in one way or another, by discrimination. That legacy of defeat was passed on to future generations—those young men and increasingly young women who we see standing on street corners or languishing in our prisons, without hope or prospects for the future. Even for those blacks who did make it, questions of race, and racism, continue to define their worldview in fundamental ways. . . . the memories of humiliation and doubt and fear have not gone away; nor has the anger and the bitterness of those years. That anger may not get expressed in public, in front of white co-workers or white friends. But it does find voice in the barbershop or around the kitchen table. . . .
. . . That anger is not always productive; indeed, all too often it distracts attention from solving real problems; it keeps us from squarely facing our own complicity in our condition, and prevents the African-American community from forging the alliances it needs to bring about real change. But the anger is real; it is powerful; and to simply wish it away, to condemn it without understanding its roots, only serves to widen the chasm of misunderstanding that exists between the races.
In fact, a similar anger exists within segments of the white community. Most working- and middle-class white Americans don't feel that they have been particularly privileged by their race. Their experience is the immigrant experience—as far as they're concerned, no one's handed them anything, they've built it from scratch. They've worked hard all their lives, many times only to see their jobs shipped overseas or their pension dumped after a lifetime of labor. They are anxious about their futures, and feel their dreams slipping away; in an era of stagnant wages and global competition, opportunity comes to be seen as a zero sum game, in which your dreams come at my expense. So when they are told to bus their children to a school across town; when they hear that an African American is getting an advantage in landing a good job or a spot in a good college because of an injustice that they themselves never committed; when they're told that their fears about crime in urban neighborhoods are somehow prejudiced, resentment builds over time.
Like the anger within the black community, these resentments aren't always expressed in
polite company. But they have helped shape the political landscape for at least a generation.. . .
. . . to wish away the resentments of white Americans, to label them as misguided or even racist, without recognizing they are grounded in legitimate concerns—this too widens the racial divide, and blocks the path to understanding.
This is where we are right now. It's a racial stalemate we've been stuck in for years. . . . But I have asserted a firm conviction—a conviction rooted in my faith in God and my faith in the American people—that working together we can move beyond some of our old racial wounds, and that in fact we have no choice is we are to continue on the path of a more perfect union.
For the African-American community, that path means embracing the burdens of our past without becoming victims of our past. It means continuing to insist on a full measure of justice in every aspect of American life. But it also means binding our particular grievances—for better health care, and better schools, and better jobs—to the larger aspirations of all Americans—the white woman struggling to break the glass ceiling, the white man who's been laid off, the immigrant trying to feed his family. And it means taking full responsibility for own lives—by demanding more from our fathers, and spending more time with our children, and reading to them, and teaching them that while they may face challenges and discrimination in their own lives, they must never succumb to despair or cynicism; they must always believe that they can write their own destiny.
. . . what we know—what we have seen— is that America can change. That is true genius of this nation. What we have already achieved gives us hope—the audacity to hope —for what we can and must achieve tomorrow.
In the white community, the path to a more perfect union means acknowledging that what ails the African-American community does not just exist in the minds of black people; that the legacy of discrimination—and current incidents of discrimination, while less overt than in the past—are real and must be addressed. Not just with words, but with deeds—by investing in our schools and our communities; by enforcing our civil rights laws and ensuring fairness in our criminal justice system; by providing this generation with ladders of opportunity that were unavailable for previous generations. It requires all Americans to realize that your dreams do not have to come at the expense of my dreams; that investing in the health, welfare, and education of black and brown and white children will ultimately help all of America prosper. . . .
. . . This union may never be perfect, but generation after generation has shown that it can always be perfected. And today, whenever I find myself feeling doubtful or cynical about this possibility, what gives me the most hope is the next generation . . .
It is where we start. It is where our union grows stronger. And as so many generations have come to realize over the course of the twohundred and twenty one years since a band of patriots signed that document in Philadelphia, that is where the perfection begins.
Reading:
Excerpts from "Honoring the Dream" Speech
On April 4, 2008, the 40 th anniversary of the assassination of Dr. Martin Luther King, Jr., Senator John McCain presented a speech to the Southern Christian Leadership Conference, an organization that Dr. King led. Below are excerpts from the speech.
Thank you. Alvieda King, Ralph Abernathy Jr., Dr. Montgomery, members of the Southern Christian Leadership Conference: I appreciate your kind invitation, and I am honored to stand with you at this place on this day. Martin Luther King, Jr., was not a man to flinch from harsh truth, and the same is required of all who come here to see where he was in the last hours of his life. The Lorraine Motel is a civil rights museum now, but in the memory of America it will always be a crime scene as well. On the National Register of Historic Places, there are few sites remembered with more regret, or touched with so much sorrow.
stature or reputation had faded with the passing of the years. It happens sometimes that the judgments of history overrule contemporary opinion, indifferent to the fame and approval of the moment. But this has not been the case with the firstborn son of Alberta and Martin Luther King, Sr. He only seems a bigger man from far away. The quality of his character is only more apparent. His good name will be honored for as long as the creed of America is honored. His message will be heard and understood for as long as the message of the gospels is heard and understood.
If we think only of that day and that moment, there is no inspiration to be gained here. The man we remember was a believer in the power of conscience and goodness to shape events. But this place will always stand as a reminder that cowardice and malevolence lay claim to their own victories. No good cause in this world -however right in principle or pure in heart -was ever advanced without sacrifice. And Dr. King knew this. He knew that men with nightsticks, tear-gas, and cattle prods were not the worst of what might be lying in wait each day and night. He was a man accustomed to the nearness of danger. And when death came, it found him standing upright, in open air, unafraid. We see him today from a distance of four decades, more time than the man himself lived on this earth. And it would not be unusual if his
Forty years and more after the great struggles of the civil rights movement, we marvel that such fierce passions could be aroused in defense of such petty cruelties. Separate lunch counters, the preferred seat on a bus, one restroom for whites and another for everyone else -- these were among the prerogatives fought for as if on a point of the highest principle. There is no end to human pride when it goes unchecked, no limit to arrogance and presumption when they pass uncorrected. Like every citizen he spoke for, Martin Luther King had seen the underside of life in America, where the rules of respect, and fairness, and courtesy were thought not to apply. It was a humiliating existence, unjust in matters both large and small, merciless in its routine of insult, sparing not even the elderly or little children from its crude bullying. For black men and women, as Dr. King wrote, it was a life "plagued with inner fears and outer resentments." And yet, as he knew, fear alone would never right the offense. And resentment alone would never overcome the wrong. "Along the way of life," he said, "someone must have sense enough and morality enough to cut off the chain of hate and evil. The greatest way to do that is through love."
Martin Luther King today is honored by the world, in such a way that it is easy to forget he once knew the scorn of the world. And it wasn't just force of personality that made him the man he was. It was the power of truth, spoken with a servant's heart and a voice like no other. . . . When Dr. King and his comrades began to break that chain with their campaign of peaceful protest, there were those who said, "Wait. Just give it a little more time. Be patient. Be patient, and one day America will come around." But patience had been tried, over many generations, and still millions lived in what he called the smothering, airtight cage of injustice. For his marches in Birmingham, Montgomery, and elsewhere, for his sit-ins and his sermons, he was called an agitator, a trouble-maker, a malcontent, and a disturber of the peace. These are often the terms applied to men and women of conscience who will not endure cruelty, nor abide injustice. We hear them to this day -- in Darfur, Zimbabwe, Burma, Tibet, Iran and other lands -- directed at every brave soul who dares to disturb the peace of tyrants.
Sometimes the most radical thing is to be confronted with our own standards -- to be asked simply that we live up to the principles we profess. Even in this most idealistic of nations, we do not always take kindly to being reminded of what more we can do, or how much better we can be, or who else can be included in the promise of America. We can be slow as well to give greatness its due, a mistake I made myself long ago when I voted against a federal holiday in memory of Dr. King. I was wrong and eventually realized that, in time to give full support for a state holiday in Arizona. We can all be a little late sometimes in doing the right thing, and Dr. King understood this about his fellow Americans. But he knew as well that in the long term, confidence in the reasonability and good heart of America is always well placed. And always, that was his method in word and action -- to remind us of who we are and what we believe. His arguments were unanswerable and they were familiar, the case always resting on the writings of the Founders, the teachings of the prophets, and the Word of the Lord.
Perhaps with more charity than was always deserved, he often reminded us that there was moral badness, and there was moral blindness, and they were not the same. It was this spirit that turned hatred into forgiveness, anger into conviction, and a bitter life into a great one. He loved and honored his country even when the feeling was unreturned, and counseled others to do the same. He gave his fellow countrymen and his fellow Christians the benefit of the doubt -- believing, as he wrote, that "returning hate for hate multiplies hate, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out darkness; only light can do that."
I remember first learning what had happened here on the fourth of April, 1968, feeling just as everyone else did back home, only perhaps even more uncertain and alarmed for my country in the darkness that was then enclosed around me and my fellow captives. In our circumstances at the time, good news from America was hard to come by. But the bad news was a different matter, and each new report of violence, rioting, and other tribulations in America was delivered without delay. The enemy had correctly calculated that the news from Memphis would deeply wound morale, and leave us worried and afraid for our country. Doubtless it boosted our captors' morale, confirming their belief that America was a lost cause, and that the future belonged to them.
Yet how differently it all turned out. And if they had been the more reflective kind, our enemies would have understood that the cause of Dr. King was bigger than any one man, and could not be stopped by force of violence. Struggle is rewarded, in God's own time. Wrongs are set right and evil is overcome. We know this to be true because it is the story of the man we honor
today, and because it is the story of our country.
And yet for all of this, forty years and a world away, we look up to that balcony, we remember that night, and we are still left with a feeling of loss. Here was a young man who composed one of literature's finest testimonies to the yearning for equality and justice under law -- writing on the margins of a newspaper, in the confinement of a prison cell. Here was a preacher who endured beatings, survived bombings, suffered knifings, abuse, and ridicule, and still placed his trust in the Prince of Peace. Here was a husband and father who will stand to children in every generation as a model of Christian manhood, but never got to raise his own sons and daughters, or to share in the gift of years with his good wife. All of this was lost on the fourth of April, 1968, and there are no consolations to balance the scale. What remains, however, is the example and witness of The Reverend Martin Luther King, Jr., and that is forever. Thank you.
Handout
Discussion Prep Sheet
1. Who delivered the speech that you read? What is the significance of the speech's title? How does the title frame your reading of the speech?
2. According to the speech, what are some of the historical issues of race that still influence U.S. race relations today?
3. Does the speech suggest any actions that Americans should take?
4. What ideas in the speech do you agree with?
5. What ideas in the speech do you disagree with?
6. What discussion-worthy questions do you have about the speech and the ideas presented in it? | <urn:uuid:8835f746-914c-4485-b1cb-b77c163131dc> | CC-MAIN-2017-13 | http://lawanddemocracy.org/pdffiles/08.election.race.pdf | 2017-03-23T16:22:57Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00310-ip-10-233-31-227.ec2.internal.warc.gz | 202,743,774 | 5,281 | eng_Latn | eng_Latn | 0.999145 | eng_Latn | 0.999296 | [
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learning target
Aim of this section is to learn how to form the passive voice.
| German | | English |
|---|---|---|
| Das Haus wird gebaut. | The house is being built. The car was completely destroyed. The mobile phone has been sold. | The house is being built. |
| Das Auto wurde komplett zerstört. | | The car was completely destroyed. |
| Das Handy ist verkauft worden. | | The mobile phone has been sold. |
rules
What's the purpose of the passive voice?
You will find the passive voice mostly in written or formal spoken German e.g. news, reports on scientific experiments, newspaper, literature.
The passive voice is used to emphasise the action / process and not the agent (person or thing who is acting). It's not important who does something but what is done.
example:
active voice
passive voice
* Herr Schmidt baut ein Haus. (Mr Schmidt is building a house.)
* Ein Haus wird gebaut. (A house is being built.)
In the active voice the emphasis is placed on the agent (Herr Schmidt). It's important that he is the one who is building a house.
In the passive voice it doesn't matter who is building a house. The emphasis is placed on the action "ein Haus bauen".
© Thomas Höfler 2005 – 2009
1
Passiv Theorie
How do you form the passive voice?
Präsens (present tense)
In the Präsens tense you form the passive voice with: form of "werden" + Partizip II
examples:
* Ich werde geküsst. (I'm being kissed.)
* Du wirst verbannt. (You are being banned.)
* Es wird verbrannt. (It is being burned.)
* Wir werden verfolgt. (We are being followed.)
* Ihr werdet entdeckt. (You are being discovered.)
* Sie werden hergestellt. (They are being produced.)
Let's discuss the first example a bit more in detail.
active voice
passive voice
* Cathy küsst mich. (Cathy kisses me.)
* Ich werde geküsst. (I'm being kissed.)
"Cathy" is the subject in the active voice sentence. I'm the direct object and "kiss" is the verb. In the passive voice the direct object turns into the subject and has, therefor, to be in the nominative case. The verb is replaced by "werden" + Partizip II. The subject of the active voice sentence disapears usually completly.
How to state the agent?
Like in English there is a possibiliy to state the agent (=subject of the active voice sentence). In English you use the preposition "by".
In German there are two prepositions to state the agent:
* von (if the agent is a person)
* durch (if the agent is an inanimate thing)
...whereby you will mostly need the von-agent.
© Thomas Höfler 2005 – 2009
Passiv Theorie
examples:
passive voice without agent
* Ich werde geküsst.
(I'm being kissed.)
* Das Haus wird zerstört. (The house is being destroyed.)
Passive voice in other tenses
The passive voice is a verb structure which allows you to emphasise the action/process
Be aware that the passive voice is not a tense! and this in every tense.
Präteritum(simple past)
In the Präteritum tense you form the passive voice with:
form of "wurden" + Partizip II
examples:
* Ich wurde verhaftet. (I was arrested.)
* Die Stadt wurde zerstört. (The city was destroyed.)
* Wir wurden gezwungen. (We were forced.)
Perfekt (present perfect)
In the Perfekt tense you form the passive voice with:
form of "sein" + Partizip II + worden
examples:
* Ich bin entlassen worden. (I have been released.)
* Die Schule ist geschlossen worden. (The school has been closed.)
* Die Probleme sind gelöst worden. (The problems have been solved.)
Plusquamperfekt (past perfect)
In the Perfekt tense you form the passive voice with:
form of "war" + Partizip II + worden
© Thomas Höfler 2005 – 2009
Passiv Theorie
passive voice with agent
* Ich werde von Cathy geküsst.
(I'm being kissed by Cathy.)
* Das Haus wird durch den Sturm zerstört. (The house is being destroyed by the storm.)
Passiv Theorie
examples:
* Nachdem ich kontrolliert worden war, durfte ich in das Flugzeug. (After I had been checked I was allowed to enter the airplane.)
* Als wir die Grenze erreichten, war diese bereits geschlossen worden. (When we arrived the border it had already been closed.)
* Bevor der Forscher die Lösung fand, war das Problem bereits gelöst worden. (Before the researcher found the solution the problem already had been solved.)
Hint
What you learned so far about the passive voice should be enough on your current level. However, I'd like add some more (complicate) theory for further studies.
Active sentences without a direct object
You learned that the direct object becomes the grammatical subject in a passive voice sentence.
What if there is no direct object included as you find in many dative sentences?
Remember the indirect object is the dative case.
example 1:
active voice
Sie antwortet mir. (She answers me.)
* "Sie" is the subject of the sentence
* "antworten" is the verb of the sentence - a dative verb
* "mir" is the indirect object
Since there is no direct object we use the dummy subject Es
passive voice
Es wird mir geantwortet. (I'm being answered.)
* "Es" is the dummy subject of the sentence
* "wird" is the conjugated form of "werden"
* "mir" is the indirect object
* "geanwortet" is Partizip II of "antworten"
Now it becomes a bit crazy. It's logical to use a dummy subject if there is no subject but it's even possible to leave out this dummy subject "Es" and keep the rest of the sentence.
Mir wird geantwortet. (I'm being answered.)
All we change is the word order of the remaining words since the verb (here: helping verb "werden") has to be in the second position.
© Thomas Höfler 2005 – 2009.
Passiv Theorie
Be aware that "mir" is not the subject of the sentence.
"Mir" is obviously dative case and the subject is always in the nominative case.
The sentence doesn't contain a subject but we keep the conjugated form of "werden" as if the dummy subject "Es" were there.
example 2:
active voice
Ich helfe den Kindern. (I help the children.)
* "Ich" is the subject of the sentence
* "helfen" is the verb of the sentence - a dative verb
* "die Kinder" is the indirect object
passive voice (with dummy subject)
Es wird den Kindern geholfen. (The children are being helped.)
passive voice (without dummy subject)
Den Kindern wird
geholfen. (The children is being helped.)
The following example makes this very clear:
Even if the dummy subject "Es" is not explicitly stated the verb "werden" has to be in the third person singular (wird).
Don't put "werden" because you think "die Kinder" is plural.
They are plural but they are not the subject of the sentence and only the subject determines the conjugated form of "werden".
Active sentences without any object
There is no way in English to turn an active sentence without any object into a passive voice.
In German there is!
example 1:
active voice
Die Kinder schlafen nachts. (The children sleep at night.)
* "Die Kinder" is the subject of the sentence
* "schlafen" is the verb of the sentence
* "nachts" is a simple time expression
passive voice
Es wird nachts geschlafen. (No direct translation! ~ people sleep at night)
* "Es" is the dummy subject of the sentence
* "wird" is the conjugated form of "werden"
© Thomas Höfler 2005 – 2009
* "nachts" is a simple time expression
* "geschlafen" is Partizip II of "schlafen"
example 2:
active voice
Matthias raucht zu viel. (Matthias smokes too much.)
* "Matthias" is the subject of the sentence
* "rauchen" is the verb of the sentence
* "zu viel" is a simple adverb
passive voice
Es wird zu viel geraucht. (No direct translation! ~ people smoke too much)
The two different passive voice types
There is one last thing we have to speak about.
There are two different types of a passive voice:
* werden-passive (Vorgangspassiv)
* sein-passive (Zustandspassiv)
The sein-passive is also formed with Partizip II but instead of the helping verb "werden" you use the helping verb "sein".
example 1:
werden-passive
* Die Tür wird verschlossen.
(The door is being locked.)
sein-passive
* Die Tür ist verschlossen. (The door is locked.)
The werden-passive focus on the process "to lock the door".
The sein-passive describes the result of the process.
example 2:
werden-passive
sein-passive
* Das Rauchen wurde verboten. (Smoking has been forbidden.)
* Das Rauchen ist verboten. (Smoking is forbidden.)
The werden-passive describes the process. Somebody put a ban on smoking.
The sein-passive shows the result of it. It's forbidden to smoke nowadays.
© Thomas Höfler 2005 – 2009
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Civilization's Demographic Journey
Demographically speaking, where are we now? Late in 1999, for the first time ever, world population reached six billion and we now find ourselves nearing seven billion. What milestones brought us to this point? And where is our momentum taking us? In this excerpt we trace major milestones in humanity's demographic journey over the past ten thousand years.
As we survey our demographic past, we will see that: (a) For most of history, our population was quite small compared to today's numbers; (b) Our numbers began to soar sharply upward in the 1800s, and, (c) Most of our population growth has taken place explosively in the lifetimes of persons now living.
8000 B.C.
Let us begin by visiting an early sunrise of civilization. If we travel back ten thousand years, we find ourselves in the year 8,000 B.C. Here and there are scattered small settlements where our forebears are experimenting with a new way of life called agriculture.
At this time, human population worldwide amounts to perhaps FIVE MILLION persons. We don't have to be exact about the year or the number. It is enough to understand that approximately five million people inhabited our planet sometime around 8000 B.C. This is approximately one-third the size of many of our large cities today.
One A.D.
We now jump forward in time. Thousands upon thousands of years go by and we find ourselves in the Mediterranean basin in the year one A.D. Sometime around this period our worldwide numbers climb to about 250 MILLION. This number is smaller than the population of the U.S. or Europe alone in the modern world.
1650
As we board our time machine for the next section of our journey, we will travel forward to the year 1650. As the centuries peel away, we see the fall of Rome followed by the Middle Ages with their castles and plagues. We also see the splendor of the Renaissance and the great voyages of Magellan and Columbus. Finally we arrive in 1650, and find ourselves in the times of pirates and Spanish treasure fleets. The world is still largely wilderness, but human population now reaches a new historic high – we now number approximately 500 MILLION. It has been 1650 years since our last stop, but in the intervening centuries, our numbers have doubled from 250 million to 500 million. (Notice the "doubling time" that characterized our species during this period, when we needed nearly 1,700 years to double our population.)
1830 – One Billion
Our next leap brings us forward to 1830. * This is a truly momentous milestone because, for the first time ever, world population amounts to approximately one BILLION individuals. By this time, of course, founders of our country such as Thomas Jefferson, George Washington, and Benjamin Franklin are all dead, and the United States is waging war against the Seminole Indians of Florida. At this pause in our journey, however, we notice that our numbers have once again doubled. This time, however, our doubling has taken place in less than two hundred years.
(* Interpolated from U.S. Census Bureau and U.N. Population data.)
1930 – Two Billion
On this stop we find ourselves in the year 1930 and our numbers rush past still another critical milestone. Here we are and the roaring twenties have ended, the stock market has crashed, and families everywhere are battling to make ends meet during the Great Depression. World War II and the music of Glenn Miller are only a decade away, and baseball games and radio broadcasts are the social threads that tie Americans together. And in this year, we find ourselves in a world that is home to approximately TWO billion people. Many persons still living today were alive to witness the year when we first reached this unprecedented second billion.
Dramatic Changes
We need to make another observation involving 1930: Even though it took all of human history until 1830 for us to reach our first billion, we have just added our SECOND billion in only one hundred years. Something of utmost importance is happening: A species whose population had taken millennia to reach one billion has taken only one hundred years to add a second billion. Something about our journey has changed, and our rate of population growth has begun to accelerate. And this time, our doubling time has fallen to only one hundred years.
What has happened to cause this? Did families suddenly begin to have larger and larger numbers of children? No. The great demographic acceleration that began in the 1830s resulted from: (a) advances in agriculture, (b) the industrial revolution, and most importantly, (c) from advances in medicine. In the world of the 1830s, families had large numbers of children but death rates were high.
By the 1930s, families still had large numbers of children, but advances in medicine dramatically lowered the death rate so that more of these children survived. The number of births did not decline much, but death rates fell sharply. Fertility rates did not decline much, but mortality rates unexpectedly fell sharply.
1960 —Three Billion
By now our demographic journey has brought us all the way forward in time to 1960. John F. Kennedy is elected president of the United States. The cold war between the Soviet Union and the United States is underway and the two superpowers have just begun a space race. And, with the help of antibiotics, pesticides, and a post World War II baby boom, our population has surged to THREE billion. This time it took only thirty years, from 1930 to 1960, to add the newest billion.
1975 – Four Billion
It is significant that the stops on our journey are now becoming more and more frequent. By 1975 we find that human numbers continue to rocket upward. This time just fifteen years have elapsed since our last stop, and yet we have suddenly reached FOUR billion. At the time of our 1975 milestone, Gerald Ford is the president of the United States and both the Vietnam war and NASA's program of Apollo moon missions have ended.
1987 – Five Billion
By 1987 our population co growth between 1975 and 19 This time it has taken only tw begin to notice that our ro shouldn't be surprised since t ntinues to hurtle upward. In terms of sheer nu 987 are unprecedented. Nothing like it has ever welve years to add still another billion to our num oads, schools, and parks are increasingly crow there are, in 1987, FIVE billion of us calling plan umbers, our rates of been seen in history. mbers. Many people wded. Actually, we net earth our home.
On the world stage dramatic elsewhere, more and more n rapidly-growing populations are competent, honest, wel powder keg. As populations water, along with infrastruct to breed chaos, dissatisfactio c changes are underway in Eastern Europe and th nations must strive frantically to find food and e . In the poor and developing countries of the wor ll-meaning, and effective find themselves sitti s in these nations continue to grow explosively, ture, social conditions, jobs, and services begin to on, radicalization, instability, lawlessness, and unr he Soviet Union. And employment for their rld, even leaders who ing atop a potential supplies of food and o deteriorate, helping rest.
1999 – Six Billion
Late in 1999, our journey br reach our SIXTH billion – a years have been required ( numbers from three bill ion than 200 years. rings us to our most recent milestone. As we ne and keep right on growing. For all intents and (from three billion in 1960 to six billion in 20 to six billion. And we have multiplied our num ar the year 2000, we d purposes, just forty 000) to DOUBLE our mbers six-fold in less
Think for a moment of cala bles and then contemplate in this graph. It is not a busi omy that may be at stake, b systems, and much of the bi amitous economic bubthe trajectory depicted iness entity or an econbut civilization, natural iosphere itself.
Notice that we are rock the y-axis of this progre that essentially all of ou place in the last two hun United Nations medium that we will be somewhe by 2050. We address ot exponential shape in oth ters. keting upward along ession. Also notice ur growth has taken ndred years. Recent projections estimate ere near nine billion ther graphs with this her Wecskaop chapThe World War II generation who began their lives in a world shared with only two billion other persons, now, in their older years, find themselves in a world that is three times as crowded as that of their youth. And in less than 100 years we have grown from 1.8 billion to 6.8 billion, adding five additional billions, and our impacts, to an already crowded planet. And we now seem fully prepared to add still further billions, unabated, again and again in the decades just ahead. On the near horizon we see looming at least a seventh, eighth, and ninth billion prepared to join us soon – and a tenth, eleventh, and twelfth billion are possible. That is where our momentum is taking us, and those are numbers that we will quite likely come to regret.
Asking Natural Systems To Adjust
The two most recent milestones in our journey (between 1975 and 1987 and between 1987 and 1999) underscore the way in which our time in history is demographically different than any that mankind has ever known. And they underscore why we are such a dangerous force on our planet today when this has never been so in the past.
Even though it took all of human history until 1830 for mankind to reach its first billion, by 1987 we added a like amount in just twelve years. And in the next twelve years we did it again. Thus, while nature and earth's natural systems had all of human history until 1830 to adjust to the impacts of our first billion, we now demand that they make the same adjustments (and more, because we are industrialized) – repeatedly – every twelve to fifteen years. Joel Cohen summarized our current conditions this way: "the size and speed of growth of the human population today have no precedent in all the Earth's history before the last half of the twentieth century" (Cohen, 1995).
Today's overpopulation and our continuing, explosive, and runaway avalanche of additional growth is one of the defining characteristics of the times in which we live. In the face of this explosion, some writers seem complacent. But for many others, including some of the world's top scientists, the potential consequences are worrisome enough that many use terms such as "catastrophic," "urgent," and "collision course" when discussing it. Even though natural systems routinely respond to small changes over long periods of time, rapid and large-scale changes are typically catastrophic.
Thus, at this hinge-point in history, we find ourselves engaged in a gigantic experiment: How many people can the earth support in the near term and over the long run without suffering irreparable damage? Unfortunately, many of us now living may see this question answered in our lifetimes.
As citizens we can debate among ourselves important societal questions involving foreign policy, education, economics, politics, and the environment. However, no matter the outcome of our studies, talk-show discussions, and congressional debates, the functioning of the natural world cares nothing about all of our talk --
(Nor about markets, quarterly earnings or economic theory).
Either such natural systems will continue to function or they will not. If natural systems are stressed now, what can we expect as we add three or more additional billions in the half-century just ahead?
A continuation of today's demographic tidal wave may constitute the greatest single risk that our species has ever undertaken.
Excerpted from What Every Citizen Should Know About Our Planet Used with permission.
Copyright 2009. Randolph Femmer. All rights reserved.
Librarians: The book version of Wecskaop is available from
M. Arman Publishing, Fax: 386-951-1101
Sources and Cited References
(pending)
Anson, A. 2009, 2008, 2007. What Every Citizen Should Know About Our Planet. Cohen, J. 1995. How Many People Can Earth Support. | <urn:uuid:625a5102-f52f-4d09-964b-5ad2f668f39b> | CC-MAIN-2021-49 | http://rocky.xviii.tripod.com/sitebuildercontent/sitebuilderfiles/pdf_9_demographic_journey.pdf | 2021-12-07T21:52:49+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363418.83/warc/CC-MAIN-20211207201422-20211207231422-00385.warc.gz | 57,193,987 | 2,573 | eng_Latn | eng_Latn | 0.990415 | eng_Latn | 0.998337 | [
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Guide to the Galleries
Teacher-led Aquarium Tours
AMAZING INVERTEBRATES GALLERY
THE VARIETY OF LIVING ORGANISMS
What is biodiversity?
Biodiversity is all the different life forms that exist in an ecosystem, area or planet.
Why is biodiversity important?
Biodiversity shows us how healthy an ecosystem is, the more diversity, the healthier the system.
Why show invertebrates (animals without backbones) in the Aquarium? 94 – 97% of all life on Earth is an invertebrate.
INVERTEBRATES VS. VERTEBRATES
One major thing separates vertebrates from invertebrates: a backbone! Most of the life on Earth is invertebrates.
The animal kingdom is broken down into Phyla, which is basically organizing animals based on a common body structure. Even animals that we do not think of as being the same can be grouped in the same phyla because their body structure is similar. Such as a scorpion and a lobster which are both in the Phylum Arthropoda.
Almost every invertebrate phylum is found in the marine environment. So, in this gallery, we highlight some of these Amazing Invertebrates.
"VARIETY IS THE SPICE OF LIFE!"
One of the buzz words in environmental education and science is biodiversity. Biodiversity refers to the variety of living organisms on earth and that variety is tremendous! However, humans are causing extinction of other species at a rate of 250 times the natural rate. Without understanding the benefits of biodiversity, this number may not mean much.
Not only are the numbers of plants and animals on earth exciting to learn about, see and experience, but diversity of life has real value. People enjoy visiting zoos and aquariums for the chance to see wildlife that they might never see otherwise. Diversity has value simply for its beauty!
Second, conservationists and other wildlife enthusiasts value diversity because it is a part of the natural world. Ethically these groups feel that all organisms on earth have a right to live and people have the responsibility to ensure their survival. Their big question is "What right do we have to eliminate species from this planet?"
Finally, diversity of animals and plants is important for the health and economic survival of our species, humans! Diversity provides food, potential medicines, raw materials, and buffers against extreme environmental conditions. Without high levels of diversity our ability to pursue new food sources, chemical compounds, and other items to make our society thrive are inhibited.
EXHIBITS
As with all of our galleries here at the aquarium, we are constantly changing and evolving, but below you will find examples of some of the Phylum that we highlight in Amazing Invertebrates.
Phylum Porifera
Porifera, from Latin: pore bearing
Sponges are multicellular animals that live attached to the ocean floor or some other hard substrate. Sponges have no organs and until a few hundred years ago, because of their simple body structure, people thought they were plants. They get their scientific name from the tiny holes all over their body, which they use to pull water into their bodies. They then filter out the oxygen and food they need from that water and spit the remainder of it out through a larger hole called an osculum. Porifera are one of the simplest life forms
Phylum Cnidaria
Cnidarians are made mostly of water and are bell-shaped with stinging tentacles arranged in a circle around a central mouth. This group includes sea jellies (formerly called jellyfish), corals, and anemones. Some of these animals, such as the sea jelly and sea anemone, are free-living while others, such as reef-building corals, are sessile and spend their entire lives attached to the substrate.
Cnidaria, from Greek: stinging thread
Phylum Arthropoda
Arthropoda, from Greek: jointed foot
All the creatures in this phylum are protected by a hard outer skeleton and have jointed legs at some point in their life cycle. Their hard outer skeleton (AKA exoskeleton) does not get larger once it has been formed, so to grow they must shed or molt their exoskeleton and make a new one. Most marine members of this group are crustaceans such as crabs, lobsters, and shrimp.
Shrimp Boat touch and feed station
The Shrimp Boat is an interactive station allowing students to both feed and touch animals from the phylum Arthropoda such as the Horseshoe Crab. The Horseshoe Crab has nine eyes and blue blood! Their copper based blue blood is very important for research in the medical industry.
Phylum Mollusca
Mollusca, from Latin: soft body
Molluscs are soft-bodied animals with a hard external shell, an internal shell, or with no shell at all. It is an extremely diverse group, containing three major classes or subgroups. The Gastropods, which includes snails, abalone, limpets, and chitons, are all of the snail-like animals with a slimy foot and single shell. The Bivalves, such as clams, oysters, mussels, and scallops, are animals whose soft body is protected by two hard shells connected by a flexible hinge. The Cephalopods have a brain and, with the exception of the nautilus, have eyes with a focusable lens. The nautiloids are also the only members of this group with an external shell. However, other Cephalopods, such as octopods, cuttlefish, and squid, have no external shell.
Phylum Echinodermata
Echinodermata, from Greek: spiny skin
Echinoderms are ocean creatures that have a rough, spiny skin to protect them from their harsh environments. It is a highly varied group of animals such as sea stars (formerly starfish), brittle stars, basket stars, sea biscuits, sea urchins, sea apples, and sea cucumbers. All these animals possess what is known as radial symmetry. Which means you can cut them like a pie and all the pieces will be almost identical.
EXTREME FISHES GALLERY
THE EXTREME THINGS FISH CAN DO!
The Extreme Fishes gallery highlights some of the incredible and extreme adaptations that marine life utilize to survive in the fish eat fish world.
These animals have developed many different behavioral, physical, and physiological adaptations that allow them to survive in their aquatic environment. From senses to coloration, specialized ways of feeding, swimming, and unique relationships with other marine animals, these fishes have many extreme adaptations.
An adaptation is a special modification, physical or biological, of an organism that allows it to survive more easily in surrounding environmental conditions. Fishes are adapted in many ways that allow them to live, grow, and survive in varying marine and aquatic environments. They have fins that may be modified for different methods of swimming or moving around. Body shapes vary from species to species, allowing the fish to move more easily through the open water, maneuver through tight areas in the coral reefs, or out-swim a predator. Coloration patterns may serve to camouflage a fish or make it stand out, advertising for a service or attracting a mate. All adaptations serve the same purpose: to give that fish species a certain edge in a world where competition for mates, food, and space is very stiff.
VARIATIONS AND NATURAL SELECTION
Variation within a species exists as a result of genetic influence. For example, while people are all members of the same species, they are different heights, have different eye colors, and various shades of skin. All animals within a species have these varying physical traits that are passed on from one generation to the next. In some cases, these and other characteristics may be beneficial to survival.
In extreme conditions, having certain traits might make a difference in the ability of an animal to live in its environment. An animal with a particular trait will survive and reproduce, while those without that trait will not. The surviving animal is left to pass that trait on to subsequent generations. After many generations, all the animals in that group will possess that trait or adaptation. The process by which environmental conditions select individuals with favorable characteristics to survive and pass the traits to the next generations is known as natural selection.
Adapting to environmental conditions is a slow process in most cases; however, extreme and rapid changes in the surrounding environment can expedite this process. In fact, here at the Oklahoma Aquarium, we adapt too! Our exhibits, layouts, and programs change as we progress through time and respond to the environment and our guests needs and suggestions!
EXHIBITS
Exhibits in the Extreme Fishes Gallery are typically arranged by the type of adaptation that animal exhibits.
Body Form
The shape of a fish is determined by where it lives, what it eats, and how it swims. The fish in this gallery demonstrate many different body types: fusiform (most fish), depressed form (flat fish), globiform (odd, boxy shaped fish), and anguilliform (snake-like or eel-shaped fish). Fusiform, which is the most common, is the basic torpedo shape that most people associate with fish. Depressed form fish tend to live on the bottom, while globiform fish usually live on a reef where they can hide. Anguilliform fish are common in a variety of environments where they can maneuver around obstacles or wriggle into a hiding place.
Air Breathing
Some fish have adapted to living and breathing out of water. The lungfish use their air or swim bladder, a device most fish use to control buoyancy, as a primitive lung. Lungfish can survive out of the water for up to 3 years! Mudskippers, cannot actually breathe air, but have a special pocket behind their eyes to store water. Blinking causes the water to run from the pocket to the mudskipper's gills, keeping them moist and allowing the fish to breathe out of water.
Coloration
Fish use different coloration to communicate, defend their territory, attract mates, and avoid predators.
Camouflage
Camouflage describes how body shape and color patterns allow animals to blend in with their surroundings. Some fish blend in to avoid predators, while others blend in to be better predators; when your prey cannot see you, they cannot escape you. See if you can find the Stonefish. They are the most venomous fish in the world and unfortunately they are so good at camouflage, they are sometimes stepped on by people. That makes for a bad day at the shore!
Schooling
A large group of the same species of fish swimming together is called a school. Fish school together for protection, reproductive benefits, and to cut down upon water turbulence as they swim. 85% of all fish school at some point in their life cycle, usually as juveniles, safety in numbers! Schooling fish use their lateral line system to all move as a unit. The lateral line is a group of very sensitive "hair cell" organs that allow fish to "feel" their surroundings by detecting movement and vibrations.
Locomotion
Fish move in various ways by using different fins. Fish can use a variety of fin movements to swim in different ways. Some fish do not use their fins to swim at all; they might walk on their fins, fly through the air with them, or even modify their fins into a suction device to hold on to other fish, eliminating the need to swim at all.
Feeding Strategy
Many fish have adapted their bodies and their behaviors to help them get food. The shape and placement of a fish's mouth tells a lot about what a fish eats. For example, a fish with a mouth on the bottom of its head is going to eat food below the fish and a fish with a mouth on the front of its head is going to eat what it finds in front of its head.
Defense
In order to survive, an animal must develop defenses for protection against predators some fish have poison or even spines to deter predators. Stonefish possess both a sharp barb and deadly venom. The Pufferfish can inflate its body so that a predator cannot engulf or swallow it and they are highly poisonous to eat. Porcupinefish take the swelling and poison of the pufferfish and combines them with painful spines.
Sight
Fish certainly see the world differently than we do. Many fish rely heavily on sight and have specially modified eyes. For example four-eyed fish have eyes with a split lens, the top half of which can see above the water into the air and the bottom half can see below the water.
Other fish do not bother with eyes at all. There are many deep water fish that live where there is little or no light so they have adapted to have no eyes at all!
Sixth Sense
Fish have developed a sixth sense to help them detect vibrations, pressure changes, and even electrical impulses. They have a line running down their body called the lateral line organ which is responsible for this ability. Some fish use electrical impulses to find their way around.
Symbiosis
Symbiosis describes two organisms that live together and affect one another. Anemonefish (AKA clownfish) and anemones live together, benefiting one another. The anemone gains protection from predators and is, therefore, able to reach sizes it might otherwise not be able to attain. At the same time, the anemonefish gains protection from predators, too. The stinging cells of the anemone do not harm the anemonefish however; they are painful or poisonous to other fish.
Do you wonder why the Moray Eel does not eat the Stripped Cleaner Shrimp? It is because the shrimp is his own personal toothbrush, eating the small parasites that grow in the eel's mouth and on its body!
EXTREME AMAZON!
The second largest river in the world is home to approximately 4000 different species of fish, this is more species than are found in the Atlantic Ocean! The Amazon River provides 16% of the world's fresh water. Everyone has heard of the piranha, but believe it or not there are 20 different species of piranha and all but 4 species eat nuts and berries! In our Extreme Amazon, you will find pacu which are an omnivorous cousin of the piranha, catfish, peacock bass and even iguana!
Kids (and brave adults) can crawl through a tunnel that runs under the exhibit and pop up in a bubble where they are surrounded by the life in the Amazon!
MARVELS AND MYSTERIES GALLERY
Our Marvels and Mysteries gallery is where we showcase some of what we think are the "coolest" aquatic animals. They are the ohh's and ahh's of the Aquarium!
SOME OF THE "Ohh's"! AND "Ahh's"! OF THE GALLERY
One of the most beautiful and graceful types of fish in the sea is the seahorse. The 40 species of seahorses on Earth have intrigued people around the world for centuries. Commonly found in warm waters at depths of 2 – 90 feet, seahorses appear to be a mixture of many kinds of creatures. In fact, their scientific name of Hippocampus is Greek for "horse animal".
Unfortunately, seahorses are in danger of extinction from overharvesting. Luckily here at the aquarium, our Potbelly Seahorses have lots of babies that we can trade and give to other zoos and aquariums!
Sea jellies and sea nettles are jellies are found throughout the world's oceans. They are, of course, related to the corals and anemones that you already met in the Amazing Invertebrates gallery. Jellies and nettles use nematocysts or stinging cells to inject either a mildly irritating or a deadly sting. The animal injects a nematocyst or stinging cell into its victim which releases a toxin under the skin. Some species of jellies such as the Box Jelly are extremely dangerous and deadly to humans. But some scientists feel that if we could get over the "gross" factor, jellies could end world hunger!
Aquarium guests who visit on a Monday, Wednesday or Friday at 2 PM are in for a special treat! That is when we feed our three freshwater animals of the Marvels and Mysteries Gallery. The Archer fish, which are native to Southeast Asia will actually spit a stream of water to knock insects and other prey into the water so that they can eat them. They have incredible eyesight and accuracy. The other two freshwater animals are native to the Amazon River Basin. The electric eel uses electrical charges to find, shock, and catch food. They can release up to 500 volts and 1 ampere which can be lethal to humans! Piranhas are famed for their ability to strip an animal carcass clean of all its flesh but they are rarely as dangerous as their reputation.
AQUATIC OKLAHOMA GALLERY
OUR GLOBAL IMPACT
Here in Oklahoma, we may think that our actions don't affect the world's oceans. Every drop of water on the planet is part of the hydrologic or water cycle; the continuous movement of water on, above or below the surface of the planet.
Our waterways are also directly connected. The Arkansas River, which flows right past the Aquarium, travels from the Rocky Mountains into Kansas, past us where it then flows into the Mississippi River. The Mississippi runs into the Gulf of Mexico where currents carry it to the rest of the world's oceans. So, improper use of chemicals in agriculture, industry or at our homes can cause pollutants to flow into our water systems and then be carried throughout the world. When you litter, it will all eventually end up in a waterway, so your actions in your community have a huge global impact. Here at the Oklahoma Aquarium, we feel that by protecting our precious water resources, we can help protect the environment.
"Think Blue to Go Green!"
OKLAHOMA FISHES
As you make your way through the Aquatic Oklahoma Gallery you will encounter many exciting exhibits! One of the more unusual exhibits is the Jurassic Fishes Exhibit. The Jurassic period occurred between 145 and 210 million years ago. But even today, Oklahoma waters still teem with this ancient history! The time of the dinosaurs was truly exciting, but came to an abrupt end for a still unknown reason. While the diversity of life on land was exploding, the life in the sea also moved forward. However, the fishes were rather primitive in form, behaviors, and physiology.
When the Jurassic period ended, so did many unusual forms of life. However, five or six primitive families of fishes managed to survive and continue to exist into the modern era. Representatives of four of these families – paddlefishes, sturgeons, gars, and bowfins – live in Oklahoma waters.
Some of the other animals you will encounter in this gallery are the suckers, catfish, bass, crappie, sunfish, turtles, non-venomous water snakes, alligators and frogs.
HAYES FAMILY OZARK STREAM
When you enter the Ozark Stream exhibit, you feel as if you are walking along the banks of an actual stream. This remarkable exhibit is built like a waterfall with different levels of tanks housing sunfish, smallmouth bass, and many other fish found in the Ozark streams. However, the stars of this gallery are the Aquariums only mammals; river otters, beavers, and raccoons! Both raccoons and beavers are nocturnal, so the best way to see them is to catch a feeding show. Check the feed schedule for times.
THE ECOZONE
71% of the planet is covered in water. The oceans comprise such a vast area of the planet, that they control climate and wind patterns. The Eco-Zone features exhibits which highlight some of the richest most diverse aquatic areas of the world. Areas such as kelp forests and coral reefs provide valuable protection to juvenile marine species. While areas such as coastal marshes help to "clean" water as it travels across land and into a body of water.
COASTAL HABITATS
As rivers meet the ocean, they first pass through a coastal marsh before joining with the sea. Animals that survive here must endure intense wave activity, shifting sand, and fluxes in the surrounding environmental conditions.
In the Southeastern portion of the United States, the coastal environment would probably include the mangrove swamps and coral flats, which provide habitat for fish nurseries. The coral flats provide habitat for developing young, a gathering place for fishes that are about to spawn, and ample food for young fishes and invertebrates, as well as for the smaller species that would not survive as easily in the open water. The very shallow waters of the continental shelf regions often form extensive coral flats dotted with eel grasses, patch reefs, and mangrove stands. Scientists estimate that over 75% of all commercially imported fish and shellfish species spend a portion of their lives in a coral flat environment.
The rocky coast represents the land-sea barrier in New England or along the West Coast of the United States. Crashing waves, hot sun, flooding, exposure to air, fluctuations in salinity – this does not sound like an ideal place to live! The animals that live there have to face constant changes, predation by animals both on land and in the ocean, and an overall harsh existence. Rocky coasts are where you find tide pools where you can spend hours exploring all the sea stars, anemones, urchins and other hardy animals that call the tidal zone their home.
Even further off the coast of the Pacific Northwest, the kelp forest serves as an important habitat between the land and deeper waters. Found in the cool, nutrient rich waters of the world, kelp forests provide habitats for thousands of fish and invertebrates. They offer two of the most essential components of life: food and shelter. Many open water fishes spend their early life hiding in the stands of kelp, the kelp fronds offer cover for many species of fish and a host of invertebrates.
Kelp forests are also invaluable to us as a species. We use products derived from kelp in many areas of our lives, Alginate which is derived from kelp is used to thicken everything from ice cream to toothpaste. Kelp products are also used in making the medicines that we rely on everyday.
Coral Reefs are among the most beautiful, complex, species-rich, biologically diverse ecosystems on earth. Reefs cover approximately 0.2% of the ocean's area and yet they provide home to one-third of all marine fish species and tens of thousands of other species. Over 700 species of coral have been described throughout the world. While some coral species are found in cooler waters of the sea, almost all reef-forming corals live in the tropical regions around the equator.
Coral reefs are the result of thousands of generations of corals living and dying on the reef. Juvenile coral settle, secrete a hard limestone skeleton called corallite, and then spend their lives attached to that one spot.
Reef ecosystems are just as important to people as they are to sea creatures! Coastal states and countries use them as resources for food and tourism. Coral reef fisheries yield approximately 6 million metric tons of fish annually, with one quarter of the total worldwide fish production found in developing countries with coral reefs. On U.S. reefs, over 500 commercially valuable coral reef fishes and invertebrate are under federal management.
Despite their importance, coral reefs have experienced widespread declines in coral species and live coral coverage worldwide over the last two decades. Changing landscape, environmental conditions, ocean uses, population growth in coastal areas, and increased popularity are some of the many problems facing coral habitats today.
Many countries and conservation institutions are now working together to protect these incredible natural resources. Through educational programs and direct support of field research and conservation programs and in cooperation with other institutions and agencies, the Oklahoma Aquarium will contribute to worldwide efforts in reef conservation.
The exhibits in this gallery are arranged in a circle. Going clockwise from the entrance they are arranged starting with a cold water touch tank, the rocky coast, and moving onto the kelp forest. There is also another touch tank with sharks and stingrays (the shark and stingray touch tank is open at certain times please check with the information desk or a volunteer). You will then move on to the Shark View Room and then to the under water tunnel (see The Oklahoma Aquarium Shark Adventure for accompanying information). Continuing on around the circle you will see the sandy beach exhibit, then on to the live coral exhibit which is the entry to the Jewels of the Caribbean exhibit, our artificial reef that highlights the fish species of the Caribbean. Finally in the center of this circular gallery you will see our coral flats exhibit.
THE OKLAHOMA AQUARIUM SHARK ADVENTURE
THE OPEN OCEAN
The ocean is a lonely place to be! While the occasional animal swims through the vast expanse of the ocean, life is typically concentrated in the shallow areas, on the bottom of the sea, and near reefs (natural or artificial). Large fish, mammals, and invertebrates cruise the seas looking for their next meals, the majority of which must be large and able to swim fast if necessary. They have no cover to escape predators and rely on their ability of fight or flight to make their escape.
WHAT IS A SHARK
A shark is a type of fish that belongs to the class Chondrichthyes. What this means is that sharks and their closest relatives, skates and rays, lack a hard calcified skeleton. Instead, their skeleton is made entirely of a tough, flexible cartilage. Cartilage is the precursor to bone in embryonic development of vertebrates. As the animal matures, the cartilage is replaced by bone. In humans, some cartilage remains in our noses, ears, and in some joints (like our knees) however, in sharks, rays, and skates the adult skeleton is made entirely of cartilage.
There are over 450 species of sharks that have been identified and scientists have also named about 450 species of skates and rays. Compare this with the over 20,000 "described" bony fish species! The largest shark is the whale shark (approx. 40 feet) and the smallest shark, the dwarf lanternshark is a mere 5 – 7inches! While all sharks fall in a size range somewhere in between those two, over half of all shark species are less than three feet in length when fully grown.
A LITTLE CHUNK OF THE OCEAN
The Open Ocean environment at the Oklahoma Aquarium is an approximately 500,000 gallon exhibit that features bull sharks and nurse sharks.
Sharks have a fearsome reputation as man-eaters, but in reality, they have much more to worry about from us then we do from them. There are approximately 60 shark attacks per year world-wide resulting in only about 5 deaths. In contrast, humans kill over 100 MILLION sharks annually, not because they are a threat to us, but because we remove their fins to make sharkfin soup. It may not sound good to many of us here in the United States, but it is considered a delicacy throughout parts of the world.
Why should we care about killing sharks to the point of extinction? Sharks are the apex or top predatory fish in the ocean, when you disrupt their numbers; you affect all life in the ocean, all the way down the food chain to zooplankton (tiny animals) and phytoplankton (tiny plants).
Bull Sharks
The bull shark inhabits coastal waters in tropical and subtropical seas worldwide. These aggressive fish are the culprits in many shark attacks, as they are commonly found in the same waters as beach goers. They are considered the world's most dangerous shark due to the number of interactions they have with humans. This species of shark has even been documented swimming into rivers, as far as 1,700 miles up the Mississippi and over 2,500 miles up the Amazon!
The Oklahoma Aquarium is very proud to have the largest Bull Shark and the largest collection of Bull Sharks anywhere in the world!
The bull shark can be distinguished from other sharks because it has a stout body and short, blunt snout. Also, their second dorsal fin is about one third the height of the first dorsal fin. The Bull Shark has a gray to brownish-gray top or dorsal side and a paler underside or ventral side. The diet of a bull shark usually consists of fish, rays, birds, turtles, and dolphins or small sharks.
Nurse Shark
Nurse sharks are usually found on the ocean floor, they are easily distinguished by the barbels located near their mouths. These barbels are used to locate food along the ocean floor.
These nocturnal sharks will spend most of their days piled together resting until nightfall when they hunt for fish, shrimp, squid and crustaceans. Groups of up to 40 sharks will often return to the same spot each day to rest.
Nurse sharks can grow very large, up to 14 feet, but are usually only 7-9. They have a grey-brown body with a very long caudal or tail fin.
At the shark exhibit, you will have the opportunity to see the exhibit through a 25 foot acrylic viewing window. Then for an even more exciting view, you will be directed to the opening of an acrylic tunnel that walks you under the water, into an 18 foot, clear acrylic dome room in the middle of the tank, and then out the other side through another tunnel. The tunnel is sunken in, so the water level will start at approximately knee height however; actual water depth is about 13 feet. | <urn:uuid:ee1b990a-843b-4b58-a275-4e7d110c8a30> | CC-MAIN-2017-13 | http://www.okaquarium.org/wp-content/uploads/2013/08/Guide-to-the-Galleries-2013.pdf | 2017-03-23T16:23:18Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00308-ip-10-233-31-227.ec2.internal.warc.gz | 643,739,181 | 6,151 | eng_Latn | eng_Latn | 0.997922 | eng_Latn | 0.998428 | [
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XIV
The Following are Some Necessary Elements of Observed, Secure Hand-Counted Paper Ballots (HCPB) Elections
The vote counting process must meet strict standards for transparency and accountability:
ʵʵ Hand-counting is done for all races and initiatives, not only federal.
ʵʵ The hand-counting process will be easily understood by a third grade student.
ʵʵ No precinct is larger than 1000 registered voters.
ʵʵ Hand-counting is done at each precinct, immediately after the polls close.
ʵʵ Poll books of voters checking in and poll books of voters checking out must exactly match.
ʵʵ Get rid of all e-poll books.
ʵʵ The number of ballots counted must exactly match the number of ballots distributed.
ʵʵ The number of ballots printed must match the number of ballots distributed, voted, and not voted.
ʵʵ No absentee ballots will be allowed, except for people in dire need and these ballots must be accounted for, managed, and counted in a procedure that is yet to be written.
ʵʵ Hand-counting is done by teams of opposing parties on the ballot, chosen by the parties themselves.
ʵʵ Other smaller parties can also be on hand-counting teams, in addition to those opposing parties on the ballots—e.g., Greens.
ʵʵ Hand-counting is done by new people coming in to count, not those who have been working at the polls all day.
ʵʵ Hand-counters are paid a very good hourly rate. This not only pays
for one of the most important jobs in a democracy, but also keeps the money in the community and is far less expensive than buying, maintaining, upgrading and storing electronic voting machines.
ʵ Hand-counting is done in full view of the public.
ʵ Hand-counting is done twice and the results must match.
ʵ Hand-counting is videotaped in real time by any member of the public who wants to do so, and also by official camera-people, one from all opposing parties on the ballot.
ʵ All movements of ballots and ballot boxes are videotaped in real time by any member of the public who wants to do so, and also by official camerapeople, one from all opposing parties on the ballot.
ʵ The entire hand-counting process is broadcast or streamed over the internet by election officials and by members of the public who wish to do so.
ʵ Hand-counting results are posted at the precinct, in the windows, after the counting so that all can see easily after polls close.
ʵ No electronic voting machines, computers, or modems of any kind are allowed in any part of the hand-count or the vote tabulation.
ʵ The Vote-PAD provides a means for people with disabilities to mark a ballot without requiring the use of electronic voting machines. It is essential to the enfranchisement of people with disabilities, that they do not use electronic ballot marking devices (such as the AutoMARK) which are frequently marketed to assist people with disabilities. The AutoMark can steal votes just like any other electronic voting machine. In personal correspondence with Ellen Theisen, on May 1 and 2, 2011, Theisen said, "Vote-PAD is no longer available, except in the 22 Wisconsin municipalities that purchased it and are currently using it?. It provides the same paper ballot for people with disabilities as the ballot for others, and then all [ballots] are handcounted together." See "Vote-PAD rocks the disabled vote." 1
ʵ The hand-count, which has been done twice, will be the official count of the election from each precinct.
ʵ This section on chain of custody and security of the ballots and ballot boxes is a work in progress.
ʵ The last two sections (Ballot and Ballot Box Transportation & Ballot Storage) of an article by Douglas W. Jones (University of Iowa Department of Computer Science) about Australian hand-counted paper ballot elections give many details of how to secure the ballots and their boxes. 2
ʵʵ See more details about security of ballots and their boxes in "Chapter III: Hand-Counted Paper Ballots Now." Scroll down to the third para graph from the end.
ʵʵ Ballot boxes will be of clear plastic with a lock on each of the four corners. These boxes will be kept in full view of the election officials and the public at all times, from before the official opening time of the polls until the official election results are posted in the windows of each precinct.
ʵʵ The locks on the ballot boxes will have two keys only, that is, one key will open two of the locks and another key will open the other two locks.
ʵʵ There will be only one key for each of the two locks above. There will be no copies of keys.
ʵʵ Election officials holding the keys must not be from the same political party.
ʵʵ The ballot boxes will not be opened until all votes have been cast and the polls are closed.
ʵʵ The ballot boxes will be opened in full view of the public.
ʵʵ After the votes are hand-counted, the ballots will be placed in steel containers with seals on them.
ʵʵ A secure chain of custody for the ballots and ballot boxes must be written from the precinct level to where they will be stored.
Furthermore, there are several problems with our voting process, not only that our votes are not counted as cast, because of the fraud and error associated with all electronic voting machines, but also, that even if these problems were all fixed, the electronic voting machines would continue to rig our elections. And even if we had secure hand-counted paper ballots (HCPB) elections, the problems listed below would still exist. Our voting system is a hydra-headed weapon of mass destruction:
ʵʵ Suppression of the votes of students, low income people, African Americans, Latinas, elders.
ʵʵ A whiteout of the news from any candidates the corporate media does not want to be elected.
ʵʵ A whiteout of the news from the corporate media of any of the fraud and rigging that voting rights activists have been pointing out and writing about at least since Florida 2000 presidential race.
ʵʵ Corrupt election officials who run our elections and have strong past and present ties to the right wing of the Republican Party.
ʵʵ Corrupt and/or incompetent voting election officials from both Democratic and Republican parties, and most likely all the other parties too.
ʵʵ Endless corporate money into coffers of candidates.
ʵʵ Requiring of voter ID photos, which are issued only by the state, e.g., Department of Motor Vehicles, in order to vote.
ʵʵ Absentee ballots, with both parties increasingly calling for more.
ʵʵ Mail-in voting.
ʵʵ The election of two senators from each state means, e.g., that the voters in North Dakota and Vermont have an influence that is hugely disproportionate to voters in California.
ʵʵ Those conducting exit polls now adjust their exit polls to make them conform to the (corrupt) official counts, thus making the illusion of an honest election no matter how corrupt the election is.
This article originally appeared in Center for Hand-Counted Paper Bal lots, 26 January, 2012 (http://www.handcountedpaperballots.org/docu ments/requirements.html).
Endnotes
1Kim Zetter, "Vote-PAD Rocks the Disabled Vote," Wired Magazine, 19 Janu ary, 2006 <http://www.wired.com/science/discoveries/news/2006/01/70036>.
2 Douglas W. Jones,"Voting on Paper Ballots" specifically, see the sections "Bal lot and Ballot Box Transportation" and "Ballot Storage" (the last two on the following link). The University Of Iowa Department of Computer Science, Voting and Elections web pages <http://www.cs.uiowa.edu/~jones/voting/paper.html>. | <urn:uuid:91997a76-b4a2-4929-a585-a04b76871c74> | CC-MAIN-2017-13 | http://www.whilewestillhavetime.org/documents/Parks_HCPB_Chapter_14.pdf | 2017-03-23T16:14:44Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00309-ip-10-233-31-227.ec2.internal.warc.gz | 760,983,045 | 1,687 | eng_Latn | eng_Latn | 0.977507 | eng_Latn | 0.999379 | [
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1. What grade and/or classes do you teach?
K 6 Technology integration Teacher in a private Catholic school in Newton, MA USA.
2. How do you use technology in your classroom?
I am the technology integration teacher in the school so I use technology in my classroom in many ways. The students use Google App accounts to create docs and presentations. We use Skype to collaborate with project partners in different parts of the world, to practice our listening and speaking skills and to learn about other cultures. We use Voicethread to connect and share our work with others and to give feedback to others about their work. We use Scratch to practice computational thinking and to create collaborative projects with other project partners.
3. How do you connect online as a class? We use DiscoverE and Skype. On occasion we use Google Hangouts.
4. Why is it important that your students are interacting with people outside of the classroom? We are a small school of 238 students. It is important for my students to understand that they can be a part of a larger learning community.
5. What is your students' favourite technology to use? I think that they like using the Google docs and apps. They like the idea that they can work with their friends on the same document. Many of them like Scratch as well.
6. How has technology helped your classroom? Technology has helped my classroom by allowing me to bring in virtual experts from as far away as a penguin education expert in Antarctica, a sailor as he has sailed 4 cross oceanic voyages via the internet with audio and video files, satellite phone calls, and email. Technology has helped me connect and interact with students in Australia by enabling me to record files in Voicethread when it was impossible for us to meet in real time. Technology has helped my students to connect and skype with a teacher in Sendai, Japan to understand the aftermath of the tsunami. It has helped my students to understand what it is like to go to school in Kampala, Uganda where there were limited resources for students and access was just barely possible. Technology helped me to create a project where students in my school sang a song that was then song in 14 other schools around the world. Via Google My Maps, it allowed me to invite teachers to ''light a candle around the world' to go with the lyrics of a song that the students were singing in fourth grade. It allowed me to light a candle of understanding for the community of Sandy Hook. This map was viewed7,636 times.
Technology helped me to ease the mind of a parent/teacher in New Hampshire when she was looking for her daughter who was doing research in Manila at the time of the Baha. Via twitter and a friend in Manila, I was able to locate her daughter who was fortunately fine. Technology has helped me to demonstrate to children that there are so many amazing people to meet in the world and that through working with others we can understand how we are alike and how we are different. And hopefully demonstrate that we can be peaceful ambassadors and friends to our global neighbors.
7. Do you recommend at particular to programs to use for certain grades?
I recommend Kid Pix Mackiev edition for K 1
Scratch for K 6
Voicethread for K 6
Google Apps for 4 6 although I have seen it used successfully at a lower grade level.
8. What is one thing teachers need to be aware of when taking their students on an online learning adventure?
Always have a Plan B or Plan C since technology doesn't always work.
Be mindful of what the students are doing online. ALWAYS search for things before working with students.
Download Youtube videos and view them before viewing them with students.
Start small and take small steps..
Build a professional learning community outside of your school and community. We can all learn from each other.
9. What is the best advice for beginner teachers who want to connect their students to learning with technology?
Take small steps.
Join Classroom 2.0
Attend the Classroom 2.0 webinars on Saturdays
Keep in contact with the teacher who you met during your ECMP class and continue to be a part of your professional learning community.
Join Projects by Jen
Read blogs
Comment on blogs.
Share your successes with others
Join Skype for Teachers
10. What is the best thing about being online in the classroom?
The best thing about being online in the classroom is that you feel like you are part of a bigger community than the one that is between the four walls. The feeling that you are a part of the global community of educators is very empowering for both students and teachers.
11. What is the worst thing about being online in the classroom? Sometimes when I am online in the classroom I feel like I want to do all of the things that my virtual colleagues are doing and there is a limited amount of time. I have to choose what would be most beneficial to my students and myself.
12. What kinds of things do your students hope to do more of in the future with regards to online learning and connections? I only see the students for 40 minutes once a week. The skills that they need to be digital citizens takes hours and hours of work. I want to increase the time that students have access to technology during the school day. They should be able to pull out an ipad, a computer or a digital audio recorder when they need it.
13. What is the most interesting thing/story you can tell about learning with technology? The first time that I used a computer and took a programming class in Logo, I cried every night when I went home. It was way too complicated for me. I stepped out of my comfort zone and tried to learn something new. It was scarey! The first time that I had my own classroom I did not have a laptop. Quite honestly, they were not invented yet. I had an Apple IIE. However I was so interested in using it, I would lug it home every weekend so that I could 'play' with it. The first computer 'lab' that we had in upstate NY when I was teaching was created by gutting out a school bus so that the computers would be on long counters. Students sat on benches. The bus was heated in the winter and could go from school to school. The most amazing connection that I have ever had was speaking with Rich Wilson when he was on his trimaran sailing from NY to Melbourne, AU. We connected (a room FILLED with students) via satellite phone. The students sat watching the black speaker phone as Rich connected to us and told us about the flying fish etc. The coldest place that I skyped to was Jean Pennycook in Antarctica. I believed that we could use my virtual classroom to connect with her in Ross Island because the classroom was designed to work well in low bandwidth. I tested it with her in California when she was there in the summer and then arranged to try it in Ross Island. When it worked, we were both pleasantly surprised. Since then skype has been invited and she skypes to classrooms often. | <urn:uuid:3934bb28-ee7b-4589-b136-d670876aabe4> | CC-MAIN-2017-13 | https://aleik03.files.wordpress.com/2013/04/interviewwithlorraineleo1.pdf | 2017-03-23T16:13:43Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00310-ip-10-233-31-227.ec2.internal.warc.gz | 762,534,250 | 2,680 | eng_Latn | eng_Latn | 0.99968 | eng_Latn | 0.999702 | [
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Cambodia: Cultural Background for ESOL Teachers*
"Don't take the straight path or the winding one; Take the path your ancestors have taken." Cambodian Proverb
By Tuong Hung Nguyen, Ph.D. Boston University Email: firstname.lastname@example.org
Overview
The Kingdom of Cambodia is located in the Indochinese Peninsula of Southeast Asia, covering a total area of 69,900 square miles (181, 040 sq. km.). It is bordered on the west and northwest by Thailand, on the north by Laos, on the east by the southern part of Vietnam, and on the south by the Gulf of Thailand. Cambodia has a population of about 11 million, of which 90% are Khmer and the balance are ethnic Chinese, Chams and Vietnamese. Women constitute 64% of the adult population as a result of high mortality rate of men during recent wars. The Khmers have black hair, dark brown or black epicanthic eyes, and darker complexions than the Thais and the Vietnamese. Khmer (or Cambodian) is the official language and is spoken by the majority of the people although many of older generations also speak French. With the opening up of the country, English is becoming more widely studied and used. Adult literacy rate is only about 50%, with women having a much lower rate than men.
Cambodia is an ancient country with a long history dating from the Kingdom of Funan in the first six centuries AD. It was mainly during this period that Indian culture as reflected in Hinduism and Buddhism began to influence the kingdom. In the middle of the 6 th century emerged the Kingdom of Kambuja (hence the English name Cambodia), whose people were the predecessors of the Khmers. At the peak of that civilization was the mighty Khmer Empire, which from the 9 th to the 13 th centuries reigned over much of Southeast Asia, encompassing present-day Thai, Cambodia, Laos, and southern Vietnam. The magnificent Angkor Wat ('temple') was built during this period and has remained the source of Cambodians' national pride. From the 15 th century the Angkorian Era began to decline. Cambodia lost territory to both the Siamese and the Vietnamese. In 1863, the country became a French colony for nearly a century, until it was granted independence in 1953, all credit to King Norodom Shihanouk (1941-1970). The next two decades after independence were not without difficulties, but some Cambodians often refer to Cambodia in the 1960s as a 'golden age' of tranquility and progress compared to what followed.
In 1970, a US-backed military coup overthrew Shihanouk and the Khmer Republic was established, only to provoke a five-year civil war, ending with the victorious Communist Khmer Rouge ('Red Khmer') regime. This began the most tragic page of Cambodia's history. Under the rule of Pol Pot from 1975-1978, the Khmer Rouge attempted to radically restructure and reform the Democratic Kampuchea (as it was then renamed) on cooperative lines by evacuating people from urban centers into rural areas, and reorganizing the population into communes. It was their objective to transform Cambodia into a vast self- sufficient agrarian collective. To return the country to 'Year Zero', schools were closed, currency was abolished, newspapers were banned, the intelligentsia was persecuted, and Buddhism was suppressed. As a result, Cambodia became killing fields of more than two million people: they died from starvation, torture, overwork, illness and executions.
In late 1978, the Vietnamese entered Kampuchea, ousted the Khmer Rouge, and installed a pro-Vietnam government. The intervention stopped the genocide but was condemned by Western nations. In 1989, Vietnam withdrew its troops. Under UN-sponsored elections in 1993 a coalition government was formed, with Shihanouk as constitutional monarch and head of state and a co-presidency between his son Prince Ranariddh and Hun Sen. The country was renamed the Kingdom of Cambodia. Political instability and violence, however, continued as a result of conflicts between the government factions. In 1998, Hun Sen won the general election, but compromised a coalition government. Cambodia has been in the process of rebuilding itself – socially, economically, and psychologically – although the scars of the heart-rending past will take years to heal and the problems facing Cambodia are enormous.
For many centuries, Buddhism was inextricably blended into Cambodians' everyday life. However, under the Khmer Rouge all religious activities were forbidden, and monasteries, pagodas, and temples were destroyed. It is assumed that the belief in Buddhism has given Cambodians courage and optimism with which to survive the tragic wars and to rebuild their lives nowadays. Doubtlessly, Buddhism has found its way back into Cambodian society. It was revived in 1979, right after the Khmer Rouge was ousted. It is now the state religion with about 95 % of the population. Many pagodas and shrines have been rebuilt or renovated, and merit-making deeds, Buddhist festivals, temple visiting, etc. are common activities among Cambodian Buddhists. Another splendid element of Khmer culture that survived the Khmer Rouge's persecution is the Cambodian Classical Dance. This art form, which has been associated with the Royal Court of Cambodia for more than a thousand years, has been kept alive by Khmer Rouge's survivors and is returning to stage. Together with traditional dance, traditional music also finds its way back to their daily life.
The family is extremely important to Cambodians – even more so when nearly each of them has lost at least a loved one in the family during the terrible war. Extended families with varying combinations of relatives are very common. Affection and mutual assistance among family members are highly valued. Showing respect or deference to the elder is an integral part of anyone' upbringing, which is extendable to society at large. Because the parent's word is to be accepted by the child without discussion, any expression of contradictory ideas or objections by the child is inappropriate. In Cambodia, men are traditionally the main breadwinners for their families while women take care of children and all domestic tasks. But today women have undertaken a variety of jobs because of the current shortage of males in the adult population.
Influenced by Buddhist teachings, most Cambodians lead a simple life and tend to be selfcontent. Working to provide enough food for oneself and family is considered an end in itself while being ambitious or envious is not common among Cambodians. For many of them, friendship comes right after family. In general, Cambodians are known to be polite, friendly and easy-going. Getting angry and shouting are considered bad manners; so direct confrontation between individuals is rare. If they are found to be reserved or cautious, that is because they have suffered tremendously, but not because that is their nature.
Cambodians greet each other by putting the palms together in a pray-like position, with fingers at the chest while bowing slightly to the other person. Hugging, kissing, and shaking hands in greeting are not common in Cambodia. Sok sabai 'How are you?' is another way to say hi. Men and women do not show affection in public. Like many other Asians, Cambodians believe that the head is sacred; so touching the head is threatening someone's well-being and thus is avoided.
Cambodian names consist of two parts: a surname followed by a given name, with no middle name. Here are two examples: Chan Vana; Sok Pali. Overseas Cambodians, however, often reverse this order. By default, married women keep their surnames and children take their fathers' surnames. It is a common practice to address someone by the given name informally. In formal situations, a title (e.g., Luk 'Mr.'; Ne-sray 'Mrs.'; or Ca-nha 'Miss') is put before the surname, as in Luk Sok and Ne-sray Chan. Depending on family relationships, kinship terms (e.g., bong 'older brother/sister; own 'younger brother/sister') are also used (with or without the surname) in addressing one another.
Cambodian community is one of the youngest ethnic groups in American society. Cambodian immigration to the U.S. has begun only since 1979. Most Cambodians concentrate in California, Massachusetts, Texas, Pennsylvania, Virginia, New York, and Minnesota. As a rule, they feel more at ease living within their ethnic communities or near other Asian groups. Many Cambodian immigrants have difficulty adjusting to American society due to lack of formal education, language barrier, irrelevant job skills, and poor understanding of western lifestyles. Many others face severe mental and physical problems resulting from the traumatic years of warfare. Virtually all Cambodians have tragic tales to tell about their extreme loss, suffering and terror in the exodus from their homeland as victims of the Khmer Rouge. Unfortunately, they are often stereotyped as passive, pessimistic, or lacking in motivation. Generation gap also arises when older Cambodians are afraid that their children will lose their cultural heritage and mother tongue while younger or U.S.-born generations have no memory of Cambodia and become completely American. Most Asian immigrants share this same universal concern, as expressively depicted in the following poem:
Their mother barely speaks English.
One day the child swears at her and she says 'thank you.'
On that day in front of everyone
Friends and relatives hear the children curse their mother.
They feel ill at ease.
What kind of woman is she not to be ashamed?
The children have forgotten Khmer because their parents are shortsighted.
They're afraid their children won't know how to speak English.
They don't worry that they've already forgotten Khmer.
Chet Chia
(From Cambodia's Lament: A Selection of Poetry edited and published by G. Chigas, 1991, Millers Falls, MA)
In the Classroom
* Cambodians have a very positive attitude toward learning. Teachers, therefore, enjoy a very high status in Cambodian society. Parents entrust teachers with the education of their children. Some even encourage 'spanking' if their children misbehave or refuse to study. Out of respect, students in Cambodia are taught to stand up when the teacher enters or leaves the classroom. Students are supposed to create a productive learning atmosphere in class by keeping as quiet as possible. Being talkative, interrupting, eating or drinking in class are considered bad manners.
* Adapting to American classroom has been difficult for many Cambodian adults who come from rural backgrounds and did not have a chance to finish elementary or high school during wartime. In the past, many Cambodian women were bound to domestic tasks; so they did not have a taste of formal education. Many just had the first few English lessons in refugee camps in Thailand or elsewhere; many others have never studied English before.
* In general, Cambodian learners are hard-working, eager to learn and pleasant to teach although they are often shy and reluctant to speak. In class some of them may not look you in the eye. Don't misinterpret their lack of eye contact as being disrespectful. On the contrary, avoidance of eye contact is a sign of respect in their culture.
* Cambodians' learning style is mostly memorization at the expense of practical application. Thus, they are keener on grammar and reading than on listening and speaking.
Teacher Comments
* Although in principle it is not necessary for a teacher of English to learn the student's language or culture in order to teach effectively, some basic understanding of their cultural and linguistic backgrounds can help avoid unnecessary cultural misunderstandings or explain their mistakes.
* Cambodian belongs to a linguistic group known as Mon-Khmer (itself a part of the AustroAsiatic family) although it is not a tonal language. The Khmer alphabet is phonetic and has 47 letters. The writing system is derived from a Sanskrit script. It is written from left to right across the page with no space between words. Because Khmer is an isolating language, words do not change their forms and grammatical functions are expressed by function words and by word order. For example, the Past Tense is expressed by the use of such words as 'yesterday' or 'already' and the Future, by the word 'tomorrow'.
* Since there are no tenses and agreement in Khmer, Cambodian learners tend to use the unmarked base form of the English verbs, thus failing to add the –s in the Third Person singular verb or the –ed in the Past Tense form (and by the same token, failure to pluralize nouns). Pronunciation of these endings is also a major area in which Cambodian speakers are at a disadvantage compared with European learners of English. In addition, English tenses and aspects are common sources of confusion for Cambodian learners.
* The basic word order in Khmer is Subject-Verb-Object although the subject or object is sometimes omitted in clear context, explaining why they often drop the subject or object in their English. The Khmer noun phrase is different from the English one. It has the order: head noun + adjective + numeral + classifier + demonstrative. Since Khmer lacks a system of articles, Cambodian learners often have difficulty in using English articles.
* Cambodians learning English often have problems pronouncing the following sounds, among others: /δ/, /θ/, /∫/, /z/, and /v/ because these do not occur in the first language. Dropping final consonant sounds are also common because they don't pronounce them in their mother tongue.
Student Comments
* Cambodians don't feel appropriate calling the teacher by the first name or arguing with the teacher. They address the teacher by respectfully using the title 'Teacher', which is considered inappropriate in an American context.
* Most Cambodian learners feel more comfortable having things written on the board so that they can copy them down and learn at home. They expect to have handouts of rules, summaries or lecture outlines.
* Some Cambodian learners mention that they face a lot of pressures of how to adjust into the new cultural environment and how to get along with their peers in class. Some feel lonely or socially lost simply because the ways they dress or talk are so different.
* As parents, many learners have difficulty dealing with the complexities of raising children in a foreign culture. They do not know how to teach their children appropriately because child-rearing at home is so different from that in the host culture. For example, in Cambodia children accept their parents' wishes or advice without arguing or physical punishment is possible in order to discipline the misbehaving kids.
----------------------------------------------------------------------------------
* Revised from an earlier article which appeared in a multicultural project at Northeast ABLE Resource Center (Ohio)
BIBLIOGRAPHY
Brigham Young University and eMSTAR, Inc. 1999. Culturgram 2000: Kingdom of Cambodia. Brigham Young University, UT: David M. Kennedy Center for International Studies.
Canesso, Claudia. 1999. Cambodia. Philadelphia, PA: Chelsea House Publishers.
Dresser, Norine. 1996. Multicultural Manners: New Rules of Etiquette for a Changing Society. New York, NY: John Wiley & Sons, Inc.
Famighetti, Robert (ed.) 1999. The World Almanac and Book of Facts 2000. Mahwah, NJ: Primedia Reference Inc.
Microsoft Corporation. 1999. Microsoft Encarta Encyclopedia 2000, CD-ROM.
Swan, Michael, and Smith, Bernard. (eds.) 1987. Learner English: A Teacher's Guide to Interference and Other Problems. Cambridge: Cambridge University | <urn:uuid:4dcbd266-1bc1-45f0-9b54-56742d5e8e92> | CC-MAIN-2017-13 | http://hmongstudies.com/NguyenCambodians.pdf | 2017-03-23T16:19:44Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00311-ip-10-233-31-227.ec2.internal.warc.gz | 168,430,543 | 3,341 | eng_Latn | eng_Latn | 0.996493 | eng_Latn | 0.998064 | [
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PrAACtical AAC: Goals That Matter
There are two sections in this document: Qualifiers (for information applying to all goals) and Goal Areas (for actual goals). Please add any goals you would like to see added to the list in Section 2. If you would like to be credited as a collaborator on this document, please add your name at the end. If you would prefer, you can also email your suggestions for goals to firstname.lastname@example.org or email@example.com. This is not meant to be a comprehensive list. Instead, it is meant to be used as a starting point for a collaborative document. We hope to get contributions from a wide variety of speech-language professionals.
SECTION 1: QUALIFIERS
1. Each goal can be prefaced with a description of the communicator's AAC system or the elements of that system can be named.
2. Terms used in this document
a. Prestored Message: An utterance that was pre-assembled by someone other
than the communicator; Can be on a voice-output device or no-tech communication aid. For example, a single button or cell that says "Hi, how are you?'" or "I want" or "I pledge allegiance to the flag of the...."
2. Sentence: An utterance assembled by the communicator that has at least 2
words For example, a sentence put together by the communicator with
```
these single words: "I" + "want" + "more" + "music."
```
3. Contextually-appropriate: Conceptually related to the activity or topic at
hand
4. Meaningful context: Event, exchange, or activity in which the communicator
sees relevance, value, or meaning
5. Linguistically-based AAC/communication aid: A no-tech, low-tech, or high-
tech communication tool which has the following characteristics: a) more single word buttons/cells that longer message buttons/cells; b) rich pool of core words; c)ability to modify word forms; d) organized in a fashion that allows for further language growth.
3. If independence is not the target level of performance, specify the level of assistance (e.g., partial prompts; full assistance).
5. Specify the level, such as in structured tasks, in unstructured activities, or natural conversation.
4. Specify the context to ensure appropriate implementation (e.g., in meaningful contexts; in daily living routines; in regular classroom activities).
6. Specify the frequency to ensure adequate implementation (e.g., at least once per activity; 8-10 times/day; in every class period)
7. Criterion can be specified based on assessment or baseline data.
8. Consider some goals that focus on generalizing skills that the learner uses in
structured situations (such as a defined therapy task) to a variety of more functional activities throughout the day.
1
11/6/13 DRAFT www.PrAACticalAAC.org
SECTION 2: GOAL AREAS
Expressive Language
Using Prestored Messages (i.e., multiple words/sentences on one cell/button;
E.g., a button with "I
want music")
1. Request a turn using prestored messages (e.g., "Hey, don't forget me! I want a turn.")
2. Request desired objects/actions using prestored messages (e.g., "Turn the page, please"
or "I want more")
3. Protest (or reject) undesired objects/actions/activities using prestored messages (e.g.,
"No, thank you. I don't like that.")
4. Gain attention using prestored messages (e.g., "Excuse me. I need you for a minute."
"Look at this!")
5. Express a repeated line in a book, chant, or song (e.g., "All around the town!" "Clean up,
clean up, everybody, everywhere")
6. Use greetings appropriate to the context (e.g., "Hello" "See you later")
7. Show off (e.g., "Look at me!" "I made it.")
8. Make a contextually-appropriate comment (e.g., "That's just crazy!")
9. Tell about a prior or planned event (e.g., "We played Hungry Hippos in speech today!"
"Jenna's class is having a pizza party on Friday.")
10. Tell a personal narrative (Note: this can be prestored in one cell/button or distributed
across several)
11. Retell a story/event (Note: Can be prestored in 1 cell/button or distributed across several)
13. Express agreement or disagreement (e.g., "That's right." "I don't think so.")
12. Ask a question (e.g., "What's that?" "What do you think?")
14. Give directions (e.g., "Red Group, line up" "Put it in my backpack, please.")
15. Use interjections (e.g., "Awesome job!" "No way!" "Wow! That's crazy!"
16. Use introductory messages (e.g., "Hi. How are you?" "Good to see you")
17. Use continuers (e.g., "I see." "Hmm. That's interesting." "Okay")
18. Use termination messages (e.g. "Okay, see you later." "I gotta run.")
2
24. Provide partner instructions (e.g., "It's going to take me a minute. Please hang with me." "Say each word as I point to it. If you're wrong, I'll shake my head and show you the right one." "Ask me yes/no questions."
25. Provide reminders (e.g., "Our Word of the Day is _____ and it means ___." "Don't forget to make the font big and bold.")
Using Single Words That Can be Combined into Sentences (i.e., 1 word per cell/button; e.g. I+want+music="I want music")
20.Given an array of preferred activities/objects/people, request a desired activity/object
21.Given a field of ___ to ___ options (some preferred, some nonpreferred), choose a preferred object/activity/person
22. Request recurrence with single words (e.g., "more," "again") or short sentences (e.g., "more tickle," "Read it again.")
23.Use short sentences to request preferred objects, actions/activities, or people
19. Ask partner-focused questions (e.g., "What do you think?" "Did anything like that ever
happen to you?")
20. Contribute to group discussions by expressing agreement, disagreement,
encouragement, or new information (e.g., "I'm not sure about that." "You have a point there.” “That sounds good to me.”)
21. Invite a peer to play, hang out, or participate
22. Ask to hold or share something
23. Welcome guests or visitors (e.g., "Thanks for visiting Room 113. I'm Jenna, the Class
Ambassador. Can you sign our Visitor's Sheet, please? It's on the clipboard by the door.") 11/6/13 DRAFT www.PrAACticalAAC.org
24.Use short sentences to request help or attention
```
25.Use short sentences to protest or reject undesired objects, actions/activities, or people 26.Use contextually-appropriate action + object sentences (or agent + action + object sentences) 27.Use contextually-appropriate agent + action sentences 28.Use contextually-appropriate action + modifier sentences 29.Use contextually-appropriate descriptors/modifiers/attributes in sentences 30.Use contextually-appropriate prepositions and locatives in sentences 31.Use subject pronouns correctly (e.g., (I, you, we, it) 32.Use object pronouns correctly (e.g., me, her, us, them) 33.Use indefinite pronouns correctly (e.g., all, another, someone, anybody) 34.Use time-related words(e.g., 'yesterday', 'now', 'soon', 'later') 35.Ask relevant 'What' questions or 'What doing' questions 36.Ask relevant 'Where' questions 37.Ask relevant 'When' questions 38.Ask relevant 'Why' questions 39.Ask relevant 'How' questions 40.Request clarification (e.g., "Can you explain?" "Huh?" "What did you say?") 41.Ask relevant partner-focused questions (e.g., "What do you think?" "How was your weekend?" "What's new?") 42.Use adjectives correctly to modify nouns based on color, size, amount, shape, and temperature (e.g., warm, tiny, bright, round) 43.Use adjectives and adverbs correctly to modify nouns based/verbs on distance and time (e.g., far, sometimes, early, never, short, always, immediately) 44.Respond to 'What' and 'What doing' questions with appropriate answers 45.Respond to 'Where' questions with appropriate answers 46.Respond to 'When' questions with appropriate answers 47.Respond to 'Why' questions with appropriate answers 48.Respond to 'How' questions with appropriate answers 49.Respond to 'yes/no' questions to denote choice 11/6/13 DRAFT
```
50.Respond to 'yes/no' questions to provide information 51.Tell or retell a story with ____ number of critical elements 52.Tell or retell a story in the proper sequence
53.Ask specific questions
54.Take several turns in a conversation
56.Construct utterances about current events
55.Construct utterances about future events
57.Construct utterances about past events
59.Request an explanation or elaboration
58. Use non-literal language (idioms, figurative language) appropriately
60.Use existing vocabulary to describe new word/concept
61.Use at least __ new words per week
62.Use correct word forms and morphological endings for verb conjugations and tenses
(e.g., I am, you are; I am, I was; walks, walked)
correctly
63.Use modal and auxiliary verbs (e.g., could, would, may, might)
64.Use words to indicate spatial locations (e.g., in, on, over, above)
correctly between, among)
65.Use words to indicated spatial relationships (e.g., with, next to, correctly
66.Use temporal terms correctly (e.g., now, later, then, soon)
67.Use coordinating conjunctions (e.g., and, for, but, or) correctly after,
68.Use subordinating conjunctions (e.g., because, while, though, since, although)correctly
70.Respond appropriately to partner-initiated communication
69.Initiate interaction
71.Maintain conversations with acknowledgements ('Cool," "So about the topic
interesting") 72.Maintain conversations by providing new information
73.Re-direct the topic of conversation using cohesive messages (e.g.,
"That reminds me of...” “I forgot to tell you about...” “I remember...” “Another thing that...”)
74.Use topic setters to alert partner of the topic/subject
75.Terminate conversation using socially-appropriate language 76.Complain or vent about a situation
```
77.Use polite social forms (i.e., "please", "thank you") 78.Compliment others about concrete attributes (e.g., "I like your hair." "Nice dress") or
```
abstract characteristics (e.g., "You're so nice!" "That was a smart thing to ask.") 79.Respond to requests for clarification by rephrasing misunderstood messages 80.Respond to requests for clarification by repeating misunderstood messages 81.Tell appropriate jokes or humorous anecdotes in social interactions
82.Vary the message tone to match the situation (e.g., formal, informal)
83.Convey information with sufficient detail
84.Provide relevant reasons and rationales
85.Convince or persuade with logical reasoning
86.Use Tier 2 vocabulary 87.Acknowledge criticism appropriately
89.Express concerns appropriately 90.Offer suggestions appropriately
88.Express appreciation
```
11/6/13 DRAFT www.PrAACticalAAC.org
```
4
Operational & Strategic Competence
91. Transport the aid/device when transitioning between activities or locations
92. Use word prediction effectively
93. Turn device on and off
95. Charge device at the end of the day
94. Get the aid/device when needed
96. Ask for help when device does not work
98. Adjust rate of speech depending upon context
97. Adjust volume of device based on context
99. Change voice depending upon listener and/or context
101. Self-correct miss-hit OR Self-correct errors in targeting a message
100. Select or activate the desired message with fewer than _____ miss-hits
102. Navigate between main page and at least one other page
103. Navigate between multiple pages
104. Use function keys/buttons (e.g., speak all, clear) appropriately
105. Suggest words to be added to fringe vocabulary page or add words to pages
106. Use the most efficient communication strategy (e.g., single word buttons rather
than spelling; word prediction rather than spelling the whole message) 107. Use a communication method appropriate for the audience and message (e.g., communicating via sign to signers and using voice output for non-signers)
108. Store files, presentations, or pre-programmed sequences
109. Send messages to word processor or other programs
110. Use SGD to access external devices (phone, email, text) for
communication
Receptive Communication
111. Follow visual schedules in transitioning from one activity to another
113. Participate in selecting choices to create a personal schedule
112. Follow visual schedules to complete an activity or task
114. Use visual supports for self-calming
115. Use visual cues to guide behavior (e.g., "Wait." "Stand up")
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
5
11/6/13 DRAFT www.PrAACticalAAC.org | <urn:uuid:e212b04b-851e-45d6-9f9a-6bb479ff29fd> | CC-MAIN-2017-13 | http://prekese.dadeschools.net/-docs/Links/LinksforAT/PrAACtical%20AAC.AAC%20Goals%20that%20matter..pdf | 2017-03-23T16:16:55Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00313-ip-10-233-31-227.ec2.internal.warc.gz | 283,716,475 | 2,912 | eng_Latn | eng_Latn | 0.923329 | eng_Latn | 0.984887 | [
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"The Four Freedoms"
Reverend Gary Kowalski
Homily: February 24, 2013
What is Democracy? Does it mean wearing a campaign button or voting, running for Congress or maybe running against Congress, pledging allegiance or carrying a protest sign? Democracy can mean all those things. But to really understand it, it helps to have a little history.
Back in the day when my mother was young, the President of our country was Franklin Delano Roosevelt. And in those days, the world was in big trouble.
Here at home, factories were closing. People had no jobs. Millions had lost their homes. Overseas, the Nazis had invaded Czechoslovakia and overrun France. Japan had troops occupying China. Bullies and dictators with big armies were rattling their bayonets.
And in this climate of chaos and fear, President Roosevelt gave a speech to remind Americans of the bedrock values on which our nation was founded, values that he said would have to become worldwide for the human race to find security and peace.
It became known as the Four Freedoms speech. Freedom of speech, freedom of worship, freedom from want, freedom from fear: these were the doors to a safe and hopeful tomorrow, the president said.
Two years later, an artist named Norman Rockwell put flesh-and-blood on the President's words, with a series of paintings that showed what democracy meant in the lives of ordinary men and women. If you visit the Norman Rockwell museum, a few miles west of here, you can see the original artworks, which are reproduced on the cover of this morning's bulletin. The Four Freedoms are big paintings, so large you can almost step inside and feel part of the story.
The first is Freedom of Speech. A man lifts his voice at town meeting. From his complexion and weathered hands, he probably works outdoors for a living. Two men nearby in jackets and ties are sitting down, looking upward toward the speaker whose blue plaid work shirt is open at the collar. The speaker seems sure of himself and sure of his words, obviously respected by his better dressed neighbors, who pay more attention to what the man's saying than to the cut of his clothes.
The second is Freedom of Worship. The canvass is filled with women's and men's faces, bathed in soft, warm light, hands clutched or gently folded in prayer, one holding the prayer beads of a rosary, people of all races whose eyes seem full of cares and burdens but which are all focused on something invisible that we can't see, out beyond the frame of the picture. Across the top of the painting are the words of James Madison, father of the U.S. Constitution, "according to the dictates of conscience."
Freedom from Fear, the third painting: Two young children are being tucked into bed by their mother, bending down with infinite tenderness, as father stands by her side gazing at the sleeping youngsters, the father weary but proud and protective, holding in his left hand a folded newspaper whose headline is only partially visible, "Bombings kill."
Freedom from Want: the viewer seems to be welcomed into this final picture in the series, to become a guest at a traditional Thanksgiving Dinner with all the trimmings—turkey, mashed potatoes, cranberry sauce—sharing the abundance of one family's celebration of this most typical of American holidays.
These Four Freedoms, as enunciated by Roosevelt and depicted by Norman Rockwell, are close to being the touchstones of our own spiritual tradition. After all, the Pilgrims who originated the first Thanksgiving also founded the Plymouth church that's Unitarian today, and the New England town meeting is close cousin to the congregational meetings that are still the hallmark of our faith, where people take direct charge of the decisions that affect their lives, in matters large and small.
Freedom from Fear: saying "no" to violence as the way to resolve our disputes. Freedom from Want: building a world where everyone has a seat at the table. Freedom of worship: where Muslims, Jews, Buddhists and Christians can live as friends. Freedom of Speech: where open debate and honest questions will always be welcome. The world has changed dramatically since my mom was young. Yet these Four Freedoms are like a roadmap to keep us on the path.
America has almost forgotten the Great Depression and become the world's richest nation yet remains in danger of moral bankruptcy as the poor are left behind. America is no longer threatened by armies from abroad, having achieved the military might to destroy the earth many times over, yet in the arrogance of power risks creating endless enemies and perpetual war.
The country at times seems to have lost its sense of direction. But for that very reason, I believe that what we do here matters. Congregations matter. People assembled to discuss the issues of the day, to pool their resources for the common good and vote on how their money gets spent, electing their own town moderators and church boards, exercising the faculty of dissent, learning how to disagree with each other without being disagreeable, practicing tolerance—all of this matters enormously if the Four Freedom are to be kept alive.
Democracy isn't something that happens far away, in Washington D.C. or on the evening news. It starts right here, in this church, in our liberal religious tradition. To borrow a phrase from the Occupy movement, "This is what democracy looks like."
Closing Words
This is what you shall do: Love the earth and sun and the animals, despise riches, give alms to every one that asks, stand up for the stupid and crazy, devote your income and labor to others, hate tyrants, argue not concerning God, have patience and indulgence toward the people, take off your hat to nothing known or unknown or to any man or number of men, go freely with powerful uneducated persons and with the young and with the mothers of families, read these leaves in the open air every season of every year of your life, re examine all you have been told at school or church or in any book, dismiss whatever insults your own soul, and your very flesh shall be a great poem. | <urn:uuid:013ed85d-ea16-439f-900c-590892d6abbf> | CC-MAIN-2017-13 | http://www.firstunitarian.com/files/KowalskiFourFreedoms02242013.pdf | 2017-03-23T16:21:38Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00314-ip-10-233-31-227.ec2.internal.warc.gz | 520,013,729 | 1,275 | eng_Latn | eng_Latn | 0.999195 | eng_Latn | 0.999428 | [
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A.18 Madagascar – 2012 – Tropical Storm
Case Study:
Keywords: Construction materials, Core housing construction, Training, Guidelines and training
materials.
Project description
This project formed community committees to select beneficiaries and monitor the building of 599 houses in rural locations. Close monitoring by beneficiaries allowed a degree of remote management of the project to improve quality in a difficult to access area. The project aimed to build safer shelters using local materials.
Strengths and weaknesses
assisted by committee members in each village.
9 9 To reduce overheads whilst maintaining quality, the project used remote management with community committees to monitor and ensure material and construction quality.
9 9 The project used a committee to select beneficiaries and improve transparency.
9 9 Ther project was accompanied by an education programme on safer building practices to increase project reach and support people who were not directly supported by the project.
9 9 Municipal authorities were involved in issuing land certificates for landless households.
9 9 The design process involved beneficiaries and local craftsmen from the start to ensure that shelters were culturally acceptable and adapted to local environmental conditions.
8 8 Illiterate community members had difficulties using the quality-control checklist. However, they were
8 8 Different approaches between organisations meant that beneficiaries did not always accept solutions, making implementation problematic..
8 8 Not enough consideration was given to other local materials such as bamboo.
8 8 Shelters should have varied according to materials used.
8 8 Due to budgetary constraints shelter dimensions were not adapted to household size.
8 8 Increasing prices of materials led to a reduction in the number of households supported from 680 to 598.
- - The project only received two-thirds of the funds required for its original budget. Cost savings were made by reducing staff and the number of beneficiary households.
- - Problems with local suppliers caused a month long delay in project implementation.
Shelter under construction (left) and completed (right). The project used remote management through community committees to build 599 houses in difficult to access villages and conduct trainings. Photo: CRS
Before the cyclone
The island of Madagascar is prone to cyclones, floods, droughts, epidemics and pandemics, fire and locust swarms. Previously, in 2007, a major cyclone directly affected about 525,000 people.
month after the storm, only 15 per cent of households had managed to rehabilitate their shelters.
2004 cyclone. It replicated the design components of the shelters which survived the cyclone and established a checklist for construction.
Over the past 35 years, Madagascar has experienced 46 natural disasters affecting a cumulative total of more than 11 million people. Government studies from 2008 indicate that there will be a greater intensification of cyclones and increased rainfall over the next 50 years.
After the cyclone
Tropical cyclone Giovanna hit eastern and central Madagascar in February 2012, causing significant damage. Winds peaked at 230km/h. It was followed by the severe tropical storm 'Irina' and there were subsequent floods and landslides in the south-east.
The two disasters caused significant damage to housing, agriculture, livelihoods, health and schools. Less than 5 per cent of the population had access to rice stocks and less than 50 per cent had access to staple foods. Approximately 80 per cent of mixed-crop farmland and rice fields were destroyed by the storms or resulting flooding. The storm season coincided with the seasonal 'lean period' for farming families.
Many affected households sought refuge in welfare centres or with relatives and neighbours. One
Many households headed by women, the elderly or disabled people were often not able to rehabilitate their homes within 6 months of the cyclone.
Materials to repair shelters were hard to come by, and many families were too poor to buy them.
Selection of beneficiaries
During national coordination meetings, organisations were allocated different communes to work in. A commune is made up of several villages and each organisation selected beneficiary villages based on damage reports.
The organisation established a community committee in each village (see below), and households who had lost their homes and who were unable to rebuild, were the target beneficiaries. The focus was mainly on the disabled, the elderly, pregnant women and large households.
Implementation
The shelters were built on land belonging to the households before to the cyclones. In only one case, where the household had rented their accommodation prior to the storm, was it necessary for the authorities to allocate a new plot of land.
The organisation began by reviewing the government shelters that were built in response to the
A funding shortfall of nearly a third meant planned staff numbers were cut and responsibility for monitoring construction quality was passed onto the community committees.
The project was implemented in 83 villages across three districts. Each district was supported by three field workers, a technician and a project coordinator.
A typical construction required two carpenters and eight labourers, paid through food-for-work. At least two of the labourers in each team were women. Once materials were available, a house could be built in five days.
Committees
The project was implemented through the village committees. Committees were responsible for identifying beneficiaries and monitoring the quality of materials and construction. Representatives included:
* the village chief
* the mayor of the commune
* a church representative
* a beneficiary representative.
One or two members of the committee monitored housing construction using the construction checklist. These individuals were usually teachers or other literate people.
The community committee worked with a community mobiliser from a partner organisation and with the local government office responsible for facilitating the emergency response.
One person in each village was nominated as a communications focal point to provide two-way communication between beneficiaries and responding organisations.
Technical capacity
The committees provided technical training to people living in the village. This allowed the households to monitor the construction quality themselves and allowed technical staff to provide more targeted assistance.
Staff members and committee members were provided with detailed plans to ensure quality in construction. Home owners and committee members were supplied with a simplified construction checklist that helped them to follow the progress of construction at a number of key stages.
DRR components
The shelter design was an adaptation of traditional houses in Madagascar with the following improvements to ensure better resistance to future cyclones and flooding:
Foundations
* Pillars were buried to a depth of at least 750mm.
* A mix of stones (5-10cm in size) was compacted beneath and around the pillars.
* Pillars needed to be dry before sinking them into the ground.
Walls
* Walls were all reinforced with diagonal bracing.
* The floor beam was strengthened with corner bracing.
* A wall plate tied the wall and
roof structure together.
* All connections were strengthened with metal straps or strong rope. The roof was securely connected to the wall.
* Mortice and tenon joints were used to connect timbers.
Roof frame
* Corner bracings were added.
* A cross-beam was added to strengthen the roof and to create a storage area.
* Corners were connected with strong ropes or metal straps.
Roof covering
* For a thatched roof, wire or strong ropes were used to connect the roofing to the ground with heavy rocks.
* For corrugated iron roofs, 26 to 29 gauge sheets were used, and the roof structure was secured with wood battens.
Training
The organisation produced a poster that illustrated key points on strengthening houses against cyclones and storms. The aim was to improve the understanding of
Construction Checklist
Storage & quality
Foundation
Structure
Roof
Upgrade items
* Are all the materials stored safely from storm, rain and flood and are secured to prevent theft?
* Are the quality of materials good?
* Is the wood dry?
* Has the wood been treated with oil?
* Have you buried the footing to 75 cm?
* Have you used broken rocks in the foundation?
* Does the floor have corner bracings?
* Are diagonal bracings used at columns?
* Are diagonal corner bracings used at corners to connect the diagonal bracings?
* Are all joints between the columns and beam made using timber joints and not nails?
* Are connections between beams and columns fixed with nailed metal straps?
* Are corner bracings used at all corners?
* Are metal straps used to connect the roof truss to the beam?
* Are all connections between members made with mortise and tenon joints?
* Is the joint of the ridge and the truss diagonally reinforced with bracings?
* Are all four corners of the roof beams braced with diagonal timbers?
* Are metal straps used for wooden connections?
* Are ropes used for connections?
* Is wood in contact with the ground treated with an oil and petrol mixture?
those who did not receive a house from the project.
One month after the project had been completed, eight additional families had built new houses following the project design using their own resources.
Logistics
The organisation purchased materials, on behalf of beneficiaries, from local suppliers. The suppliers delivered materials directly to the villages. Contingency material suppliers were also identified in case of a delivery failure.
The beneficiaries made and provided rope for the roof. Beneficiaries also contributed to the cost of the shelters by sourcing wood for the roof supports. The wood was commonly available, and could be found or purchased at low cost. | <urn:uuid:707503f0-af3e-4ba7-989b-38f33d07e952> | CC-MAIN-2017-13 | http://sheltercasestudies.org/shelterprojects2011-2012/A18-Madagascar-2012.pdf | 2017-03-23T16:20:37Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00312-ip-10-233-31-227.ec2.internal.warc.gz | 337,850,159 | 1,906 | eng_Latn | eng_Latn | 0.99872 | eng_Latn | 0.999169 | [
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ASTRONOMY 2 Bonus Activity
ACTIVITY: Planisphere and Constellation Chart Problems
NAME
DATE
SCORE
(5 pts max)
ID#
Due by 12:00 PM, Friday, May 12
Use a planisphere and the SC001 Constellation Chart to solve five of the following problems. You may answer only one question from each of the following five categories and each correct answer is worth 1 point. Unless otherwise specified, all times are PST at a latitude of 40 o N.
I. Given Time and Date, Determine Event
1. On May 7 at 8 PM, what bright star just set?
2. On March 3 at 11:15 PM, what bright star is crossing the meridian (transits)?
3. On the date the Pleiades transits at noon, what two stars are setting at 10:05 PM?
II. Given Time and Event, Determine Date
4. Altair sets at 8 PM on what date?
5. Arcturus rises at 4 AM on what date?
6. Vega transits at Noon on what date?
III. Given Event and Date, Determine Time
7. What time does Aldebaran rise on the Autumnal Equinox?
8. What time does Spica transit on the Vernal Equinox?
9. What time does Antares set on the Summer Solstice?
IV. Coincidental Events Involving the Sun
10. On what date does Altair set at sunrise?
11. On what date does Sirius transit at sunset?
12. On what date will Spica rise at Noon?
V. Other Events Involving the Brain
13. On what date/s would Aldebaran rise shortly after Arcturus sets?
14. On what date could a full moon rise as Antares sets?
15. On what date could you see the both the Winter Triangle and the Summer Triangle at midnight? | <urn:uuid:1287ef58-f608-4735-ba38-07ec647897dc> | CC-MAIN-2017-13 | http://astronomy.sierracollege.edu/Courses/Astronomy02/PlanisphereChartBonus.PDF | 2017-03-23T16:15:50Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00316-ip-10-233-31-227.ec2.internal.warc.gz | 26,541,767 | 404 | eng_Latn | eng_Latn | 0.988699 | eng_Latn | 0.992704 | [
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NewVic/Rokeby Partnership
Newham Sixth Form College (NewVic) is running a five week course helping to develop students to achieve a higher level of understanding of computer science and computing. The following year 8 and 9 students have benefited from attending; Muhammad Beg 8K, Christian
They have already started to enjoy the practical exploration of computer components and the assembly process alongside theoretical learning.
Mir Tasin said, "I am thoroughly enjoying this course with my fellow students. It is great opportunity for us to explore not only computing but also other aspects of further education.
Selembo 8O, Mir Tasin 8R, Syed Mudassir Ahmad 8K, Mohinul Islam 8R, Julian Rovelo 9R, Mihajlo Treskavica 9E, Fardin Hussain 9E, Mark Estud 9E, Tanjil Ahmed Choudhury 9E and Dawid Wojieszek 9R.
Thanks to Rokeby and NewVic for arranging it."
Dionne Pryce, the School and Community Liaison Officer at NewVic said, "You have some very able boys in your group who are picking things up very quickly."
Our Number is up! Number Day 5th February 2016
This year we will be taking part in 'Dress up for Digits' where all students and staff will be invited to wear an item of clothing with a number on (football shirt, cap, netball shirt, cricket shirt, rugby, basketball, etc.). To help raise money for the NSPCC, we
The jubilant Rosetta team with the cup.
The year 10 Btec Sports students recently organised a futsal tournament for our local primary schools for students in year three and four. As a requirement of the Btec course they each fulfilled many roles; coach, referee, assistant referee, time-keeper, recorder and competition administration.
Eight schools entered the competition coming from, Kaizen, Keir Hardie, Ravenscroft, Rosetta, Salisbury, Scott Wilkie, Sir John Heron and Tollgate. After a quick warm up the competition began with games being played in a round robin system where all teams get to play each other.
With plenty of goals being fired in on both pitches, it was a closely fought tournament causing much excitement on the side-lines where the spectators cheered their teams on. Rosetta triumphed at the end of the day, with Scott Wilkie coming second and Salisbury third. At the end the year 10 students congratulated all of the teams for making it such a good competition and handed the cup and medals to the winners.
Learn how to play an instrument for free! See Ms McWha in F5 for more information
Breakfast Club Breakfast club starts at 7 25 8 15
Wed, 3rd Feb DEAR Time P5
Thurs, 4th Feb Year 11 Parents' Evening
Fri, 5th Feb Non-uniform Day
ATTENDANCE & PUNCTUALITY
Did you know:
90% attendance = 1/2 day missed every week.
90% attendance over one school year = 4 whole weeks of missed lessons!
How is YOUR tutor group doing?
Congratulations this week go to:
8O with the best attendance at 99.6% & 7B with the best punctuality at 99.2%
WORD OF THE WEEK
This week our word of the week is Fathom
Can you find the meaning of
this word and make a | <urn:uuid:9f0407b9-0c33-4ee0-a925-94fd22e998b6> | CC-MAIN-2017-13 | http://rokeby.newham.sch.uk/wp-content/uploads/2016/08/29thJan16.pdf | 2017-03-23T16:28:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00318-ip-10-233-31-227.ec2.internal.warc.gz | 303,686,974 | 743 | eng_Latn | eng_Latn | 0.997165 | eng_Latn | 0.997661 | [
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Creating Greeting Cards
In this exercise you will create a greeting card. This involves splitting a page into quarters and printing two quarters upside down. An example of what the card will look like is shown below.
© Guided Computer Tutorials, 2011
2-1
Starting a New Publication
1 Load Adobe InDesign CS5 or close the current document.
2 In the CREATE NEW section of the WELCOME SCREEN click on DOCUMENT to start a new document.
4 The Ruler units will need to be in millimetres. Display the EDIT or INDESIGN menu, highlight PREFERENCES and select UNITS & INCREMENTS.
2-2
© Guided Computer Tutorials, 2011
Laying out the Page
We could simply place vertical and horizontal ruler guides through the centre of the page, however, we need to ensure that we leave an adequate gutter through the centre of the page so that the greeting card can be folded. So a combination of column and ruler guides will be used.
A Setting the Column Guides
1 Display the LAYOUT menu and select MARGINS AND COLUMNS.
NOTE: This will place a 20 mm gutter through the centre of the page, which will be sufficient space for the card to be folded once it is complete.
B Setting the Ruler Guides
An A4 page is 297 mm high. The centre of the page is at 148.5 mm. We will set RULER GUIDES at 140 mm and 160 mm which will be close enough to the centre of the page for this document.
© Guided Computer Tutorials, 2011
2-3
3 Save the layout in your DTP folder as:
Ex2 Greeting Card
Creating the Front of the Card
The front of the card will be placed in the bottom left quarter of the page.
A Inserting the Graphic
1 Select the SELECTION TOOL from the TOOLS panel.
2 Display the FILE menu and select PLACE (or press CTRL+D or COMMAND+D ).
3 Access the PIT2 CS5 SUPPORT FILES, open the DESKTOP PUBLISHING folder followed by the EXERCISE 2 folder and open the SIGN image
2-4
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Department of Utilities & Engineering
1136 Washington St. | Columbia, SC 29201 | (803) 545-3300 www.ColumbiaSC.Net/Utilities-Engineering
ABOUT WET WEATHER SANITARY SEWER OVERFLOWS
What does a Sanitary Sewer Overflow Notice mean for customers?
A Sanitary Sewer Overflow Notice means a discharge from the sanitary sewer flowed into the environment. Citizens can protect themselves from this public health concern by avoiding the area near the overflow until it has been cleaned up.
While this notice is a public health and environmental advisory, it should not otherwise affect customers' water or sewer service.
This is a sewer problem. Is it related to my drinking water service?
No. This is not a boil water advisory. For more information on boil water advisories, see www.columbiasc.net/drinking-water/advisories.
This should not affect your drinking water service or the drinking water system in the area.
Why do we get SSOs in wet weather?
When an area has experience a lot of rain, the rain can seep into the sewer system. This causes an increase in the amount of water in the pipes and can cause the system to become overfull. When there is more water in the pipes than they can carry, the water will overflow.
What is the most common factor for where an SSO might happen during wet weather?
Places that seem to have issues tend to be low lying areas. These areas also tend to be close to where it might flood.
How does the rain get into sewer pipes?
During a heavy rain, that water can get into sewer pipes through infiltration and inflow.
Infiltration is where ground water seeps in through the gaps in our pipes. As pipes get older, they might have more cracks, joints can become separated, sometimes another utility may have bored through our pipe, or the pipe might actually be gone because sewer gases might have eaten it away.
Inflow is when water is flowing directly into the pipes. In some cases this might be through a storm water pipe that is connected to a sewer pipe. We sometimes see those.
Where does the sewer back-up usually go?
It typically comes out of man holes, but it can back up into homes. When that happens, it tends to go into basements, especially low-lying basements that might not be very far above the level of the sewer pipe in that area.
Why this a bigger problem during heavy storms?
Wastewater utilities, like the City of Columbia, are typically built to hand a 2 year storm. When you get storms bigger than that, you have a higher likelihood of seeing an SSO. A 2 year storm is a storm you expect to see every 2 years. This is based on the amount of rain that falls over a given period of time.
What is the City doing to address this?
The City has a comprehensive Capital Improvement Program that includes significant investment in evaluating its entire sewer system and rehabilitating or replacing those areas that need it.
Some technologies that the City uses to evaluate its sewer system include:
* Closed circuit television – A camera is remotely driven through sewer lines to identify leaks, cracks, blockages, and other problems.
* Smoke testing – A non-toxic smoke is blown into a sealed portion of sewer line to identify leaks and cracks.
* Sonar technologies – Two devices are set up at two man holes and the sound waves between them are measured to determine if there is a blockage in the line.
Some technologies that the City uses to rehab or repair its sewer system include:
* Cured-in-place lining – A trenchless technology that pushes a sock through an existing, leaking pipe. This sock then hardens into a new, water-tight pipe.
* Sewer cleaning – Crews cleaned out blocked lines that do not otherwise need repair.
* Pipe bursting – Another trenchless technology where an existing line is burst apart as a new line is pulled through it to replace it.
* Open-cut replacement – A trench is dug to remove an existing line and replace it with a new line.
The City is committed to evaluating its entire sewer system by DATE. Projects are already underway to repair problems found during these evaluations and will continue into the future. | <urn:uuid:cc7344b7-7ccf-41e1-8127-59be0f06c8bd> | CC-MAIN-2017-13 | http://columbiasc.net/depts/utilities-engineering/docs/ww/education/wet-weather-sanitary-sewer-overflow-faq.pdf | 2017-03-23T16:21:50Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00317-ip-10-233-31-227.ec2.internal.warc.gz | 76,714,342 | 860 | eng_Latn | eng_Latn | 0.998685 | eng_Latn | 0.998771 | [
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sponsored by Health Watch
Here's how high blood pressure can lead to heart disease.
by KenMcEntee Contributing Writer failure, a condition where fluid builds up around the heart.
* Diastole, which is the pressure in your arteries while your heart is relaxed—normal is considered to be about 80.
High blood pressure is sometimes called "the silent killer." That's because half of the 75 million people in the U.S. who have high blood pressure don't realize it, says Michael Deucher, MD, a board-certified cardiologist on the Medical Staff at Southwest General.
your arteries as your heart squeezes blood through them—about 120 is considered normal.
* It can contribute to heart arrhythmia, a condition in which the heart beats too fast, too slow or with an irregular rhythm.
"Many people who have high blood
The good news, he says, is that in many cases, high blood pressure (also called hypertension) can be prevented or controlled with a nonmedicinal approach that includes proper diet and sufficient exercise.
pressure feel fine," Dr. Deucher explains. "Some people have blood pressure of 150/90 for 20 years and never know it because they don't experience any major symptoms. But in the background, high blood pressure may be leading up to heart disease, a stroke or kidney or eye problems."
Blood pressure, Dr. Deucher explains, refers to the pressure under which your blood is traveling through your arteries. Blood pressure is measured with two numbers:
* Systole, which refers to the pressure in
Pre-hypertension is a condition in which the top (systolic) number is between 120 and 140, and the bottom (diastolic) number is between 80 and 90, Dr. Deucher says. High blood pressure is when the top number is above 140 or the bottom number is above 90.
Your blood vessels feed every organ in your body, so when your circulatory system is impacted by high blood pressure, all of your organs feel the effects, he says.
"People often ask me what number is more important, the higher or lower number," Dr. Deucher says. "The answer is both. Some people may have isolated systolic hypertension where just the top number is high. Maybe their blood pressure is 160 over 80, or 180 over 70. Other people might have isolated diastolic hypertension, like 110 over 90 or 120 over 100. Both numbers should be taken seriously."
But high blood pressure has particular links to heart disease.
* It can contribute to hardening of the arteries, or artherosclerosis, which can lead to blockages and heart attacks.
Dr. Deucher says high blood pressure adversely affects the heart in three main ways:
* It can contribute to congestive heart
"Many people don't have symptoms of high blood pressure until it gets to the stage where it begins to affect the heart or other organs," Dr. Deucher cautions. "That's why it is so important to see your family physician at least once a year for a checkup."
Blood pressure is measured with two numbers …
If you have hypertension, he suggests periodically checking your own blood pressure at home. You can buy a blood pressure monitor at your local drug store for $60 or less.
Although hypertension is usually hereditary, eating properly and exercising regularly can lower your blood pressure.
"If you go to the doctor once or twice a year, you might get caught on a good day or a bad day," Dr. Deucher says. "You can get a better handle on it by taking your own blood pressure four or five times a month."
"Obesity has a direct correlation to high blood pressure," Dr. Deucher says. "Also, it's important to watch your intake of salt. It's in everything we eat. The rule of thumb is to try to eat less than two grams of sodium per day. Learn to read labels—sodium content and other nutritional information are printed on food packaging and is available at restaurants."
"I refer my patients to the DASH diet, which stands for Dietary Approach for Stopping Hypertension," Dr. Deucher says. "It is a common sense diet based on proper portion sizes and increased intake of fruits, vegetables and fibers. Following the DASH diet can noticeably lower your blood pressure."
Among the biggest culprits for sodium overload, he says, are salty snacks, fast food, frozen meals and canned soup.
Michael Deucher, MD, is a boardcertified cardiologist on the Medical Staff at Southwest General. Dr. Deucher specializes in preventive cardiology and treats adult patients with known or suspected heart disease. For health information or physician referral, call Southwest General's Health Connection at 440-816-5050.
Don't ignore your heart!
If you think that you or a loved one may be having a heart attack or stroke, call 9-1-1 immediately. For any other cardiacrelated questions, call 1-877-SWG-BEAT (794-2328), Southwest General's FREE 24-hour phone line, answered by a critical care nurse. | <urn:uuid:2df58372-3c7f-461c-8eb7-70061074071d> | CC-MAIN-2017-13 | http://www.swgeneral.com/assets/1/20/The_Silent_Killer_DrDeucher.pdf | 2017-03-23T16:16:10Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00317-ip-10-233-31-227.ec2.internal.warc.gz | 726,090,812 | 1,055 | eng_Latn | eng_Latn | 0.999078 | eng_Latn | 0.999078 | [
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Bookstorm™
Untamed: the Wild Life of Jane Goodall written by Anita Silvey, National Geographic, 2015
Highly readable biography of Dr. Jane Goodall, from her childhood in England observing chickens and earthworms, to her travel to Gombe, Tanzania to stay with a school chum's family, through her days of observing chimpanzees in the rainforest, patiently watching and recording her findings, to her most recent work with the conservation organizations she directs, this is an excellent book to ignite imaginations and inspire further hunting for adjacent information.
In addition, the book is so well designed that photographs and captions, charts, sidebars, a timeline, and pull-outs are seamlessly integrated in the storytelling. Readers will pore over features including short biographies of "Leakey's Angels," "Jane's Observations About Chimpanzee Behavior," "The Lives She Touches," and extensive field notes. An index, maps, end notes, and incredible photographs round out the reading experience.
COMPLEMENTARY BOOKS, WEBSITES, and VIDEOS Jane Goodall and Her Research
Jane Goodall: 50 Years at Gombe, by Jane Goodall, Stewart, Tabori & Chang, 2010. A compelling pictorial tribute to Dr. Goodall's life, her studies of chimpanzee behavior, and her unflagging efforts to motivate people to make this world a better place. Includes recent endeavors with landmark research related to AIDS progression; establishing programs to improve sanitation, health care, and education in neighboring Tanzanian communities; partnering with local people to pursue reforestation initiatives.
Jane Goodall: The Woman Who Redefined Man. Dale Peterson. Mariner Books, 2008. Peterson writes this biography for adult readers about Jane Goodall's childhood, studies, the work that revolutionized primate studies, as well as her personal life. Ages 16 and up.
Me … Jane, by Patrick McDonnell, Little Brown, 2011. Written for young readers, this is a biography that expresses the behaviors and dreams that formed the most famous woman scientist of our time. Picture book. Ages 3 to 8.
Watcher: Jane Goodall's Life with the Chimps. Jeanette Winter. Schwartz & Wade, 2011. A picture book biography that ranges from Dr. Goodall's childhood in London to her conservation work throughout the world. Ages 4 to 8.
Primate Research
Gorilla Doctors: Saving Endangered Great Apes. Pamela S. Turner. Houghton Mifflin Harcourt, 2008. The Mountain Gorilla Veterinary Project in Rwanda and Uganda working with this endangered species faces poachers, loss of habitat, and human diseases. Illustrated with engrossing photographs. Ages 10 and up.
Great Apes: Between Two Worlds. Michael Nichols, Jane Goodall, George B. Schaller, and Mary G. Smith. National Geographic, 1993. A photographic exploration of gorillas, orangutans, chimpanzees, and bonobos. Ages 12 and up.
In the Shadow of Man. Jane Goodall. Houghton Mifflin, 1971. Autobiography of Dr. Goodall's experiences studying, recording, and researching chimpanzees in Tanzania. This book has been in print since it was first published in 1960. Ages 16 and up.
Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas. Jim Ottaviani and Maris Wicks. First Second, 2013. A closer look in graphic novel form at the three scientists who were revolutionary scientists studying primates and discovering new truths.
Walking with the Great Apes: Jane Goodall, Dian Fossey, and Biruté Galdikas. Sy Montgomery. Houghton Mifflin, 1991. Studying chimpanzees, mountain gorillas, and orangutans respectively, all three were protégés of Louis Leakey, Anglo-African archaeologist. Montgomery shares the stories of three of the greatest scientists of the 20th century.
Jane Goodall's Organizations
Jane Goodall Institute (JGI) provides "sanctuary where scientists study chimpanzees and topics such as human evolution, behavioral psychology, and geo-spatial mapping." (Untamed, pp 64-65) http://www.janegoodall.org
Roots & Shoots. "With active chapters in more than 130 countries, members—from preschool through college—identify problems within their own area and work to improve conditions. Past projects include a German group that studied local wetlands; a chapter in China that worked to improve conditions for chimpanzees in the Shanghai Zoo; and students in Oregon, USA, who studied forest biodiversity." (Untamed, pp 6465) http://www.rootsandshoots.org
TACARE. "TACARE began with a team of dedicated Tanzanians working to improve the lives of people in villages—in ways suggested by the villagers themselves." "Because of the work of TACARE, Gombe's chimps have three times more forest than they had in 1991." (Untamed, pp 64-65) http://blogs.esri.com/esri/esriinsider/2011/08/15/jane-goodalls-tacare-geodesign-in-action/
Other Conservation Organizations
International Union for Conservation of Nature (IUCN) http://www.iucnredlist.org
National Geographic http://www.nationalgeographic.com
World Wildlife Fund http://www.worldwildlife.org
Chimpanzees
Chimpanzee Children of Gombe. Jane Goodall, photos by Michael Neugebauer. Minedition, 2014. On a single day in Gombe Park, Dr. Goodall talks us through observation and learning about the children in chimpanzee families. Other rain forest animals are included. Photos are charming.
Chimpanzees I Love: Saving Their World and Ours, Jane Goodall. Scholastic Press, 2001. A good introduction to Dr. Goodall's life and extraordinary work with an affectionate look at chimpanzees she has known and loved.
My Life with the Chimpanzees, Jane Goodall. Simon & Schuster, 1988. As an autobiography, this is highly readable. Dr. Goodall talks about her friendship with Louis Leakey, her first trip into the rainforest with her mother, and studying chimpanzees in a scientific way. Ages 8 to 14.
Termites on a Stick, Michele Colon. Star Bright Books, 2008. The ability to make and use tools is a trait in chimpanzees that is comparable to humans. This book looks at a behavior first observed by Dr. Jane Goodall, a chimpanzee mother teaching her young to survive by foraging for food with a tool. Ages 7 to 10.
Fiction
Captivity, Debbie Lee Wesselmann. John Blair, 2008. A fictional look at a South Carolina chimpanzee sanctuary from the new director's point of view. Having been raised with a chimpanzee for a sibling, Dana Armstrong assumes her new position on the day someone vandalizes the sanctuary and releases unprepared chimpanzees into the wild. It's a look at both animal and human behavior, as well as conservation efforts. Ages 14 and up.
Endangered, Eliot Schrefer. Scholastic, 2012. When Sophie travels to The Congo to join her mother at a sanctuary for bonobos, she is surprised to find how attached she becomes to Otto, an infant bonobo. When a revolution breaks out, Sophie and Otto escape into the jungle, for which neither of them is prepared. National Book Award finalist. Ages 12 and up.
Eva, Peter Dickinson. Delacorte, 1989. Thirteen-year-old Eva wakes up in the hospital after a horrible accident. Eventually, she discovers that her mind and memories have been transplanted into the brain and body of a chimpanzee. As the human race slowly degenerates and falls apart, Eva and her troop of chimps are left to repopulate the world. It's a fictional look at our relationship to animals and our responsibilities to our planet. A classic. Ages 9 and up.
Half Brother, Kenneth Oppel. Scholastic Press, 2010. When Ben Tomlin's research scientist parents uproot him to move to a new home with a new brother, a baby chimpanzee, Ben is upset. His father wishes to prove that chimpanzees are intelligent and capable of communication. Zan, the chimpanzee, learns sign language but eventually his animal nature supersedes and the idea of "family" is challenged. A good look at animal rights. Ages 12 and up.
Long Walk to Water, Linda Sue Park. Based on a true story, we learn about Nya, who must walk for four hours each day to get water for her family, and Salva, who searches for a safe place in Africa as one of the "Lost Boys of the Sudan." Their stories eventually intersect in an unexpected and satisfying way that inspires readers. Ages 8 and up.
One and Only Ivan, by Katherine Applegate. Based on a true story, Ivan is a Great Ape, captured when very young, who has spent 27 years in a glass cage at a shopping mall. He is an artist who has grown increasingly despondent. His friends, also on exhibit at the shopping mall, help him understand what his life is really like. It's a book that inspires empathy for animals. 2013 Newbery Medal. Ages 6 and up.
World-Changing Women and Women Scientists
Elephant Scientist. Caitlin O'Connell and Donna M. Jackson, illus by Timothy Rodwell. Houghton Mifflin, 2011. Dr. O'Connell and her future husband, Dr. Tim Rodwell, were offered three years to study African elephants in Namibia. Local farmers were angry because elephant herds were eating their entire year's crop in one night. Dr. O'Connell's observations would change how the two groups co-exist. Ages 9 to 14.
Girls Think of Everything: Stories of Ingenious Inventions by Women. Catherine Thimmesh, illus by Melissa Sweet. Houghton Mifflin, 2000. Women such as Ann Moore, Patsy O. Sherman, Bette Nesmith Graham, and Grace Murray are chronicled in these short biographies of inventive women. Ages 8 to 12.
Girls Who Looked Under Rocks: the Lives of Six Pioneering Naturalists, Jeannine Atkins, illus by Paula Conner, Dawn Publications, 2000. Straightforward biographies of Maria Merian, Anna Comstock, Frances Hamerstrom, Rachel Carson, Miriam Rothschild, and Jane Goodall. A good starting point for research into these scientists. Ages 9 and up.
Life in the Ocean: the Story of Oceanographer Sylvia Earle, Claire Nivola. Farrar, Straus & Giroux, 2012. Ms. Earle's talents extend from designing submersibles to swimming with whales to advocating for ocean conservation. Ages 4 to 9.
No One Loved Gorillas More: Dian Fossey: Letters from the Mist. Camilla de la Bédoyère, National Geographic, 2005. A biography of the world-famous scientist. Ages 14 and up.
Rachel Carson and Her Book That Changed the World, Laurie Lawlor, illus by Laura Beingessner. Holiday House, 2012. The public outcry that followed the publication of Silent Spring in 1962 forced the banning of DDT and spurred revolutionary changes in our environmental laws. Carson was instrumental in launching environmental conservation efforts. Ages 6 to 10.
Rachel Carson: Preserving a Sense of Wonder by Joseph Bruchac, illus by Thomas Locker. Fulcrum Publishing, 2009. A biography in the Images of Conservationists series, this book explores Carson's childhood, her education, and her career as a conservationist. Ages 9 to 12.
Rad American Women A-Z: Rebels, Trailblazers, and Visionairies Who Shaped Our History … and Our Future! Kate Schatz, illus by Miriam Klein Stahl. City Lights Publishers, 2015. It's an alphabet book for older readers about many women in many walks of life who have left their mark on the world. Ages 8 to 16.
Silk & Venom: Searching for a Dangerous Spider. Kathryn Lasky, photos by Christopher G. Knight. Candlewick Press, 2011. A biography of arachnologist Greta Binford and her search for a species of brown recluse spider in the Caribbean. Ages 8 to 12.
Tree Lady: the True Story of How One Tree-Loving Woman Changed a City Forever. H. Joseph Hopkins, illus by Jill McElmurry. Beach Lane Books/Simon & Schuster, 2013. Katherine Sessions was the first woman to graduate with a degree in science from the University of California. She moved to San Diego from northern California where she was used to forests and greenery. San Diego was a dry, desert-like town. The Panama-California Exhibit was coming up in 1915. She wrote to gardeners all over the world, requesting seeds that could survive in her harsh climate. One hundred years later, San Diego is filled with beautiful gardens and parks, thanks to her efforts. Ages 6 to 11.
Africa
Is it Far to Zanzibar? by Nikki Grimes, illus by Betsy Lewin. HarperCollins, 2000. Inspired by sights and sounds and people discovered on a trip to Tanzania, these 13 poems from Coretta Scott Award-winning author Grimes playfully and respectfully present a visitor's impressions of the east African country. Ages 6 and up.
Learning About Africa by Robin Koontz. Lerner Books, 2015. Useful and updated 40-page overview of the vastness that is Africa. One in a series (Searchlight Books, Do You Know the Continents?) Ages 8 to 11.
Next Stop--Zanzibar Road! written and illustrated by Niki Daly. Clarion Books, 2012. A wild and colorful trip to the market from one of Africa's most awarded children's book authors. Ages 3 to 8.
Pot of Wisdom: Ananse Stories by Adwoa Badoe, illus by Baba Wagué Diakité. Groundwood Books, 2008. Trickster stories retold by Ghanian writer Badoe and illustrated in brilliant color by Mali native (and Coretta Scott King Honor artist) Diakite. Ages 7 and up.
Magic Gourd by Baba Wague Diakite. Scholastic Press, 2003. Coretta Scott King Honoree and author/artist Diakite tells a tale from Mali about a magic gourd that can fill itself with whatever its owner desires. Ages 4 to 9.
Animal Friendships
Friends: True Stories of Extraordinary Animal Friendships, by Catherine Thimmesh. Houghton Mifflin, 2011. In this book for preschoolers, we see beautiful photographs expressing the kindness and caring of animals, as well as the mystery of unusual friendships. Ages 2 to 7.
Mama for Owen by Marion Dane Bauer, illus by John Butler. Based on a true story, this is a picture book that celebrates foster care and adoption between Owen and Mzee. Inspired by the Indian Ocean Tsunami of 2004, in which a hippo and a tortoise form a friendship after the traumatic events, this is a gentle version and a good read-aloud. Ages 3 to 7.
Rickie & Henri, Jane Goodall, illus by Alan Marks. Minedition, 2004. Chimpanzee Rickie is kidnapped from his mother and sold in a Congolese market. Fortunately, Rickie is taken in by a kind man and quickly becomes friends with Henri, the family dog. A book that doesn't shy away from the young chimpanzee's terror but balances it with the love he finds in his new family. Ages 3 to 9.
Unlikely Friendships: 47 Remarkable Stories from the Animal Kingdom, Jennifer Holland. Workman, 2011. A look at unusual animal friendships and the probable reasons for them. How do cats and dogs understand each other's body language? How does a young leopard bond with a young calf? Ages 6 and up.
Animals in Danger of Extinction
Counting Lions by Katie Cotton, illustrated by Stephen Walton. Candlewick Press, 2015. A very large, impressive book (ideal for storytime) that combines information about wild animals in danger of extinction with a counting book. Do look this one up. Ages 4 to 10.
Hope for Animals and Their World: How Endangered Species Are Being Rescued from the Brink, by Jane Goodall, Gail Hudson, and Thane Maynard. Wonderful survival stories about conservation efforts to bring back endangered species and to protect their habitats. Ages 10 and up.
Teaching Science
Perfect Pairs: Using Fiction & Nonfiction Picture Books to Teach Life Science, K-2, Melissa Stewart and Nancy Chesley. Stenhouse Publishers, 2014. For the primary grades, a way to balance fiction and information books with practical, adaptable lessons for your classroom. Concepts range from animal/environmental interactions to inheritance of traits to variation of species. For educators.
Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, Grades 3 through 6. National Science Teachers Association, 2010. A time-proven favorite with several sequels that shows teachers how to combine science and reading in a natural way with classroom-tested lessons in physical science, life science, and Earth and space science. For educators.
Videos
"Bill Moyers Journal: Jane Goodall" from BillMoyers.com, posted in 2012. 44:45 minutes, on ways to save our endangered planet. https://vimeo.com/33239215
"Jane Goodall's Chimp Greeting," posted by the Jane Goodall Institute. 0:34 minutes, the "pant-hoot" of the chimpanzee. https://vimeo.com/5307863
"Jane Goodall's Wild Chimpanzees," posted by James Neihouse. 11:46 minutes, a short clip from the IMAX film. https://vimeo.com/19111966
"Jane Goodall on Hope," posted by Jonah Kessel, 2:07 minutes. Jane Goodall speaking. https://vimeo.com/53946530
Zoos
Animal Lifeboat series, Leslie Kaufman, The New York Times. http://topics.nytimes.com/top/news/science/series/the_animal_lifeboat/index.html
"Can Zoos Play a Role in Climate Change Education?" Lauren Morello, Scientific American, December 1, 2011. http://www.scientificamerican.com/article/can-zoos-play-arole-in-climate-change/
"Critical Look at the Future of Zoos—an Interview with David Hancocks," National Geographic Voices. Contributing Editor and zoo advocate Jordan Schaul interviews renowned zoo architect and noted Zoo Director Emeritus David Hancocks on the future of zoos. http://voices.nationalgeographic.com/2012/03/13/39842/
"Zoos: Their Changing Roles" by William G. Conway, Science, 3 January 1969, pp 48-52. http://www.sciencemag.org/content/163/3862/48.extract | <urn:uuid:ff44d906-ca0c-422d-856a-db54b741d66e> | CC-MAIN-2017-13 | http://anitasilvey.com/images/pdf/9_Bookstorm_Untamed_final%20(1).pdf | 2017-03-23T16:15:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00315-ip-10-233-31-227.ec2.internal.warc.gz | 19,384,823 | 4,135 | eng_Latn | eng_Latn | 0.938687 | eng_Latn | 0.991081 | [
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Faial, blue, cosmopolitan island
ABOUT
Faial, blue, cosmopolitan island
Faial is located in the central group of the Azores archipelago, and is part of the so called "triangle islands", together with São Jorge and the neighbouring Island of Pico, separated by the Faial Channel, a narrow sea inlet about 8 km wide.
The Island covers an area of about 172km2, and is 21km long, with a maximum width of 14km. It was discovered in 1427 and colonised in 1432 by a number of Flemish settlers. It was given the name Faial because there are many beech trees here (faias), but no other island can boast such a huge mass of hydrangeas in different shades of blue, which frame the houses, separate the fields and border the roads, justifying the nickname Blue Island.
Faial underwent considerable development from the 17th century on, making it an important trading post due to its geographical position as a safe haven between Europe and the Americas. More recently it was the communications hub between the continents and today is a mandatory point of reference for international yachting.
The highest point is Cabeço Gordo, in the centre of the island, at 1,043m above sea level. It is a magnificent natural viewpoint which in fine weather enables you to see all the islands of the triangle and as far as Graciosa.
Close by lies a huge crater called Caldeira, about 2km in diameter and 400m deep. It is surrounded by blue hydrangeas and lush vegetation, amongst which cedars, junipers, beeches, ferns and mosses stand out, and some of which are important examples of the original vegetation of the island. This area, the Faial Natural Park, was the first Portuguese tourist destination awarded the EDEN prize (European Destination of Excellence).
Its geographic situation provides the city of Horta with unbeatable views of the island of Pico and sometimes S. Jorge. It is flanked by Ponta da Espalamaca and Monte da Guia, whose viewpoints, together with those on Monte Carneiro, offer rich panoramic views over city and the immensity of the sea.
At the western end of the island, the majestic Capelinhos Volcano is witness to the last volcanic eruption in the Azores during 1957 and 1958, which added new earth to the existing land. Entering this area is like landing on a lunar surface. You can visit the Interpretation Centre here, equipped with the most modern presentation and multimedia techniques. A visit to this centre ends with a climb to the top of the lighthouse for an unparalleled visual and emotional experience.
The Capelo road, en route to the south coast, offers one of the most beautiful panoramas on Faial - Varadouro – a beautiful bay, dominated by the jagged black rocks of the Castelo Branco hill, vineyards and flowers. This holiday area par excellence has a number of pools formed by crevices in the volcanic basalt rocks and hot springs.
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The North Coast offers a succession of panoramic views. Access to this area is from Horta, following the coastal road via Praia do Almoxarife and the town of Pedro Miguel. Further on, you come across Ribeirinha, Cedros and Ribeira Funda, and you continue on the same road to get to Praia do Norte, where the Costa Brava viewpoint, 320m above sea level, overlooks Fajã. Next, Fajã da Praia and Norte Pequeno offer a contrast between the fields of black lava and the lush vegetation.
Castelo Branco and Feteira, on the south coast, provide breathtaking scenery of the island of Pico. Near Horta, Lajinha and Ponta Furada are notable for their sulphur pits and curious lava arches.
Nowadays the Island of Faial is a perfect destination for all nature lovers, and its marina in Horta is one of its greatest features – a welcoming place, through which the most diverse nationalities and cultures have passed for many years.
Horta, a picturesque little town, has a lot to visit. The churches of São Salvador, Nossa Senhora da Carmo and S. Francisco (including the Museum of Sacred Art and the Horta Museum) are just a few examples. Don't miss
> take a picture of one of the island's symbols - the mills
> visit the Botanical Garden of Faial, at Quinta de São Lourenço, in the Flamengos valley
ACTIVITIES
The link between Faial and the sea remains strong. Horta is an important centre for whale watching, swimming with dolphins, scuba diving and boat trips. It is possible to go through the channels between the islands in well-preserved whalers or rented kayaks.
Good conditions for other water activities like sailing, windsurfing, rowing and surfing can be found in different parts of the island.
On land, the dozens of miles of trails that run through the mountainous interior of the island and the coastal areas offer unforgettable excursions on foot or by bike. And the adrenaline flows on the circuits suitable for mountain biking, 4x4 jeep and kart-cross.
GASTRONOMY AND HANDICRAFTS
Octopus stewed in wine is one of the most typical dishes of Faial. At the table, the maritime importance extends to fish soup and bouillabaisse, preferably accompanied by bread and corn cake. As for meat, sausages and black pudding are served as a meal or snack, accompanied by yam.
Typical desserts include Fofas do Faial: dumplings flavoured with fennel seeds and baked in the oven before being filled with a cream based on egg yolks, milk, sugar, flour and lemon zest.
As for Handicrafts, there is a predominance of pieces made of sperm whale bone and tooth, varied embroidery, pieces and objects in rattan and straw, fish scale flowers, as can be seen in the interesting Art & Craft School of Capelo.
FESTIVALS
While the Feast of the Holy Spirit isalso a tradition in Faial, the great religious festival on the island is the annual Feast of Nossa Senhora das Angústias. The procession and popular festivities fill the streets of Horta on the sixth Sunday after Easter, in a celebration that dates back to the time of settlement and relates to an image brought from Flanders.
St. John is one of the most popular patron saints and is celebrated on 24th June. This celebration originates from the
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time of colonisation of the island by noblemen coming from Terceira.
In August, the deep blue sea dominates the festivities. On the 1st, to celebrate the Feast of Our Lady of Guia, a procession of boats escorts the image of the Virgin from Porto Pim beach to the port of Horta. The excitement continues with Semana do Mar (Week of the Sea). Initially dedicated to yachtsmen, this festival week is now shared by visitors and Faial residents alike. The extensive programme of activities includes concerts, craft exhibitions, a food fair, regattas for whaling boats and various water sports competitions that bring Horta and Porto Pim bays to life.
USEFUL INFORMATION
Apart from taxis, car rental services and tours organised by a number of travel agencies, Faial is served by a public transport network with several routes to anywhere on the island. The following public transport networks operate on Faial:
Route: Horta> Feteira> Castelo Branco> Capelo> Norte Pequeno> Praia Norte> Pedro Miguel> Praia do Almoxarife> Lomba> Horta
This route runs daily from June to September. During the winter, it runs on Monday and Thursday only. For more information please consult the following websites:
- http://turismo.cmhorta.pt
- www.visitazores.com
Try Horta on Wheels, themed heritage routes that enable you to get to know the most important historical developments on Horta. Visits are by:
-Horta on Wheels Kits – by electric bike (plus accessories) and the Guide to Historical Horta On Wheels.
-Tourist Mini-Bus – with stops that provide information not only on the Mini-Bus route, but to the related history as well.
More information at: http://turismo.cmhorta.pt
GETTING HERE
There are regular connections between Lisbon and Horta airport and the flight time is approximately 2 hours. "SATA Air Açores" operates daily flights from São Miguel (1 hour) and Terceira (40 minutes). For more information and timetables, visit: www.sata.pt
Among the various islands of the Central Group - Faial, Pico, São Jorge, Terceira and Graciosa – there are regular connections by boat during the summer season (June, July, August and September). The links are also regular in winter, but less frequent.
A passenger and vehicle ferry that connects all the islands also stops on Faial.
For more information and timetables: www.atlanticoline.pt and www.transmacor.pt
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IMPROVING EARLY CARE OBESITY PREVENTION
THROUGH THE CHILD AND ADULT CARE FOOD PROGRAM
Introduction
Child and Adult Care Food Program
Childhood overweight and obesity affects one-third of U.S. children and adolescents. Alarmingly, more than a quarter of children between the ages of two and five are already overweight or obese. 1 Young children starting out life with an unhealthy body weight face a high risk for chronic disease, decreased academic performance and poor selfimage later in life. 2 Nemours seeks to address this critical public health issue by promoting policies and practices to improve health and well-being of children nationwide.
One promising strategy is to encourage child health promotion, including healthy eating and physical activity, in early care and education settings. Preschool children in full-day care were reported by the U.S. Census Bureau to spend about 33 hours per week in child care 3 and consume up to 50 percent of their daily energy requirements in this setting. With more than 11 million children under age five in the care of someone other than a parent, 4 child care facilities must ensure children have access to healthy foods and opportunities for physical activity.
Nemours recognizes the importance of starting early in life to promote healthy lifestyles and is focused on policy and practice changes in the child care sector as part of a multi-sector initiative (including primary care, schools and the community) to promote health and reduce or prevent childhood obesity in Delaware. Nemours also provides leadership in the central Florida community around childhood obesity and health issues particularly in the child care setting through the Florida Prevention Initiative. Based on that experience, Nemours has expanded its scope to promote healthy eating and physical activity in child care settings nationally. As part of that effort, Nemours identified and profiled 15 Child and Adult Care Food Program (CACFP) providers and sponsors across the country to showcase different strategies being implemented to improve the nutrition quality of meals and snacks served through the Child and Adult Care Food Program.
Nemours.org
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
The national program for child care feeding is the U.S. Department of Agriculture (USDA) Child and Adult Care Food Program (CACFP). More than 3.3 million children receive nutritious meals and snacks each day as part of the day care they receive through CACFP. 5 Child care centers, family day care homes, afterschool programs and emergency shelters receive a federal reimbursement for the meals and snacks they serve, if specific nutrition standards are met. While evidence suggests children participating in CACFP receive more nutritious meals and snacks than those not participating, 6 current nutrition benchmarks were derived from recommendations in the 1995 Dietary Guidelines for Americans, 1989 Recommended Dietary Allowances and the Diet and Health report. 7
Healthy, Hunger-Free Kids Act of 2010
The Healthy, Hunger-Free Kids Act of 2010 required USDA to revise the meal requirements for CACFP to improve alignment with the most current Dietary Guidelines for Americans. Updated nutrition standards will improve consistency among other USDA nutrition programs and help address the high prevalence of obesity and other health concerns in our country's youngest children. In advance of updated nutrition requirements, many child care programs and CACFP providers have already seized the opportunity to provide more nutritious food options and have implemented initiatives that encourage healthy eating.
Successful Strategies
This brief profiles child care programs across the country to showcase different strategies being implemented to improve the nutrition quality of meals and snacks served through CACFP. The case studies range from small to large programs in rural, suburban and urban settings, in all regions of the country. The following case studies highlight a number of lessons learned and promising practices to support improvements and innovation to help ensure children receive healthy meals and snacks through CACFP.
Summary of Lessons Learned
For most CACFP programs, some catalyst or motivator was necessary to spark change.
In nearly every instance, providers recalled a moment when they decided to implement changes to improve nutrition and wellness in their programs. Motivators differed, however, a few appeared frequently:
ƒ Attending training or workshop. Several providers cited state agency- or sponsor-led training sessions as the turning point to enhance nutrition in their meal programs. This was especially the case if the training taught healthy cooking techniques and practical strategies to implement healthy meals. Overall, the providers interviewed agreed that meals containing less processed foods and more fruits, vegetables, whole grains and lean meats were best for children. The workshops gave them the skills to put this belief into practice.
ƒ Planting a garden. A majority of the facilities profiled implemented gardens in their programs. Providers cited gardens as a way to spark interest in healthy eating and increase children's fruit and vegetable consumption. For many, enthusiasm over the garden among children, parents and staff was the jumping-off-point to menu modifications.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
ƒ Parental or community involvement. A few facilities cited feedback from a parent, community member or organization as the reason they began to transform nutrition and wellness in their program. Prior to this input, many were unaware of the impact of nutrition on health and well-being for the children in their care. For these facilities, sensible changes were presented in a way that appeared attainable to providers.
ƒ Financial incentives through grants. The Child Care Wellness Grants, announced in 2010, and other grant programs, offered an additional motivator to revamp meal programs. Even very small amounts of money, when coupled with structured requirements and support, were a huge motivator to many providers interviewed. Many times grant programs included a self-assessment requirement, which offered an eye-opening opportunity for providers and helped to identify strategies to enhance nutrition in their programs. The minimal amounts of funding cited were generally not sufficient to support meal enhancements, however, interest in attaining the grant was the first step to overall improvements.
Most programs cited "doing the right thing for kids" as the reasoning behind change.
Nearly all programs interviewed cited childhood obesity and other child health concerns as top factors in their decision to implement changes to their meal program. Those who made the decision to serve healthier meals and implement wellness practices for this reason were overwhelmingly pleased with the results, including the response of children and parents.
Support from the State CACFP and sponsoring organizations was critical to success.
CACFP state agencies and sponsoring organizations are in a unique position to lead, share with and train providers in the implementation of meal programs that exceed current nutrition requirements. Many providers would like to make changes, but do not have the expertise to do so or to know how to begin. A number of promising strategies were identified to assist providers:
ƒ Mentoring programs at the state and sponsor level allow seasoned providers to share best practices and utilize resources with more inexperienced providers.
ƒ Opportunities for experiential learning, including workshops and culinary classes, helped to motivate providers and give them the skills necessary to create healthier meals.
» » Other methods of training were beneficial as well. While most providers preferred in-person, applied trainings, expense, staffing, and access were cited as barriers. Using technology to provide training in the form of webinars, interactive computer modules, videos, and visual teaching tools offers opportunities to reach providers with minimal cost and travel.
» » A range of topics, from basic nutrition information and menu planning to more specific strategies to implement the most current Dietary Guidelines for Americans, should be considered due to the range of knowledge of providers.
ƒ Actionable steps and practical goals help to ensure providers are able to attain and maintain changes. Grant programs, recognition programs, guidance documents with clear step-by-step instructions and having the ability to tailor changes to individual programs provide the greatest opportunity for compliance and implementation.
» » Practical resources such as recipes, sample menus and menu-planning guides also improve opportunities for success.
ƒ Regular self-assessments of nutrition and wellness practices help providers assess progress and identify areas where support is needed. Providers need training and technical assistance, model policies and other resources to facilitate efforts to use self-assessment findings in the development of facility wellness policies.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
Food and nutrition professionals in the community, including chefs and dietitians, provide additional expertise and assistance in implementation.
For many of the providers interviewed, a chef, dietitian or other nutrition professional acted in an advisory role to facilitate healthy changes. Some providers brought chefs and dietitians on staff in full-time, part-time, and consulting roles. More providers used these professionals in a training capacity to conduct workshops and in-services. In each case that cited the use of nutrition professionals, the provider was pleased with the outcome.
While cost was cited as a concern, providers were able to implement strategies to manage costs and in some cases, after full implementation, costs were no greater than prior to nutrition enhancements.
Increased cost is often seen as a barrier to nutrition improvements, and healthy food is often perceived to cost more than unhealthy food. For those programs that did have increased costs, providers cited their commitment to serve healthier meals as the reason to allocate additional program funds. A number of strategies to manage costs were also identified:
ƒ Replace highly processed items with more made-fromscratch recipes. A number of providers were able to save food cost dollars by eliminating processed items such as chicken nuggets, fish sticks, and canned fruits and vegetables and replacing these with homemade items such as casseroles or fresh produce cleaned and chopped by staff. The change typically meant increased labor hours, however many providers said the savings in food cost outweighed the increased labor requirements. Providers also indicated the quality of meals improves when more meal components are prepared on-site.
ƒ Implement a cycle menu. A cycle menu is a series of menus planned for a particular period of time, such as four weeks. Use of a cycle menu allows providers to forecast consumption quantities and plan for purchasing and staff scheduling. Providers found cost savings from quantity purchasing because menu items rotate and the same items are purchased in each cycle. Cycle menus also offer the opportunity to balance high-cost menu items with lower ones.
ƒ Purchase in bulk quantity whenever possible to save money per unit or per pound.
ƒ Negotiate pricing with distributors and local retailers. Even small facilities cited the need to discuss pricing with sales representatives and area store managers. If there is competition between local grocery stores or wholesale distributors, they may be willing to offer a lower price to keep the business.
ƒ Buy produce in season. Flexibility in produce options allows providers to take advantage of sales and competitive pricing.
ƒ Consider farmers markets, local farms, co-ops, and local businesses as opportunities to source high-quality items at prices below retail.
ƒ Consider offering vegetarian options. Many providers discussed offering at least one meatless meal per week as a healthful way to reduce meal costs. Vegetarian dishes, such as beans and rice, vegetable and cheese frittatas, bean soups, egg salad, and bean burritos can provide high-quality, budget-friendly meat alternates.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
Buy-in from faculty, staff, parents and the community helps create sustainable change.
Many providers cited the need for buy-in at all levels to be successful. Providers should bring in faculty and staff to be a part of the planning process and encourage input on barriers, opportunities and implementation strategies. Providers can engage staff and parents through regular communication on nutrition and wellness initiatives, monthly menus, and nutrition education. Nutrition workshops and cooking classes offer additional opportunities to engage stakeholders. Providers can also reach out to local colleges, extension offices, local businesses and volunteer organizations for help and support on wellness initiatives and funding.
Nutrition education for students and stakeholders can help to smooth transitions to the new ways of doing things.
Many providers used education to help stakeholders understand the reasoning behind changes and strongly believed that a deeper knowledge of nutrition and health helped to prevent backsliding.
Gradual implementation contributes to success.
Many providers found that gradual implementation of changes facilitated acceptance. This allowed time for taste testing by staff and children, incorporation of new foods into menus with familiar foods, and incorporation of new or unfamiliar foods into activities to increase children's exposure. A gradual approach also helped overcome adult perceptions of how new meals would be accepted by children – often identified as one of the greatest barriers to menu changes.
Conclusion
Early care and education providers have the opportunity to teach children habits necessary to prevent childhood obesity and keep them healthy for life. The CACFP programs profiled decided to use this opportunity to improve health and nutrition for the children under their care. They demonstrate that positive nutrition changes are not only possible, but also sustainable. Implementation of any number of the wide variety of strategies identified by these providers has the potential to help improve the health of all children in early care and education.
About Nemours
Acknowledgements
Nemours is an internationally recognized children's health system that owns and operates the Alfred I. duPont Hospital for Children in Wilmington, Delaware, and Nemours Children's Hospital in Orlando, Florida, along with major pediatric specialty clinics in Delaware, Florida, Pennsylvania and New Jersey. The Nemours promise is to do whatever it takes to treat every child as we would our own. We are committed to making family-centered care the cornerstone of our health system.
Established as The Nemours Foundation through the legacy and philanthropy of Alfred I. duPont, Nemours offers pediatric clinical care, research, education, advocacy and prevention programs to families in the communities we serve. We leverage our entire system to improve the health of our communities by creating unique models, creating new points of access and delivering superlative outcomes. Our investment in children is a response to community health needs as Nemours aims to fulfill our mission to provide leadership, institutions and services to restore and improve the health of children through care and programs not readily available.
Nemours National Office of Policy and Prevention seeks to build upon areas of innovation and expertise at Nemours and to spread what works by achieving national policy and practice changes that have the potential to impact millions of children and families in positive ways. Particular areas of emphasis include promoting population health and prevention (including integration with clinical care); supporting healthy development and prevention in early care and education settings; and addressing the unique needs of children in health and quality initiatives.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
This project was conducted by Arianne Corbett of Leading Health, LLC, an independent consultant to Nemours. Jennifer Weber provided guidance and input into the development of the provider interviews and this paper. Many thanks are extended to the CACFP providers, sponsors and state agencies who took time out of their busy schedules to share their experiences and review this document.
____________________________________________________
1. Ogden CL, Carroll MD, Kit BK, Flegal KM. Prevalence of obesity and trends in body mass index among US children and adolescents, 1999-2010. JAMA. 2012;307(5):483-490.
2. Centers for Disease Control and Prevention. Childhood Obesity Facts. Accessed April 19, 2013. Available at http://www.cdc.gov/ healthyyouth/obesity/facts.htm.
3. Laughlin, Lynda. 2013. Who's Minding the Kids? Child Care Arrangements: Spring 2011. Current Population Reports, P70135. U.S. Census Bureau, Washington, DC.
4. Laughlin, Lynda. 2013. Who's Minding the Kids? Child Care Arrangements: Spring 2011. Current Population Reports, P70135. U.S. Census Bureau, Washington, DC.
5. United States Department of Agriculture. Child and Adult Care Food Program. Accessed April 19, 2013. Available at http:// www.fns.usda.gov/cnd/care/.
6. Bruening KS, Gilbride JA, Passannante MR, McClowry S. Dietary intake and health outcomes among young children attending 2 urban day-care centers. J Am Diet Assoc. 1999;99(12):1529-35.
7. IOM (Institute of Medicine). 2011. Child and Adult Care Food Program: Aligning Dietary Guidance for All. Washington, DC: The National Academies Press.
Child and Adult Care Food Program Profiles
Bristol Preschool Child Care Center Shirley Anderson, Director Marilyn Lobaczewski, Former Director, now Grant Specialist Child Care Center Enrollment of 152 children Bristol, Connecticut
They also only offer whole grain cereals with less than 2 grams of sugar. Another grain-based initiative was reducing the amount of grains as snacks to once per week – snacks on other days feature fruits and vegetables.
"We've come a long way!"
In 2009, the Bristol Preschool Child Care Center was invited to participate in a Yale study aimed at improving nutrition and physical activity in young children. This study gave them a new sense of awareness about wellness and the training and education they needed to make changes. Bristol Preschool serves mostly young, working, middle-to-low income families and nearly 90% of the children attending meet eligibility requirements for free or reduced meals. The center director, Shirley Anderson, and former director, now grant specialist, Marilyn Lobaczewski, worked with Yale for over two years to ensure they were providing their children with opportunities for healthy meals they might not get at home. "In 2009, it was like pulling teeth," remembers Anderson. "I look back now after almost four years – wow, we've come a long way!"
To increase excitement about fruits and vegetables, they started a preschool garden. The school sits on a large lot of land not being utilized, so they worked with the United Way to install eight 12x20 garden beds. The gardens are planted with green beans, strawberries, melons, tomatoes, sweet peppers, squashes, and more. The children help maintain them by planting, weeding, watering and harvesting. Harvested produce is added to meals and snacks whenever possible. "We use this as a way to help them learn about new foods. Last year we added cantaloupe and honeydew. We had kids who had never seen an orange or green melon. It took the three-year-olds a week just to try it!" Anderson explains.
Four years ago, when Anderson and her team started adding whole grains, a gradual approach worked best. "We were mixing pasta – whole grain with regular." They used checkerboard sandwiches as a fun way to introduce the darker brown whole wheat bread. Today, about 60-70% of their grains are whole and the children accept them well.
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After overhauling the menu, Bristol no longer serves fish sticks or chicken nuggets. They try to buy cod or pollack filets, or whole muscle chicken tenderloins. "It's a little more money, but it's worth it," Anderson explains. Anderson and Lobaczewski have brought on a nutritionist consultant for six hours a month to review menus and help identify new items and recipes they would like to try. To ease the introduction of those items, samples are brought straight into the classroom for the kids to try.
Anderson and her team regularly shop the grocery sale papers for deals and frequently buy in bulk, outside of their food distributor. Anderson and Lobaczewski laugh when they remember waiting for the doors to open at the local supermarket for an $0.18/lb. sale on bananas. "You should have seen the looks we got running through the store with two grocery carts full of bananas!" Anderson jokes. In the summer, they will also go to local farms and local orchards to stock up on fruits and vegetables at low prices. "Whatever we can do to stretch the food dollar," she adds.
To maximize efficiency and save on labor costs, they created a work plan in the kitchen to stagger cook hours. With a fulltime and a part-time cook, one comes in early to get breakfast started and prep for lunch, the other comes in mid-morning, helps get lunch out and then they both work on clean up.
The entire team at Bristol Preschool is committed to improving the health and well-being of their students and families. Anderson believes support from the CACFP is what allows her to keep working toward this goal. "I'm proud that they enjoy our meals and look forward to what we have to offer. This is part of our program. All early care and education programs should be a part of CACFP. We wouldn't be where we are today without the CACFP program and the support of our local CACFP coordinator … It's moving kids toward a healthy lifestyle. We're looking forward to new guidelines and the technical assistance that comes along too."
Child Care Connections Lisa Curry, CACFP Coordinator Sponsoring Organization Sponsor of 55-60 Family Care Homes Bozeman, Montana
"We helped providers develop skills they can use. They loved it!"
The Montana Department of Public Health and Human Services has strong nutrition policies in place for CACFP. "The modifications have helped move providers away from highly processed foods," explains Lisa Curry, CACFP Coordinator. Improvements to the national requirements include reductions in the amount of juice allowable, elimination of foods like flavored milk, hot dogs, breaded meats and salted or flavored crackers. Curry states that she received very little resistance on enforcement of the state policies and this has allowed her to focus her time with the providers on nutrition education and initiatives to promote healthy eating. "A lot of it, as a CACFP sponsor, is developing a rapport with the providers so they listen to what you have to say," she insists.
One challenge for Child Care Connections (CCC) was to focus providers on training and technical assistance during compliance reviews without causing disruption to the children at the day care homes. They found the solution in AmeriCorps. For the last two years, CCC has hosted an AmeriCorps VISTA (Volunteers in Service to America) who helps conduct nutrition education for the organization. The VISTA accompanies Curry on the majority of her provider site visits and conducts nutrition activities with the children. "She allows me to occupy more of the providers' attention without creating chaos. She also models what you can do with kids to teach them about nutrition," Curry asserts.
Another nutrition education project for CCC is the recent publishing of a healthy cookbook consisting of over 100 recipes with information on food components for meal crediting and cost per serving. "The cookbook was created specifically for providers and parents, trying to illustrate that feeding kids whole foods can be affordable," emphasizes Curry. Cookbooks are given to all providers and also used at family nutrition events. "We've hosted family events at a variety of child care programs after hours. We cook a meal from the cookbook and host a small nutrition or cooking training with the parents and children," she reports.
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CCC is also working to give providers the skills required to create healthy meals. In 2010, Montana received a CACFP Wellness Grant from USDA to provide cook's trainings to CACFP providers. Curry recalls the state provided funding and considerable guidance to allow sponsoring organizations to host a cook's training for their providers. CCC used their $4,000 mini grant to hire a registered dietitian to conduct six cook's training sessions for nearly all the homes they sponsor. Curry received a lot of positive feedback from participants, who typically attend only lecture-based continuing education sessions. "[The trainings] helped [providers] develop skills they can use," she insists. "They loved it!"
A final key to success for the organization is to connect home providers to community programs and resources. One resource developed by Montana Team Nutrition is Pass the Peaches, a how-to video on implementation of family-style dining that helps providers overcome the fear of starting family-style dining in their homes. Curry also helps introduce home providers to a local co-op called Bountiful Baskets, where a network of volunteers work together to provide low-cost fresh fruits and vegetables to the community. Curry, a big proponent of gardening, has partnered with the Agriculture program at Montana State University to provide student volunteers to help build and plant gardens at CCC homes. "Gardening is one of the best things providers can do to get their children eating fruits and vegetables," she declares. "A garden can make the difference in kids actually eating vegetables."
Children's Learning Center Lynn Weber, Executive Director Child Care Center Enrollment of 23 on a daily basis (35 center-wide to accommodate part-time children) Camdenton, Missouri
"We know that we are doing something right."
Children's Learning Center (CLC) is a not-for-profit center, dedicated to providing early intervention, education and care services to children with and without special needs. In 2009, Children's Learning Center began to offer full-day services and their board of directors prioritized high-quality meals. CLC looked to the CACFP program for technical and financial support and applied for the Missouri Eat Smart Grant. "It was a no-brainer to apply for the grant to assist in funding for additional equipment that would allow us to store and serve more fresh fruits and vegetables and cook in healthier ways, such as indoor grills for meat and large steamers for vegetables," remembers Executive Director Lynn Weber.
By implementing the strong nutrition standards of the Missouri Eat Smart program from the start, CLC avoided some of the difficult implementation obstacles. "Because CLC was so proactive in serving fruits and vegetables, we didn't really have to change the quality, but we have increased the amount of fresh and/or frozen fruits and vegetables rather than canned," Weber explains. All bread and cereals are whole grain and contain 5 grams or less of sugar. CLC does not serve pre-fried meats or vegetables like chicken nuggets or potatoes. Oven-baked potatoes are offered only once per month, if that.
The success of family-style dining has also been a welcome surprise. "All components of the meals are served familystyle to children 2 years and older. This was a big change for CLC. But the children, those with developmental differences and not, have been able to serve themselves," she emphasizes.
Weber explains that it is more expensive for the center to serve healthy meals with a great variety of foods than the snacks they used to provide. To keep food costs under control, the food service director uses coupons and does a price match with local grocery store ads. She also purchases meat in bulk from a local butcher. The center adjusted tuition fees to compensate for the new meals provided, however, they have seen no parent complaints. "Parents were happy to pay more for high quality," she states. "CLC gets compliments from parents, grandparents and therapist all of the time," adds Weber.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
CLC works hard to engage parents on the changes they have made. "There is a Nutrition Buzz board in the Entry Hall that contains nutrition information and physical activity suggestions. At annual Parent Orientation, parents are educated on the meal program with discussion, handouts and information," explains Weber. They are even working with parents to replace the cupcake birthday celebration. "We've started an Eat Smart Birthday Celebration Program this year where parents can choose a themed Celebration Meal or Snack that meets meal guidelines that our Food Services Director prepares," highlights Weber.
Weber explains that it does take time for children to adapt to the new healthy meals. "The children who are not comfortable eating healthier when they start attending CLC take about 1-2 months to become accustomed to the foods and then eat as well as children who have been attending since infancy." Teachers and staff work to ease the transition, "If our staff eat at the table with the children, they eat the same food as the children and are always excited when there are extras for the staff."
Weber and her team are dedicated to moving forward and continuing to provide healthy, nutritious meals for all their students. "When you see children clean their plate of healthy items and ask for more! When children prefer a piece of fruit or carrots and hummus over a sweet item, we know that we are doing something right."
Resources: Texas Department of Agriculture. www.squaremeals.org for menu template
Community Action of Southeast Iowa
Cheryl Flaatten, Director, and Tamee DeCoursey, CACFP Home Monitor Sponsoring Organization
Sponsor of 50-70 Family Day Care Homes and Two Child Care Centers Main office – Burlington, Iowa (Centers in Mediapolis and New London and Homes in Mt. Pleasant, Fort Madison, Keokuk, Burlington and Wapello)
"When we are doing what we know is best for children, we are building a strong future."
At Community Action of Southeast Iowa, Director Cheryl Flaatten and CACFP home monitor Tamee DeCoursey provide extensive nutrition education and training for their over 50 family day care home providers. To meet the twohour annual state training requirement, Community Action of Southeast Iowa provides a variety of annual trainings, as well as three home reviews per year, for each day care home, which include a nutrition activity for providers and kids. Trainings focus on menu planning, healthy cooking techniques, introducing new foods, and strategies to control costs. In addition to DeCoursey's in-home activities, she hosts grocery store tours and cooking workshops.
Flaatten and DeCoursey closely monitor upcoming regulation changes to best prepare their providers. "If we hear something might be coming down the pike we get on it right away … We work on getting our providers ready, so the changes won't be a big deal," says Flaatten. When it looked like USDA regulations would begin to only allow nonfat or low-fat milk, DeCoursey hosted a blind milk taste test to help providers overcome their own fears of switching to low-fat milk.
For planned reviews, DeCoursey discusses the activity ahead of time with each provider to incorporate components of a reimbursable meal. Activities could include reading a book about vegetable soup, then making it with the children, or introducing children to new fruits and vegetables, like horned melons or mangos. One recent activity had providers making homemade whole wheat tortillas. The activities carry on after DeCoursey is gone as well. After the tortilla activity, one of her providers called her to tell her she used some leftover whole wheat flour in her cookie recipe. "She told me 'the kids like [the cookies], and the parents liked them too!' Sometimes we just have to get over the attitudes [against healthy eating], " stresses DeCoursey.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
DeCoursey goes to great lengths to make the activities fun and memorable. She has dressed up like a rabbit to encourage children to eat carrots and brought in baby chicks to teach kids about eggs. DeCoursey laughs when she remembers bringing a spaghetti squash to a cooking demonstration. While explaining how easy it is to cook right in the microwave, the squash exploded! "I told them, 'you know its done when its explodes!' and we all had a good laugh. I bring a lot of passion, and humor!" she says.
The providers can't say enough great things about DeCoursey and the Community Action trainings. Vicki Augustine, a family home provider, describes, "My CACFP Sponsor brings information and hands-on activities for the children throughout the year. This year we made bread!" Susan Rettig, another home provider, agrees, "I attend annual training by my CACFP Sponsor and participate in home reviews where I always learn new ideas to share with both the children and their parents."
One challenge for the organization is meeting the needs of a diverse group of CACFP providers. DeCoursey focuses on experiential learning through hands-on activities and provides lots of real-life examples. "I try to give as many visuals as possible. When I taught about MyPlate, I actually took the separated compartment plate. It has to be hands on," she emphasizes. Another successful strategy for Community Action of Southeast Iowa is to facilitate mentoring among providers. "We know who our strong ones are and they take the younger ones under their wings," says Flaatten.
Flaatten and DeCoursey appreciate all the CACFP program provides to allow them to be successful. "The CACFP strengthens the nation as a whole. When we are doing what we know is best for children we are building a strong future," says Flaatten. "CACFP teaches children how to fish. Children learn healthy habits that will last a lifetime. This builds a strong workforce, strong defense system, and creates self-sufficiency in our society," adds DeCoursey. She also reminds other sponsors never to give up. "You have to have fun at your job. Sometimes, when I do things, it doesn't always work out, sometimes a spaghetti squash blows up in the microwave. It is just as important to show them that your best ideas might flop, but you have to keep trying."
Georgetowne Home Preschool Debra Poole, Owner Family Home Day Care Enrollment of 24 – Two half-day sessions of 12 children each Ocala, Florida
"I know that nutrition is key."
When Debra Poole began the Georgetowne Home Preschool in 1995, she was more than 100 pounds overweight and didn't appreciate the value of a healthy lifestyle. However, she learned quickly the critical role between nutrition and learning. Now 18 years and nearly 400 students later, she is in the best shape of her life, feeling great, and sharing her wisdom of nutrition and health with the preschoolers under her care. "I've lost a lot of weight taking care of other people's kids," she declares. And even though she runs two separate half-day sessions, and isn't required to offer Florida's Child Care Food Program (CCFP), she does it anyway. "We choose to because without nutrition they won't be able to learn. I know that nutrition is key," she affirms.
"When they start with me, they might be Kool-Aid drinkers, on a pacifier, or still using a sippy cup … but you know they are a little piece of clay and you are able to make a difference," emphasizes Poole. Exposing four-year-olds to a brand-new way of eating isn't always easy, but Poole is dedicated to teaching children how the foods they eat impact their bodies and the way they feel. Poole encourages children to try new fruits and vegetables by incorporating them into daily lessons. "We eat our colors every day. We light up our brain. We [use fruits and vegetables] to talk about shapes, colors and textures," she says.
Family-style dining and positive reinforcement are also integral to Poole's success. Poole believes family-style dining teaches responsibility and gives her the opportunity to introduce foods at the right pace for each child. Poole starts small with unfamiliar items, asking children to take as little as one lima bean or one blueberry, if necessary. "I encourage them, and I talk positive. If they don't try it, then I encourage them the next day." According to Poole, something as simple as a sticker can be the key to getting kids to try – and eventually like new foods. Above all else, the most important piece for Poole is trust. "Once they bond with you, you can take them a long way."
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To keep her costs manageable, Poole shops around and compares prices. She keeps a lookout for buy-one-get-onefree deals at the local supermarket and frequently shops at fruit and vegetable stands for produce. Poole also stretches her food dollar through buying in quantity and doing much of the prep herself. "I buy whole chickens. I can do a lot with a chicken. We might have baked chicken one day, then use what's remaining to make chicken soup."
Poole is quick to credit her sponsor, Beverly Wilks of Infant and Child Nutrition, Inc., for providing the guidance and resources she needs to do her job well. "She is a teamplayer, in training and being supportive," she stresses. Wilks and Poole share a passion for nutrition and health, and Wilks works to instill that passion in the 70 day care home providers she sponsors. "I take a little extra time every time I go to a provider's home just talking and telling them about any new food program news or anything I have learned about healthy eating. Although the paperwork is extremely important in running the program, I really try to focus as much as I can on nutrition," declares Wilks.
Georgetowne Home Preschool is also providing healthy meals, in part, due to strong nutrition standards set by the Florida Department of Health. For the last 10 years, the state agency has been working gradually to improve the healthfulness of meals provided through CCFP. "In 2002, we implemented a policy that limited ready-to-eat cereals to 10 grams of sugar or less … [since then] we limited juice to once per day and we require at least two servings of whole fruits and/or vegetables at breakfast and snack each week," explains Brenda Crosby, public health nutrition administrator for the Florida Department of Health. "We're proud of it, because we started this back when it wasn't the in thing to do," she insists.
Beverly Wilks appreciates the work of the Florida Department of Health. "I'm very proud of our state for taking the initiative to support healthy eating," she stresses. She also relies on the resources the state develops. "We have a very helpful state agency that sends us many resources to give to our providers. A Dozen Ways to Be Healthy is a 12-month curriculum in nutrition. It is a great resource for day care homes, and a new Lub Dub book about a healthy heart was actually written by state agency staff."
From the state to the sponsor to the provider to the child, it takes a team effort to instill healthy habits that will last a lifetime. Poole and the team around her are committed to making that difference for children, day in and day out. "When you look at a healthy child, they have a twinkle in their eye. That's what makes me wake up in the morning."
JoAnn's Helping Hands JoAnn Clarke Group Day Care Home Enrollment of 14 Sterling Heights, Michigan
"We are setting up our children for a lifetime of healthy eating."
When she started JoAnn's Helping Hands (JHH) 14 years ago, JoAnn Clarke knew nutrition would be one of her priorities. "One of the things I wanted to focus on was to nourish the children from the inside out," she recalls.
Clarke's mom taught her to serve delicious, home-cooked meals for her family that are not only healthy, but budgetfriendly too. Her steamer, pressure cooker and Crock-Pot ® are best friends in her kitchen, and buying in bulk is critical to her success. Clarke buys large quantities of meats from the butcher, and fruits and vegetables in season from the fruit and farmers markets. She does the majority of peeling, chopping and cooking herself. She even purchases a grass-fed cow and pig with her sister once a year to supply the day care with hormone-free, farm-fed beef and pork all year long.
To make time for all the scratch cooking, Clarke prepares dinner for her own family, then serves her day care children the same meal for lunch the following day. The families she serves depend on the healthy, balanced meals their children receive daily. "At pick-up time, parents always comment on how good it smells when they walk into my home. For the last couple years, I have joked about starting a program where parents could pre-order dinner to-go at the same time they come in to get their children … who knows – that may be a new business venture one day!" It is not unusual for parents trying to recreate their child's favorites to call on weekends, evenings and even from the grocery store asking for recipes.
Clarke serves whole grains almost exclusively – wheat bread, whole wheat pasta and oatmeal to name a few. "It was not a huge transition for me. I have never served white bread to my own or my day care children. We eat multigrain or wheat," she insists. Clarke makes her own bread crumbs to bread homemade chicken tenders, tilapia and flounder or to use in made-from-scratch meatballs and meatloaf. She even uses bulgur and quinoa in some of her recipes.
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Fresh fruits and vegetables are menu staples. "In-season vegetables taste so much better and they are cheaper," she explains. She offers lots of preparation methods, colors, shapes and textures to make fruits and vegetables more appealing. After her first experience with sweet potato fries at a local restaurant, Clarke whipped up her own version baked with a little paprika and a touch of maple syrup. They were a hit. She adds veggies into meals whenever possible, including homemade soups, which she prepares and serves all year long. Her group loves steamed veggies, especially broccoli, cauliflower and carrots. They get involved in the process by helping stock her steamer with fresh vegetables. "The children love to watch me fill the different tiers. Maybe they eat more of it because they are helping me make them." Clarke works hard to keep food fun and exciting. "We cut the fruits in lots of different ways when serving," she explains. Pineapple, for example, might be served in a ring, or a wedge, or even mixed into a yogurt smoothie.
Clarke credits family-style dining to some of her success. "All day long we talk about how we are a family. At mealtimes, we sit around the table and we talk just like a family would at dinnertime. They call each other day care brothers and sisters." Children are encouraged to try everything and consume at least a "no thank you bite." Of course, this rarely happens at JHH, she has a house full of good eaters. "The power of peers is huge in this setting," she says.
Clarke works hard each day to create a positive triangle between the parent, child and caregiver. Providing good, healthy food is one of the essential ways she provides quality care. "I often tell other providers … you don't have to be a gourmet cook to put a good cut of meat in a pot of water with fresh vegetables and seasoning. You don't have to be behind a stove all day to make great, flavorful meals. Make the time to look up recipes. Take the time to sit down and balance your meals. We are setting up our children for a life of healthy eating."
Kids Depot Child Care Nancy Karn, Administrator Stephanie Thompson, Director Child Care Center Enrollment of 45 Madison, Wisconsin
"Parents are looking for this!"
Changes for Kids Depot Child Care began when one of their parents, a nutritionist at the University of Wisconsin, came forward with a few "polite suggestions." Nancy Karn, administrator of Kids Depot, recalls, "She came to us with some ideas of ways to incorporate wellness into the school, and they seemed like things we could implement." The parent also introduced them to the Wisconsin Department of Public Instruction's (DPI) Active Early initiative. They applied for a grant and received $7,500 to begin to incorporate 120 minutes per day of physical activity for kids 2 and up. Policy changes were required as part of the program, as well as a review of daily menus. Following the initial grant, Kids Depot was invited by the Wisconsin DPI to participate in a wellness grant to implement the Healthy Bites program, where they did a more intense revamp of their nutrition policies and practices.
Previously, menus included items like chicken nuggets and corn dogs; now they feature casseroles and other made-fromscratch recipes. A fish or seafood entrée is offered once per week consisting of items like tuna and haddock. They have also drastically reduced the amount of pre-fried potatoes. "French fries are now only served once per month," explains Stephanie Thompson, Kid's Depot director.
Karn and Thompson agree, gradual implementation is the way to go. "We will eliminate and replace things slowly," says Karn. "And we don't give up," adds Thompson. They serve new menu items three times before making a decision to permanently add the item to the cycle menu. Taste Test Tuesdays provide additional opportunities to expose kids to new fruits and vegetables and try out new recipes.
Teacher buy-in is another key to their success. Karn and Thompson encourage their teachers to model healthy eating and try new foods while eating with the children. Teachers sit in on all nutrition trainings and receive nutrition education. They are encouraged to participate in any new initiatives. "The teachers are the best route to getting them to try it and like it", reports Karn. "We feel very lucky to have the staff we have. They are so on board and understand the reasoning behind these changes."
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The center recently installed raised garden beds and fruit trees. Crops like green beans provide enough for about three meals, and cherry tomatoes and cucumbers are added to meals all summer. Each classroom is in charge of getting the gardens ready, by planting, weeding and harvesting. "Children are so excited when they get to pick a bean or a tomato," asserts Karn.
One challenge for the pair was identifying whole grains and finding options that were affordable. After pulling some tips from the Healthy Bites resource to learn label reading, purchasing techniques and identification of whole grains, they are on the right track. "Now everything is whole grain – waffles, pancakes, bagels, buns," reports Thompson. "The kids don't even acknowledge the difference," she adds.
Another challenge, constantly balancing costs and searching for the best prices. Thompson explains, "Food costs have really gone up, though not necessarily the cost of healthy foods. Fresh oranges and bananas are usually more cost effective than canned fruits for us. And it is cheaper for us to serve a taco salad than corn dogs. Processed foods can be a lot more than scratch items." Scratch cooking drastically reduces costs for the center, as does making their own homemade baby food. "The parents certainly appreciate it and we save money doing it ourselves." Thompson scours the community to find the best milk prices, too. If the best price in town is at the local gas station that is where they are stocking up for the week.
The toughest hurdle so far – implementation of a "no food from home" policy about three years ago. "Birthday treats, the cakes and cookies from home, were really a disservice to the kids," tells Karn. "We do so many fun things for their birthdays already," she adds. Now parents bring in stickers and other non-food items to celebrate. Karn and Thompson work hard to involve parents through a monthly newsletter, parent surveys and lots of communication. Parent feedback has been extremely positive. Thompson explains, "We hear a lot from prospective families, it helps marketing-wise too. Parents are looking for this!"
Resources: Healthy Bites, Active Early, SPARK, Color Me Healthy, Active Early: http://www.dhs.wisconsin.gov/ publications/P0/P00280.pdf
Neighborhood House Association Kristine Smith, MS, RD, Director of Nutrition Services Child Care Center (Head Start) Enrollment of 2,000 children across 26 sites San Diego, California
"I thought we could do better."
When Kristine Smith started as director of nutrition services for the Neighborhood House Association (NHA) six years ago, there wasn't a lot of cooking going on. "We were always meeting the USDA's Child and Adult Care Food Program (CACFP) regulations, but we were opening can after can of fruits and vegetables. I thought we could do better," she recalls. She took a year to assess the functionality of the kitchen and realized, "We were missing a chef! Why not bring a restaurant flair to institutional cooking?"
So they hired a chef and completed a major overhaul of the program. "We changed where things were placed [in the kitchen], how our carts are set up, and ordering. Everything changed. The new meals are completely from scratch – even the menu looks different!" Smith declares. Smith is quick to give credit to the chefs who have worked in the program since the overhaul. "The creative recipes and names come from the chef. We tweak the menu every month depending on our Harvest of the Month, and he develops four new recipes each time. All of that creativity is totally him." And while hiring a chef was definitely the right decision for NHA, Smith warns that you have to find the right person for the job. "They can't make changes on the fly like you can in a restaurant. The chef has to be respectful of the regulations and requirements. It's really important to communicate early on that while creativity is highly encouraged within the USDA's guidelines, the chef also plays a big role in a successful CACFP review."
Now menus feature items like herbed cottage cheese, lemon dill hummus, Caribbean black bean soup and herbed panko cod. Smith lights up when she talks about their "signature snack," roasted sweet potato mixed with organic yogurt. Smith works with a local bakery to provide fresh muffins and other bread products. "We went back and forth about 10 times until they got the right size and the right ingredients," she recounts. "The bakery found the product we created together was better and are now producing it in their store front. This is another way our menu is extending into the community."
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NHA is a great example of the power of training. Even with sweeping changes to the kitchen, production and recipes, Smith and her chef have been able to coach their staff up to the new system. "Most of my staff are still here … we have very little turnover," notes Smith. "We have the same people that did the old meal service before. They were doing their best before, and they are doing their best now."
In addition to her hard-working staff, Smith credits the supportive leadership team at NHA. "This overhaul was a major change at NHA that resulted in the conception of numerous other health-related initiatives in the agency. Without the resilient support from the upper chain of command, our successful improvement of child nutrition may not have happened."
Smith and her chef have also come up with a number of approaches to control costs. One strategy is a five-week menu cycle that uses low cost ingredients like chicken and beans. Close monitoring of food production and waste reduces cost for the program. "We used to toss out the end of the zucchini, but realized, if you roast it its fine. We have really reduced food waste, which saves," Smith notes. "We are meticulous to analyze food production. Where we are sending too many meals, where we need to send more. There isn't even software that could take the place of these massive excel spreadsheets."
Smith admits their approach to the meal program is not the easiest, but she is satisfied with the high-quality healthy product she gives to children in her program each day. When asked about her proudest moments, she will give two – national recognition from Let's Move! Child Care and the parent who calls to get the recipe to recreate their child's favorite NHA recipe at home.
Richfield Child Development Center Kelley Huff, Director/Owner Child Care Center Enrollment of 163 Richfield, North Carolina
"The transformation has been amazing!"
"I came into this business not knowing what worked best," declares Kelley Huff, owner and director of the Richfield Child Development Center. Huff started a small child care center after the birth of her fourth child, armed only with parenting experience and a love of children. Little did she know what was in store for her in the next 17 years. "I eat, drink and sleep these babies here. They mean the world to me," she says.
In 2011, Huff attended a workshop on preschool gardens at a CACFP conference. Huff, who grew up on a farm, knew her way around a garden, but proclaims, "I do not have a green thumb!" She was so impressed by the workshop, she set out to start a small garden for her center. "I found some planters on clearance at Lowe's, parents donated some supplies, and we used old mulch from the playground as soil," she recalls. It was a low-budget operation, but a successful one. "I think it was the children's tender loving care that made it turn out so well!" Huff asserts. Children were going home excited about fruits and vegetables, and parents were eagerly awaiting Huff's daily Facebook picture posts of the children tending the garden. "It's the most amazing thing we've ever done!"
Piggybacking on all this excitement about nutrition, Huff received a grant to attend a state culinary training out of Charlotte, North Carolina. After coming home from the training, she gutted her menu. Old menus featured frozen French fries, hot dogs, white loaf bread, 70% lean hamburger meat and Kool-Aid ® . Now you will find chicken vegetable potpie with a whole wheat crust, Brussels sprouts, butternut squash, whole wheat muffins and 100% juice (served three or fewer times per week). "We have no processed meats, we do 90% lean ground beef, nothing is fried, nothing is frozen … and no hot dogs! My menu looks completely different than it did 12-18 months ago," she exclaims.
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To keep costs under control, Huff shops at three different stores and buys in bulk. When a new Wal-Mart opened up in town, Huff went to the local Food Lion manager to renegotiate a new price on milk. Huff also saves by cooking from scratch, including homemade biscuits and homemade muffins with whole wheat flour added in.
Buy-in from her teachers has been key. "The teachers join in and eat with them to show them you can eat it." She also considers regular communication with parents via a dry erase board at the pick-up location and through her Facebook page to be critical. Another positive change is an arrangement with the local Pfeiffer University to provide 6- to 8-week swim lessons for her four-year-olds. "My center has changed completely in the past 18 months. We have a garden, PE classes, the menus have improved, and we have formed a partnership with Pfeiffer University (athletic department). The transformation has been amazing!" exclaims Huff. "I have the best job in the whole wide world, I hope these children know how much I love them. It isn't a job, it is a mission."
Salt Lake Community Action Program
Jennifer Godfrey, Health Manager
Child Care Center (Head Start)
Enrollment of 2,000
Salt Lake City, Utah
"This is one of the most rewarding things we have ever started."
About five years ago, a food-service contractor provided meals for the Salt Lake Community Action Program (CAP) Head Start. Breakfast and lunch arrived packaged in TV dinner trays and was warmed and served onsite. New to the Health Manager position at the time, Jennifer Godfrey remembers Head Start Director Erin Trenbeath-Murray asking her out to lunch. Trenbeath-Murray sat her down and pulled out two of the meal trays, then told her if they could both eat the meal for lunch they wouldn't change a thing. "We couldn't do it," recalls Godfrey. "Both of us have young children. We knew we wouldn't feed it to our kids." Together, they made the decision then and there to revamp the meal program.
Trenbeath-Murray and Godfrey envisioned a change to made-from-scratch meals using fresh organic ingredients with a strong emphasis on nutrient-dense foods and beverages, such as vegetables, fruits, whole grains, low-fat milk products and lean meats. After getting quotes from several different food service contractors, none could provide the type of meals they wanted at the CACFP price point. "If we can't find anyone, what's the risk of taking this on ourselves?" they thought. They decided to bring in all their Head Start managers to discuss their vision. "We wanted to gauge how everyone felt because [starting an in-house meal program] would pull dollars from other places," explains Godfrey. By the end of the meeting, "everyone was on board and passionate about the project," she insists.
The first step was to find a chef who could make nutritious, home-cooked meals within the budgetary constraints of the CACFP program, all while managing the construction of a new kitchen facility. They found their answer in Brian Ralph, a chef with an impressive resumé as former food service manager for the 2002 Winter Olympic Village, Louisiana State University and the University of Colorado.
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After a failed attempt to use the kitchen at a local housing project, they began to work out of the kitchen of a Greek Orthodox Church. The pilot test was to provide meals for 300 children at their largest center. Godfrey remembers, "We had a nutritionist to review our menus, CACFP [State Agency] was aware and provided help, even the fire marshal worked with us. We did our first run and [meal trays] were coming back empty. It went off without a hitch!" Godfrey was touched by the response of the children. "Kids didn't know what some of the foods were – fresh strawberries. Things that are so simple, that I take for granted. That was something I wasn't prepared for."
With things running smoothly it was time for phase two, construction of a new facility. Salt Lake CAP came up with a business plan and started a $1 million capital campaign. "We had it planned out down to the penny," Godfrey affirms. They reached out to local restaurants to buy used equipment, repainted used Penske U-Haul trucks, and worked with contractors who provided in-kind services. The community came together to make this a possibility.
Construction now complete, meal counts grew quickly. "We went from 300 meals to 750 to 1,200 – all in three months! We kept waiting for the day it would fall apart, but it didn't, it was seamless. We just kept moving forward. It was almost like it was a natural fit, " recounts Godfrey. About 9 months in, the team had a good grasp on the system and it was working well. Teachers were working with students in the classroom to introduce new foods. Parents were clamoring to get their children the new meals. The Board was ecstatic with the program success. The only problem, they were nearly $200,000 in the hole, with funding coming out of the federal Head Start grant and they weren't sure how to keep Ralph and his team employed year-round. They started looking for cost-saving ideas and strategies, outside of the CACFP program, to generate revenue using the new facility.
They began by forming a buying co-op with local school districts to bring down food costs. Within the meal program, they implemented strategies like incorporating weekly vegetarian dishes, such as red beans and rice. Another strategy, serving soup on Mondays which saves labor hours with prep done the Friday before and allows kitchen staff to use up leftovers from the previous week. Now, average meal food cost is down around $1.10 per meal.
The next step was to identify new sources of revenue. The first summer, they worked with their CACFP state agency to start a summer dinner program at three sites. The dinner program paid kitchen staff salaries for the summer. The following summer they doubled meal production and doubled revenue. Then, they began outsourcing meals to other child care programs along their delivery route. By using the same menu, they were able to increase production and maximize economies of scale, all without additional overhead. "Slowly things started to shift from us being in the hole, to us breaking even, and then starting to generate revenue," says Godfrey.
Today, meals are made from scratch with fresh local and organic ingredients. Seasonal menus feature culturally and ethnically diverse options that help broaden children's food experiences. On the menu, you may find options like Zambian beef, salmon linguine, pumpkin soup, Brussels sprouts sautéed in apple juice, or potato medley with white, purple and red potatoes. All grains are whole grain. Milk is only low fat and unflavored and no juice is served.
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The program supports operational costs, provides highquality meals, and pays above-market salaries to kitchen staff. "We have had zero turnover. In four years, I've never had someone leave," says Ralph. "We made these guys be proud of what they do," he adds.
The entire team at Salt Lake CAP is proud of what they have accomplished. "Our kids are eating better, people are getting paid better and we aren't losing money!" asserts Ralph. Godfrey agrees, "Four years ago, I would have never imagined that we would do what we're doing. I never would have imagined how many people we have touched. This is one of the most rewarding things we have every started." One added bonus, the kitchen now functions as the site for a parent job-training program. This project is not only improving the health and well-being of children through nutrition, it is now breaking the cycle of poverty by giving their parents the skills necessary to provide for their families.
Salvation Army Early Learning Center Kathy Gill, Director of Children's Services Child Care Center Enrollment of 90 in full-day child care and 50 in after-school care Wilmington, Delaware
"We needed to do our part."
The Salvation Army Center decided it was time to make a change when they started experiencing childhood obesity firsthand at their center. Director Kathy Gill explains, "Through the years (I have been here 38 years), there has been a change in the number we have of overweight children. We took part in the Nemours Child Care Learning Collaborative and the information we received was scary to see the incline of overweight children. We needed to do our part."
The first changes came by switching to whole grains. "All our bread, crackers and rolls are whole grain. We serve brown rice and pasta. We limit the sugar intake by reading labels before purchasing items," she reports. They are also serving many more fresh fruits and vegetables. Every Wednesday they have added a fourth fruit or vegetable serving to the menu to expose children to new and unfamiliar foods. "We make it something new for the children to try (ex: beets, eggplant, okra, kiwi)," asserts Gill. In place of chicken nuggets and fish sticks, you will find chicken breast slices or baked fish. Cookies and sweet snacks have been eliminated and the only beverages you will find are water and milk – low fat for children older than two. "No juice is served!" declares Gill enthusiastically.
Gill believes their success may not have been possible without technical assistance and support from Let's Move Child Care. "We do have to credit the Nemours year-long project for helping us learn more about healthy eating and exercise. We all had homework and readings to do. New activities were shared with us along with musical CDs the children love to move to. Learning about food is not just a topic for one unit but an ongoing process." The partnership has allowed the center to begin initiatives outside of meals as well. "I am really proud of a new project we did in the fall and plan to continue this spring, and that is our gardening project. With support and a financial incentive we received from Nemours, we had two raised beds built in our play yard and the preschool class planted kale, spinach, turnips and lettuce," Gill reports. "The children did the planting and the watering and they tried new vegetables. The parents would go outside to check on the garden with their child. This has been a rewarding experience," she adds.
Most unexpectedly to the staff, the changes have been accepted well by the children. "The immediate response from adults was that the children would not eat the brown bread, rice, pasta, and where was the juice. Surprisingly the children eat great!" Gill recalls. The new meals have exceeded parent expectations as well. "We had an event where the parents came for breakfast and we served them what the children ate and they were surprised how good it was," she recalls.
Even though meal improvements come with a slightly higher price tag, Gill and her staff are committed to keeping the changes. "These changes have been more costly to our budget, but changes we felt are important since the children receive two-thirds of their daily nutrition while with us," she insists. Gill has made room in her existing budget to accommodate the higher costs, but works diligently with vendors and buys in-season produce to save money. "Our sales rep is good about knowing what items we will serve and gives us ideas of other items that fit our meal patterns. We will change the fruits we buy if the season is high and purchase the more reasonable product."
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The children are eating more healthy meals and parents are excited about the changes. "We feel our greatest accomplishment is just getting the children to eat the healthy food and sometimes even ask for more vegetables," emphasizes Gill. Even her staff, skeptical at first, has come around. "I am also proud of my staff for their commitment in learning not only about healthy eating but exercise and outdoor games to use in their classrooms." This is just the beginning for the Salvation Army Learning Center.
St. John's Lutheran Early Learning Center Kelly Ann Reilly, Director Child Care Center Enrollment of 96 Dover, Delaware
"We are making a difference in children's lives."
St. John's Lutheran Early Learning Center was inspired to make changes to improve child health and wellness after becoming involved with the Nemours Child Care Learning Collaborative. "We previously had parents pack lunches for the children and it became difficult to constantly monitor the lunches that were provided. We were noticing that the lunches were unbalanced and unhealthy and we really wanted to do our part to instill healthy habits while the children were young," recalls Kelly Ann Reilly, director of the center. They began participating in CACFP in September 2012 and couldn't be happier. Reilly explains, "We have been so pleased with our decision to participate in CACFP. The benefits for children are endless. Not only are they eating healthier meals, but they are learning about what foods are healthy and that is knowledge that they can carry with them throughout their lives."
The state agency staff at the Delaware Department of Education helped St. John's get off to a great start. "Our preapproval meeting with the representative from the CACFP was wonderful. She walked us through how it would work for us and what to expect. Since she was previously a center director, she had firsthand experience and insight to share." State resources made all the difference. "The CACFP toolkits that were provided are so helpful! The recipes and sample menus really helped us with our planning. We are also a huge fan of the CACFP Meal Pattern Chart, we use it every day!"
CACFP participants in Delaware are required to follow strong state standards including required servings of whole grains, cereals with less than 6 grams of sugar per serving, lots of fruits and vegetables and no high-fat fried or pre-fried meats, fruits or vegetables. Reilly and her team have taken the standards in stride. "When we began with CACFP, we changed all breads and cereals to whole grain," she says. "The children are now receiving a fruit or vegetable each morning for breakfast and two different fruits/vegetables with their lunch. For many of the children, they are having great experiences with trying new things."
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
The response has been overwhelmingly positive. "The children have loved the new foods that are being offered!" she says. Parents are even shocked to see what their children are now eating as a result of the new meal program. "Although some of the parents were a little nervous about the program in the beginning, they have really grown to love it! They were always enthused about not having to pack a lunch, but were concerned about whether their child would eat the different foods that were prepared … they have been pleasantly surprised!"
Reilly insists the program has not been cost prohibitive. "CACFP has tremendously helped our budget. We previously provided a morning and afternoon snack for the children without any reimbursement. As a result of adding the food program, we are now able to serve morning breakfast, lunch and afternoon snack while being reimbursed for all food costs, all supplies needed for food service (paper products, etc.) as well as offsetting payroll for some employees directly responsible for Food Program duties." They continue to be able to support the program within the reimbursement without adding additional funds.
This is not to say there have not been challenges. Starting an in-house meal program has its share of trials and tribulations. Reilly and her team experienced difficulty determining what kids would eat and how much. "Our greatest challenge was figuring out the shopping. Since we previously did not cook any meals, it was a big adjustment in the beginning to figure how much of each item to purchase and how much to cook."
Excitement about the new meals has turned into healthy initiatives for the center, like a Family Recipe Exchange. Other ways Reilly engages parents are through family orientations and an updated food policy in the Parent Handbook.
Most of all, the St. John's team is happy to be instilling lifelong healthy habits into their children. The greatest joy for Reilly comes from, "watching the children get excited about eating healthy foods and knowing that we are making a difference in their lives."
Youth and Family Outreach Camelia Babson, Program Director Angela Nelson, DTR, Chef Child Care Center Enrollment of 60 Portland, Maine
"I really want to tell our story, because it can be done. Our program is proof of that!"
About five years ago, Youth and Family Outreach (YFO) started to become interested in changing the nutrition quality of their program. They started slowly by making the commitment to move to only whole grains. Then they switched to high gear, when they had an opportunity to conduct a search for a new chef. "I looked for someone interested in whole foods and scratch baking," tells Camelia Babson, program director. "I wanted to find someone with that experience to develop recipes and do production reports, someone who knew how to work with vendors and seek out people to work with that have similar ideals about sound nutrition. Another reason for doing this was support to local farmers and businesses."
They found a chef and started working with Let's Go 5-2-1-0, a childhood obesity prevention program in Maine, to begin implementing changes like eliminating juice from menus and adding more scratch cooking and more local fresh meats and produce. This past August, YFO welcomed Angela Nelson, DTR. Nelson is a dietetic technician, registered, with restaurant and baking experience and a degree in horticulture. Nelson has gone to great lengths to develop relationships with local vendors and local farmers. During the growing season, they purchase over 85% of their food locally. Bomb Diggity Bakery in Portland, Maine, provides all their breads and granola bars, at lower prices than national wholesale brands. Oakhurst Dairy provides Maine-fresh hormone- and antibiotic-free milk. Local farms provide a huge variety of fresh meats, eggs, and seasonal fruits and vegetables.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
YFO saves money by serving meat only once per week. Nelson is a vegetarian herself and very skilled at preparing meals to provide complete proteins that meet CACFP standards. Meatless meals include delicious dishes such as roasted chickpeas with turmeric potatoes, Costa Rican beans and rice, pesto pasta with black bean tempeh, and enchilada lasagna with local beans, cheese and spinach. You will never find a tater tot or chicken nuggets either – only home-cooked potatoes and an occasional chicken breast with cornflake breading. They even serve kale chips, a center favorite.
One strategy to fund meal improvements is through fundraisers. Last year, YFO raised $4,500 through their Trot for Tots 5K Run/Walk. A new, exciting endeavor is a cookbook of center and family-submitted recipes. According to the YFO website, "After receiving so much interest in our nutrition program, we have decided to showcase some of it in a cookbook which is also a fund-raiser for the program."
Babson touts the importance of family-style dining, which has been in place at YFO for the last 10 years. Children serve their own meals and pour their drinks, even the children in the under 3s room serve their own bread. "Its such a great way to teach portion sizes. We say its practice for Kindergarten," she adds. They also work to incorporate nutrition into the curriculum. "We feel it is important for the children to learn about where their food comes from and how it arrives at their table. To assist with this, we have put in four raised garden beds and the children have planted seedlings. Each classroom has a day to care for the garden during the week," Babson explains. Babson describes her greatest success as "the change I see in the children!"
All this scratch cooking, local purchasing and nutrition education is an amazing feat considering their tiny kitchen and small administrative staff of Babson, Nelson and one administrative assistant. Nelson does most of the cooking to feed 50 children daily on two induction burners and some electric skillets and griddles. Even in the face of challenges, Babson and her staff are dedicated to feed children nutritious meals and teach them where food comes from. "I really want to tell our story, because it can be done. Our program is proof of that!"
Resources: Let's Go 5-2-1-0 for child care, United Way toolkit for preschool teachers. Cooking matters recipes.
YMCA Mt. Hope Child Care Center Carol Jo Mahoney Child Care Center Enrollment of 100 Providence, Rhode Island
"It's just not that hard."
After struggling for years with her weight and poor eating habits, Carol Jo Mahoney turned things around in her own life and started making healthy choices. Now, she is eating right and staying physically active. "I believe in it for kids, and when raising my own kids. Especially being a part of an organization like the Y. You have to walk the walk. We have to be an example!"
In 2011, YMCA of the USA committed to establishing minimums for physical activity, maximums for screen time, and setting healthy food and beverages standards for the 700,000 children in its early childhood and after-school programs. Mahoney, who works at the national level to train other early childhood providers on the standard, says, "I have trained about 70 people across the country … there are always roadblocks and reasons why they can't. The thing is, if you really want to do it you can. There is no reason students can't be receiving healthy meals."
At the YMCA Mt. Hope Child Care Center, Mahoney ensures all meals meet the Y standards. "Our center actually meets all the standards," she explains. "I write my own menu and send it to the catering company. I will send menus that meet the Y requirements," she adds. Each meal contains a variety of fresh fruits and vegetables. All vegetables are steamed. "We don't serve fried foods of any kind," Mahoney describes.
Mahoney also strongly believes in family-style dining. "People say it's too difficult and takes up too much time," she notes. "We definitely save time because we are not serving up 20 trays of food [to each classroom]. It's much quicker. Everything is dished up in the kitchen in table-sized servings and delivered to the classrooms." Children are asked to take a minimum amount of each item, to ensure reimbursable meal criteria is met. Mahoney usually doesn't have much of a problem getting children to eat. "This is one place peer pressure is awesome!" she adds.
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© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
A recent addition was the installation of a water source in each classroom to provide free, clean drinking water for the kids. At Mt. Hope, very little juice is served, so water is the drink of choice. Some careful negotiation with Brown University provided the funding for the new sinks and faucets in return for some reserved spots in the infant and toddler rooms for Brown faculty, staff and student families. Mahoney is enthusiastic about the renovations, "With self access to the sinks, they drink much more water."
Mahoney also gets excited when she talks about their nutrition education curriculum, Food and Fun After School. Food and Fun After School is a curriculum developed by the Harvard School of Public Health Prevention Center on Nutrition and Physical Activity to help children develop healthy habits. The curriculum provides activities to teach children about nutrition in a fun and active way. Mahoney loves that families are incorporated as well, through handouts, emails and customizable newsletters to send home. "The family education piece is just as important as getting the food out to the kids. One of our goals is to educate families to make healthier choices at home, so we try to provide that for them," Mahoney says. Every month they choose a different healthy theme for the center bulletin board. Mahoney believes this is a great way to expose parents to healthy messaging without lecturing. She is also constantly working to encourage her staff to model the healthy behaviors as well.
Mahoney urges providers to take a gradual approach to success. "Don't make it so overbearing that it's overwhelming," she warns. "Do it in baby steps and be good at it." She also believes early child care providers should be held to a high standard. "We have to press forward, this is why we are doing it, for the physical health of these children. This is what we have to do."
YWCA of Asheville Tami Ruckman, Director of Development Child Care Center Enrollment of 75 in full-day child care, 125 in after-school care, and 150 in drop-in care Asheville, North Carolina
"We've decided we are going to stick with it, because it's the right thing."
Picture delicious dishes like carrot cake oatmeal, chickpea stew with coconut curry, or cranberry and vanilla brown rice pudding. Gourmet meals such as these could only be found at a five-star restaurant and … the CACFP-sponsored meal program at the YWCA of Asheville.
Across the country, the YWCA provides early childhood programs serving over 200,000 children annually. According to Tami Ruckman, director of development, the YWCA of Asheville is dedicated to bridging the health gap for minority women. They offer low-income families access to their gym and pool facilities and even personal training, year-round. With such a robust physical activity program in place, their next step was to begin work to improve nutrition for the families they serve. "We decided we wanted them to eat healthier," she recounts.
Ruckman consulted with the nearby Mountain Area Child and Family Center (MACFC), to implement their Rainbow in My Tummy ® obesity prevention program. "They have developed a curriculum with a consulting process. They came in and taught us how to do away with the cans and boxes. It's a complete local produce, local food, healthy eating program for kids," she describes.
Implementation of Rainbow in My Tummy ® required an overhaul of the existing meal program. MACFC brought in a team to walk through the kitchen and conduct an assessment of equipment and training needs. The YWCA received grant funding to help purchase new equipment, like a muchneeded cooler. "We didn't have a place to store produce, we only had freezers," declares Ruckman. MACFC provided staff training and resources such as menus and recipes.
© 2013. The Nemours Foundation. Nemours is a registered trademark of the Nemours Foundation. 00876
Labor hours were the biggest initial challenge. "The time was the hardest part. It takes a whole lot more time to cut up a bunch of carrots than to open a can," warns Ruckman. "Our biggest investment was to go from two staff positions to four," she recalls. After realizing present staffing levels were inadequate, they made room in their budget for two new part-time kitchen staff and converted an existing position to full-time to manage the kitchen and CACFP administrative requirements. Although the cost of the program is challenging to sustain, food costs have been manageable through creative sourcing like trips to the farmers market once or twice per week. And buy-in from students and parents was a breeze. "Parents love it, they just love it. They love that we're thinking that way," stresses Ruckman.
The change is stark. Meals like corn dogs and French fries have been replaced by spinach lasagna with spring mix salad. At breakfast, instead of biscuits with gravy, children will find homemade whole wheat banana muffins. And in the after-school program, a snack that was goldfish and juice has become tropical fruit salad with yogurt and coconut served with water.
Support from the MACFC and the commitment from the YWCA of Asheville has made all the difference. The Rainbow in My Tummy ® program provided the framework to make this all possible and Ruckman is quick to give them credit for the success at YWCA. In a county where 16% of low-income 2- to 4-year-old children are obese, Ruckman explains that the obesity rate at MACFC is less than 1%.
However, without the support of the entire organization at the YWCA, change would not have been possible. "It was a struggle at first, but it's still an ongoing thing. We are certainly committed to it, end of story, the agency committed to it. We've decided we are going to stick with it, because it's the right thing." | <urn:uuid:01a4aa2d-1b9c-431f-9a52-adbe5f52449d> | CC-MAIN-2017-13 | https://www.nemours.org/content/dam/nemours/wwwv2/filebox/about/00876_food-care-program.pdf | 2017-03-23T16:24:45Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00317-ip-10-233-31-227.ec2.internal.warc.gz | 972,233,216 | 17,169 | eng_Latn | eng_Latn | 0.998591 | eng_Latn | 0.998562 | [
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Cityside Baptist Church Children and Youth Equipment Safety Guidelines
Reviewed December 2016
Purpose
To manage risk effectively around equipment that is used regularly and could pose a hazard.
Procedures
Food safety
1. Common food issues to be aware of at Cityside are allergies to nuts, eggs, milk or kiwifruit, and those who are gluten-intolerant, dairy-intolerant, low-sugar and vegetarian or vegan.
2. Parents/caregivers are encouraged to share information about their child or youth's allergies or dietary needs with those organising children and youth events by filling in a Children and Youth Family Info Form, and visitors/casual attendees are asked on the sign in sheet if there are any medical issues we should be aware of.
3. If you are organising something at Cityside, it is good practice to advertise to parents/caregivers beforehand if there is going to be food present so that they can liaise with you about what their child can eat, or bring alternative parallel food if needed.
4. Encourage children and youth to wash their hands before and after touching food, both for hygiene and to protect those with allergies from contamination.
Fire and candle safety
1. Candles should only be lit with adult supervision.
2. There are fire extinguishers in each of the rooms where children and youth meet regularly – please familiarise yourself with where they are.
3. We light candles as a symbol of prayer; they are not for playing with. Please gently remind children of this if you happen to see them doing scientific experimentation with candles.
4. We aim to teach and remind our children regularly about safe ways to hold a candle while lighting it: holding a votive near the bottom so you can plant it in the sand without changing grip; lighting a tealight by making the wick stick out and holding it sideways against a flame; holding your arm out straight so the candle is well away from hair; blowing candles out from the side rather than from above.
5. We ask children to light one candle only and to pause while holding it if they want to say multiple prayers.
6. Curators are asked to place candle trays on high or wide tables if they are not going to be constantly closely supervised, so that children can't lean over and drape their hair or clothing on the flames.
7. We aim to blow out any Quest and Odyssey candles at the beginning of the community morning tea. All Citysiders are asked to help by either blowing them out yourself if you notice the curator hasn't got to it yet, or even better, supervising a child to blow them out because they love doing it.
Cityside Baptist Church Children and Youth Health and Safety Management Documents
Equipment Safety Guidelines
Page1of2
8. Candles in the auditorium should only be left lit if the service curator is there to supervise them. If you notice candles have been left unsupervised, please blow them out.
9. There are mini-cupboards for matches in each of the areas we use them at Cityside, so that they are kept permanently out of reach of young children. Please return matches to these once you've used them.
10. We generally choose to use LED candles with children under 5.
Pools of water safety (including the Baptismal pool)
1. Any pools of water must be constantly supervised or covered if there are children under five around, and emptied as soon as practicable after use.
Kitchen, electrical appliance and tool safety
1. Children must be closely supervised when using appliances and tools.
2. Remind the group before you start of your safety expectations and tips.
3. Check that cords are out of the way and are not a tripping hazard.
Glue gun safety
1. Set up glue guns on a table or bench, not on the floor.
2. Check that the glue guns are set on a stand when plugged in so they can heat up without touching anything else.
3. Check that power cords are out of the way and are not a tripping hazard.
4. Remind young children before you begin which part of the glue gun is hot; not to touch the melted glue; and to return the glue gun to its stand when they are not using it.
Craft knife safety
1. Craft knives should not be used by young children. Older children should only use them with close adult supervision.
2. Remind the group before you being about safety tips: always keep all body parts out of the path of the knife so that if it slips it can't cut you; always use the knife on a table not on the floor; slide the blade back in when you are not using it; only adults should snap the blade if needed to refresh the cutting edge.
3. Store the craft knives well out of reach of young children.
Cityside Baptist Church Children and Youth Health and Safety Management Documents
Equipment Safety Guidelines
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(
Third coldest Feb this century
Temperatures failed to rise above 4.3C (38F) at all during the month, this on the 24th and 28th.
Total rainfall Was low, with only 10.4mm (0.4lin) recorded, making this the driest February since 1965 and the third driest since 1946.
February was cold throughout, only the first four days being frost·free.
i
It has been the third coldest February this cen· tury overall, and the col· dest night, the 21st had a minimum air temperature of -10.4C (13.3F) against the -11.6C (11.1F) re· corded in February last year.
Snow tell on Hoccasions and layon 16 days, though not to any great depth. The February of 1947 saw un· drifted snow depths of almost 3 feet and drifts of over 18 feet in outlying· districts and rural areas.
Sunshine has been well above average, almost 80 hours being recorded and with almost 27 hours of this over the final three days. This gave the sunniest February since 1970.
Frost was recorded on 25 nights, and at the height of the cold spell the ground was frozen to a total depth of 18cm (7in) where the sun caught it, but to a depth of 30cm (1ft) in permanent shade. | <urn:uuid:481a3b26-c80d-4981-9ee5-0cd16cb70ca9> | CC-MAIN-2017-13 | http://halesowenweather.co.uk/19860200%20Third%20coldest%20Feb%20this%20century.pdf | 2017-03-23T16:21:04Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00320-ip-10-233-31-227.ec2.internal.warc.gz | 158,486,724 | 311 | eng_Latn | eng_Latn | 0.999029 | eng_Latn | 0.999029 | [
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Fostering curious, compassionate and joyful children who have a passion for learning and the courage and skills to shape a humane and sustainable world.
BEHAVIOUR AND ANTI-BULLYING POLICIES
CONTENTS
Key Information
Behaviour Policy
1 Aims
2 What is behaviour?
3 Promoting positive behaviour
4 Incident recording
5 Roles and responsibilities
6 Information
Procedure for addressing behaviour
1 Guidelines for Communication
2 Procedure for minor incidents in the classroom
3 Procedure for serious incidents in the classroom
4 Procedure for Incidents in the playground
5 Procedure for imposing sanctions
Anti-Bullying Policy
1 Aims
2 What is bullying?
3 Prevention
4 Incident Recording
5 Roles and Responsibilities
6 Information
Appendix: Cyber Bullying
Procedure for suspected or reported bullying
1 Support the victim
2 Understand the motivations and prevent recurrence
3 Immediately following the meeting
4 After the follow up meeting
5 Possible sanctions
Fostering curious, compassionate and joyful children who have a passion for learning and the courage and skills to shape a humane and sustainable world.
BEHAVIOUR POLICY
STATEMENT OF INTENT
Our school offers a human-centred approach where children can feel safe and be themselves, and where relationships are valued and nurtured in a culture of mutual respect. It plays an active role in supporting the wellbeing of every child. The school believes it is the responsibility of all members of the school community, including children, staff and parents/carers, to uphold this culture, and to work towards ensuring that we can all learn together in a safe environment free from fear.
The school community uses a model of 'Respectful Communication' 1 , developed from the work of Dr Thomas Gordon, as the main tool for supporting communication, problem solving and conflict resolution when a child or an adult has a problem with a behaviour. At the heart of this model is the belief that the relationship between adult and child should be based on honesty, authenticity and respect. Our goal is for all members of our school community to develop excellent communication skills and become highly proficient at resolving conflicts in a supportive, empathetic and non-judgemental way.
Teachers and children work together to establish codes of behaviour and appropriate consequences for both classroom and playground settings. This supports all children in taking increasing responsibility for themselves and their actions, and considering the welfare and wellbeing of others. Our vision is to support each child in cultivating a sense of compassion, empathy, understanding and respect for themselves as well as their community, and in developing openness to, and appreciation of, other world-views and identities.
This policy should be read in conjunction with related policies and procedures, in particular the Anti-Bullying Policy.
Signature
Name Anton Simanowitz
Signature
Name Linda Morris
Chair of Governors
Head Teacher
Date
Date
1 "Teacher Effectiveness Training" Thomas Gordon, 2003
1. AIMS OF THE POLICY
1. To support the child's development in ways that foster security, confidence and independence.
2. To provide an environment in which children and young people feel safe, secure, valued and respected.
3. To foster personal responsibility for behaviour in all members of the school community and to seek to understand the behaviour of self and others rather than to blame.
4. To support the development of self-discipline, co-operative and caring behaviour.
5. To nurture qualities such as empathy, kindness and respect in all members of the school community.
6. To promote, nurture and sustain a democratic and person-centred model for all our relationships.
7. To support children in understanding how expectations of behaviour may change in different circumstances and situations.
8. To ensure that all staff are aware of their professional duty of care, and have regular training to ensure they are able to implement this policy.
9. To promote an inclusive school community that meets the needs of all children.
10. To provide a whole school framework for procedures related to behaviour and discipline, ensuring clarity, support and consistency for children, staff and parents.
2. WHAT IS BEHAVIOUR?
In our school, we believe that whether a person's behaviour is defined as 'good' or 'bad' is dependent on whether another person or group of people perceives their action as producing an undesirable consequence.
If the actions of an individual or a group do not meet the needs of another individual, the group or their environment, then this is a problem.
Clearly defined expectations of behaviour are essential for ensuring the actions of each person meets the needs of those around them and for the effective functioning of the school community.
2.1 EXPECTATIONS OF BEHAVIOUR
Our school's expectations of behaviour are defined under three headings:
1. Respect and responsibility for self and others:
* Showing care and kindness to ourselves and others, and acknowledging the care and kindness of others.
* Recognising, acknowledging and considering others' needs and points of view.
* Noticing when oneself or others need help or attention and taking action.
2. Attitude and commitment to learning:
* Participating authentically in all aspects of learning.
* Supporting others by allowing them to participate in their own learning.
* Co-operating with others and developing positive working relationships for learning together.
3. Respect and responsibility for property of self and others:
* Looking after the things around you and the physical environment.
* Using equipment and property safely and appropriately.
* Maintaining property with care, noticing when something needs doing and taking action.
These expectations remain consistent throughout all aspects of school life.
Please note the following polices which relate to these expectations:
2.2 BULLYING
The school values its culture of mutual respect and kindness and expects all members of the school community, including children and parents, to uphold this.
Any kind of bullying is unacceptable and the school treats all incidents of bullying seriously and in accordance with the bullying policy.
More information can be found in our Anti-Bullying Policy.
2.3 HEALTH & SAFETY
The school expects all members of the school community to comply immediately with all policies and procedures which exist to protect the health and safety of the school community, in particular those related to emergency evacuation.
More details can be found in our Health & Safety Policy.
2.4 TRIPS AND OUTINGS
The school highly values the provision of opportunities for learning outside the classroom. When children are representing the school on a trip or outing expectations of behaviour are high and children are expected to show consideration and respect for the wider community at all times.
More information can be found in out Trips and Outings Policy.
3 PROMOTING POSITIVE BEHAVIOUR
Lewes New School values its culture of mutual respect and open and honest communication between adults and children, and recognises the role that this plays in the promotion of positive behaviour.
By upholding this culture we support children in taking increasing responsibility for themselves and their actions, and in considering the welfare and wellbeing of others.
We also strive to support the developing autonomy of each child, so they can recognise when the actions of another is not meeting their needs.
Children are encouraged to talk openly and honestly and trust that they will be listened to. They are empowered to develop the skills to problem-solve peacefully and respectfully.
In addition, the school seeks to promote positive behaviour in the following ways:
3.1 IN THE CLASSROOM
1. Children are involved in drawing up codes of behaviour and discussing and defining what is acceptable behaviour in all areas of learning and experience.
2. Codes of behaviour are displayed in the classrooms so children know clearly what the agreed guidelines for behaviour are, and what is acceptable.
3. Staff model and provide a range of activities to encourage sharing, negotiation, cooperation and responsibility (eg tidying, helping with snacks, caring for plants).
4. Staff model and provide a range of activities to encourage polite and courteous behaviour and an awareness and acknowledgment of others.
5. Teaching staff encourage positive behaviour and support children in learning to openly express their feelings and preferences through play and a range of activities (eg Circle Time, stories, role-play, puppets).
6. Teaching staff work to ensure all children understand the consequences of their behaviour on others and on themselves.
7. The class teacher ensures that all children in his/her class are clear about the consequences when agreed behaviour guidelines are not followed.
8. Wherever possible, behaviour incidents are addressed by teaching staff. The Head Teacher will address persistent or more serious behaviour incidents.
3.2 IN THE PLAYGROUND
1. All children are involved in drawing up codes of behaviour and discussing and defining what is acceptable behaviour in all areas of play, learning and experience. This is done in individual classes and brought to assembly for whole school negotiation and agreement.
2. Codes of behaviour are visible in the playground so children know clearly what the agreed guidelines for behaviour are, and what is acceptable.
3. There are a range of activities to encourage sharing, negotiation, co-operation and responsibility (eg tidying, helping with lunch)
4. Staff support children to actively engage in play/ role play.
5. Staff support children in resolving conflict and other problems positively and constructively (through eg Peer Mediation and Conflict Resolution).
3.3 WORKING WITH PARENTS
The school seeks to involve parents in all aspects of school life, to ensure positive relationships and strong, ongoing communication between home and school.
In addition, the school takes practical steps to ensure parents are aware of this policy, understand the school's expectations of behaviour and know what to do if they have a problem, including publicising the policy on the school website and including a summary in the Parent's Handbook.
The school also publicises the Complaints Procedure so that parents know how to make a complaint.
4 INCIDENT RECORDING
All incidents related to behaviour that does not meet the expectations of the school are logged in the class Incident Book.
Repeated incidents, single serious incidents and all suspected or reported incidents of bullying are logged in the Serious Incident Folder (in the Head Teacher's office), and the Head Teacher is informed.
All records of Serious Incidents include the following details:
1. The nature of the incident.
2. Names of those involved.
3. An assessment of the seriousness (based on severity of impact, frequency, duration, intent, imbalance of power and perceived level of empathy or remorse).
4. Any action taken.
5. Details of further monitoring (including feedback from those involved and from parents).
5 ROLES AND RESPONSIBILITIES WITHIN THE SCHOOL
We aim to promote and sustain a caring whole-school culture where people seek to understand how their actions impact on others, and modify their behaviour based on this understanding. We encourage and support all members of the school community to reflect on their behaviour and actions.
5.1 THE WHOLE SCHOOL COMMUNITY
1. Model and facilitate caring, kind, respectful, empathetic and democratic relationships.
2. Model appropriate behaviours in different contexts (eg in the playground, assemblies or during performances).
3. Reflect on, and develop, their use of language, expression, body language and actions.
4. Listen considerately, ensuring feelings are heard and differences are respected.
5. Demonstrate their acknowledgement of the possible consequences of their words and actions.
6. Work together to resolve problems, respecting the efforts of others and the vision of the school.
7. Approach their learning with an open mind and positive attitude.
8. Notice when others need help and provide assistance and support.
9. Respect their own property, and that of others and the school.
Additional responsibilities are as follows:
5.2 THE GOVERNING BODY
1. Liaises with the Head Teacher about the behaviour policy, and is made aware of specific situations where appropriate.
2. Discusses, reviews and endorses agreed strategies, and discusses the Head Teacher's report on the working of this policy.
3. Liaises with the Head Teacher to arrange for a regular programme of staff development, which includes safeguarding and child protection, anti-bullying and behaviour strategies and training for all staff.
5.3 THE HEAD TEACHER
1. Addresses persistent or serious behaviour incidents referred by staff.
2. Ensures that all staff have an opportunity for discussing, determining and reviewing policy and procedure.
3. Ensures appropriate training is available and procedures are brought to the attention of all staff, volunteers, parents and children.
4. Ensures proper record keeping and monitors all class incident records and serious incidents on an ongoing basis.
5. Reports to the governing body.
6. Liaises with external agencies where necessary.
5.4 STAFF
1. Familiarise themselves with this and related policies and procedure.
2. Ensure the day-to-day management and implementation of the policy and procedure.
3. At the start of each academic year, co-create with children and regularly review a school/ class code of conduct to promote kind, caring and respectful behaviour.
4. Take steps to promote a culture of care, kindness and respect within the school.
5. Provide opportunities for all children to reflect on behavior, understand their responsibilities in keeping each other safe and happy, and consider acceptable ways to express strong emotions.
6. Provide good role models for positive behaviour including care, kindness and respect.
7. Ensure the curriculum is engaging, inspiring and appropriate.
8. Organise the indoor and outdoor learning environment so that it has a positive impact on behaviour in terms of space, access and choice of activities, and modify the environment where necessary to influence behaviour.
9. Ensure behaviour strategies are appropriate to the child's stage of development and level of understanding.
10. Model and develop a positive attitude towards learning.
11. Liaise with the Head Teacher over all incidents involving children in their care.
12. Keep clear records of all incidents in a class Incident Book or, for more serious
incidents, in the Serious Incident File in the Head's office.
13. Employ consistent approaches to behaviour management as set out in the policy.
14. Undertake appropriate training including T.E.T.
5.5 CHILDREN
1. At the start of each each academic year, co-create and regularly review a school/ class code of conduct with staff and peers to promote kind, caring and respectful behaviour.
2. Participate in relevant opportunities for developing reflective self awareness and awareness of others (through eg Circle Time, assemblies and one-to-one time with staff).
3. Seek to resolve conflict and other problems positively and constructively (through eg Peer Mediation and Conflict Resolution).
4. Inform an adult if someone's behaviour is persistently causing distress or disrupting their learning.
5.6 PARENTS AND VOLUNTEERS
1. Familiarise themselves with policy and procedure (information available in the Parent Handbook and on the website) including P.E.T.
2. Take steps to promote a culture of care, kindness and respect within the school.
3. Report any concerns or incidents to a member of staff.
4. Refer incidents involving their children which arise within school to the class teacher.
6 INFORMATION
6.1 USEFUL CONTACTS
www.gordontraining.com/
The US website for PET and TET http://www.gordontraining.co.uk
UK based training in PET and TET
http://familylives.org.uk Tel: 0808 800 2222
Advice and support for all aspects of family life
6.2 INFORMING OUR POLICY
"Teaching Children Self-Discipline at Home and at School", Thomas Gordon, 1989 "Teacher Effectiveness Training" Thomas Gordon, 2003
6.3 MONITORING THE EFFECTIVENESS OF THE POLICY
The Head Teacher and Team Leaders will consider all serious incidents involving behaviour and determine whether the strategies used were appropriate and whether they can be improved. A report of the effectiveness of policy and practice will be reviewed by the the Governing Body on a termly basis.
This policy will be reviewed and updated every two years.
6.4 PUBLICISING OUR POLICIES & PROCEDURES
Lewes New School makes its policies and procedures available to all parents of children and of prospective children on the school's website and in the school office.
On completion or review, all policies and procedures are communicated to all staff (teaching and support staff) and are linked to the induction of all new staff.
PROCEDURE FOR ADDRESSING BEHAVIOUR
If a child's behaviour is not meeting our expectations the school will address this. All strategies to address behaviour are in accordance with the underlying principles set out in this policy.
1 GUIDELINES FOR COMMUNICATION WHILE ADDRESSING BEHAVIOUR OR RESOLVING CONFLICT
Lewes New School adopts an approach to communication that seeks to promote open dialogue rather than to impose a particular point of view.
In the event that a member of staff feels it necessary to intervene to address behaviour or resolve social conflict between children then it is essential that the adult remains calm throughout the exchange in order to support the children.
Guidelines for communication are as follows:
1. Active, reflective listening by all persons involved
2. Clarification of what is heard by each person ("It sounds to me as if...")
3. Identification of the underlying feelings, if possible ("I think that might make me feel sad if it were said to me, so I am wondering if you feel sad?:)
4. Expressions of needs; how can those needs be met?
If two people are having a disagreement, it is useful to always speak in the first person ("I feel...," "I think...", "I am...") rather than the second person ("you are..."). Using the second person when discussing a problem can sound blaming.
Here's the format:
I feel _____
When ________
Because ______
What I want is ______
2 PROCEDURE FOR MINOR BEHAVIOUR INCIDENTS IN THE CLASSROOM
All staff use the following procedure if a child or group of children repeatedly disrupt or interfere with the needs of the class or the teacher:
1. Offer a reminder about expectations and the unacceptability of the behaviour.
2. Depending on the child and their understanding of the situation, offer a 2 nd or 3 rd reminder.
3. If the behaviour persists, ask the child to leave the classroom and go either to another class or to the Head Teacher. This is not to 'punish' the child, but to protect the needs of the class to learn and the teacher to teach.
4. In general, children are expected to decide for themselves when they are ready to return, so this should be made clear.
5. In cases of very serious or repeated misconduct, ask a member of staff or another child (as appropriate) to accompany the child to the Head Teacher or another member of staff. In this instance, the receiving teacher or Head Teacher writes a short message to confirm the child is with them, which is returned via the 'messenger' to the Class Teacher.
6. Record the incident in the Class Incident Book.
7. Inform parents at the end of the school day, if appropriate.
3 PROCEDURE FOR SERIOUS BEHAVIOUR INCIDENTS IN THE CLASSROOM
In the event that a child's behaviour has a serious consequence for those around them, and in all instances of a child's behaviour posing a threat to the safety of others or to their environment, the following procedure is followed:
1. Take the child immediately to Head Teacher, or ask another member of staff to do so.
2. If this is not possible, send another child to ask the Head Teacher to come immediately to provide assistance.
3. Inform the rest of the staff so that they are aware of the problem if necessary.
4. Contact the parents immediately if appropriate.
5. If parents are not contacted immediately, provide an Incident Form to parents at the end of the day.
6. Log the serious incident in the Serious Incident File (in the Head Teacher's office).
4 PROCEDURE FOR BEHAVIOUR INCIDENTS IN THE PLAYGROUND
For all behaviour incidents arising in the playground, the appropriate procedure for minor or serious incidents in the classroom is followed.
In addition, the member of staff on duty should:
1. Contact the class teacher after playtime so s/he is aware of any problems that have not been resolved.
2. In the event of a serious incident, contact the Class Teacher or Head Teacher immediately,
5 PROCEDURE FOR IMPOSING SANCTIONS
Sanctions are imposed on children as a last resort, if there is agreement that consequences have proven ineffective in addressing a behaviour.
In this instance, the following procedure is followed:
1. Parents of the child/ren involved are invited to a meeting with the Head and Class Teacher and the child.
2. Expectations for appropriate behaviour and strategies for addressing the inappropriate behaviour are discussed and agreed between the child, parents and school.
3. All agreed strategies are written down as an Individual Behaviour Plan (IBP) with agreed timeframes.
4. Copies are filed with Incident Records.
5. Agreed strategies are discussed with the child to ensure they fully understand them.
6. Behaviour is closely monitored by the Class Teacher against the IBP.
7. If behaviour continues to be perceived as a significant problem that is consistently impacting negatively on others following the IBP, the child will be asked to leave the school.
Fostering curious, compassionate and joyful children who have a passion for learning and the courage and skills to shape a humane and sustainable world.
ANTI-BULLYING POLICY
STATEMENT OF INTENT
Our school offers a human-centred approach where children can feel safe and be themselves and where relationships are valued and nurtured in a culture of mutual respect. The school takes a pro-active approach to preventing bullying by upholding this culture and believes it is the responsibility of all members of the community, including children, staff and parents to ensure that we can all work and learn together in a safe environment free from fear.
The school governors value the good relationships between all of the school community as fostered by the school, and believe that bullying in any form is unacceptable. They expect that all reported incidents are taken seriously and managed appropriately and in accordance with the ethos of the school.
When bullying does occur, the school will intervene to resolve the issue and protect the victim. The school will also seek to understand and resolve the underlying causes behind the bullying behaviour and recognises that the child engaging in bullying may also need support.
This policy should be read in conjunction with related policies, procedures and codes of conduct, particularly those relating to Behaviour, Safeguarding and Child Protection and Equality.
Signature
Name
Signature
Name
Chair of Governors
Head Teacher
Date
Date
1 AIMS OF THE POLICY
We aim:
1. To uphold the safety, happiness and wellbeing of all members of the school community.
2. To ensure that children learn in a supportive, caring and safe environment, without fear of being bullied.
3. To nurture qualities such as empathy, kindness and respect in all members of the school community.
4. To ensure all members of the school community understand that we take bullying seriously.
5. To take steps to prevent all forms of bullying in and out of school.
6. To support everyone in identifying and protecting those who might be bullied or engage in bullying behaviour.
7. To sustain a culture where children feel they can trust and tell adults if they are being bullied or know about any bullying.
8. To respond to anyone accused of bullying in a way that will help him/her to adapt his/her behaviour.
9. To ensure that all staff are aware of their professional duty of care, and have regular training to ensure they are able to implement this policy.
10. To provide a whole school framework for procedures related to bullying, ensuring clarity, support and consistency for children, staff and parents.
2 WHAT IS BULLYING?
"Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally." 2
"Bullying is an anti-social behaviour resorted to by young people when their social skills are inappropriate, and we must respond in a way that will help them to learn better behaviour." 3
2.1 FORMS OF BULLYING
The NSPCC describes how bullying can take many forms but usually includes the following:
Physical - hitting, kicking, pinching, punching, scratching, spitting or any other form of physical attack. Damage to or taking someone else's belongings may also constitute physical bullying.
Verbal - offensive name calling, insults, racist remarks, sexist or homophobic jokes, teasing, threats, using sexually suggestive or abusive language.
Sexual - abusive sexualised name calling, inappropriate and uninvited touching, inappropriate sexual innuendo and/or proposition.
2 Preventing and Tackling Bullying, Advice for Head Teachers, Staff and Governing Bodies, DfE, 2012 p. 4
3 "Bullying: A complete guide to the support group method", Robinson and Maines 2008, p25
Indirect - spreading nasty stories/rumours about someone, intimidation, exclusion from social groups. (Cyber bullying is an indirect form of bullying.)
There is no 'hierarchy' of bullying, and we aim to take all forms equally seriously. However, we recognise that the following forms of bullying can be harder to identify:
Homophobic bullying can be hard to identify because it may be going on in secret. It may include a person being made to feel unwelcome, belittled, or harassed (through gossip, name-calling, jokes and other hate acts - both in the virtual e.g. online and 'real' world.)
Cyberbullying is a form of bullying which uses technology to deliberately harm or upset others. This type of bullying can happen in many ways, eg using mobile phones or the internet.
For more information please see the appendix: Cyber Bullying
2.2 SIGNS AND SYMPTOMS OF BULLYING
A child may indicate by signs or behaviour that he or she is being bullied. This list is not exhaustive, but possible signs that a child is a victim of bullying could include:
* Unwilling to go to school
* Withdrawn, anxious or lacking in confidence
* Starting to stammer
* Attempting or threatening self harm
* Crying him/herself to sleep at night or having nightmares/ bedwetting
* Regularly feeling ill in the morning
* Beginning to do poorly in school work
* Coming home with clothes torn or books damaged
* Possessions going missing
* Unexplained cuts and bruises
* Not eating
* Frightened to say what is wrong
* Frightened of walking to or from school
* Changes to his/her usual routine
2.3 THE RELATIONSHIP BETWEEN THE BULLY AND THE VICTIM
Bullying can take place between all members of the community. It may be face-to-face or indirect. The bully and victim are in a relationship that persists over time and is characterised by the continuing fear that the victim feels, even when the bully is not there.
A bully:
* May be a person or a group.
* Behaves in a way that meets their needs (eg for excitement, status or material gain).
* Doesn't recognise or meet the needs and rights of others who are harmed by the behaviour.
A victim
* May be a person or group.
Is harmed by the behaviour of others.
*
* Does not have the resources, status, skill or ability to counteract or stop the harmful behaviour.
A bystander
* May be a person or group.
* Witnesses the harmful behaviour of others.
* Does not intervene, directly or indirectly, to prevent the harmful behaviour.
The school believes that a person should be treated as being bullied simply because s/he perceives that s/he is. Every accusation of bullying will be investigated.
It also recognises that it must take note of bullying perpetrated outside school, including cyber bullying, which may impact on a child's experience at school. The school will do what is reasonably practicable to eliminate any such bullying.
Wherever possible we strive to work alongside all those involved in bullying behaviour, to resolve problems in a way that fosters empathy and creative problem-solving, empowers confidence and promotes positive change.
We understand that everyone has disagreements with each other and friends may fall out from time to time. We do not define this, or occasional acts of aggression, as bullying.
2.4 RESPONDING TO HATE OR PREJUDICE-BASED INCIDENTS AND BULLYING
We recognise that hate incidents or prejudice –based bullying behaviour is driven by negative assumptions, stereotypes or misinformation. These are then directed against an individual or group, based on difference (real or perceived), and linked to, for example, racism, homophobia, negative views of disabled people or sexism. We will take action to prevent, challenge and eliminate any such behaviour.
We recognise that we as individuals and society often struggle with difference of any kind (perceived or actual), which can result in seizing upon the most visible sign of difference e.g. skin colour or disability.
Through our school ethos and curriculum, we want our children to understand better the diversity that exists in society. We want to provide opportunities for them to explore the subtleties and complexities in order to prevent and respond to incidents and situations. We will address the experience, understanding and needs of the victim, the perpetrator, bystanders and the wider school community through our actions and responses.
We will record all hate incidents and prejudice based bullying. We will use this information to identify trends and patterns, so that we have approaches in place to provide appropriate responses in terms of support for victims and their families, consequences and support for
perpetrators and their families and education for our children, young people and communities.
3 PREVENTION
Lewes New School values its culture of mutual respect and open and honest communication between adults and children, and recognises the role that this plays in the prevention of bullying.
By upholding this culture we support children in developing autonomy and forming reasoned, informed judgements and decisions. Children are encouraged to talk openly and trust that they will be listened to.
In addition, our school seeks to prevent bullying by:
1. Promoting a caring, safe and positive environment within the school.
2. Providing opportunities for exploring relationships, developing personal boundaries, self-esteem and self-assertiveness, through eg Circle Time.
3. Celebrating equality and diversity, providing regular opportunities for celebrating different cultures and life choices through assembly and exploring diversity and difference through eg Circle Time.
4. Ensuring that all children know there is an adult in the school whom they can approach if they are worried or in difficulty.
5. Ensuring frequent opportunities for formal and informal communication between teachers and parents, so staff are aware of issues at home or within social groups which may leave a child vulnerable to bullying.
6. Ensuring teachers have regular opportunities for one-to-one conversations with children, to support the development of open and trusting communication and enable teachers to know their children well and be alert to changes in behaviour.
7. Ensuring staff receive regular anti-bullying training and records of this training are maintained.
8. Providing opportunities for older children to train as Peer Mediators.
9. Providing opportunities for children to work alongside Learning Mentors, establishing a close trusting one-to-one relationship with an adult outside of their class environment.
3.1 RAISING AWARENESS
The school is committed to promoting the welfare of all children and supporting them in feeling safe. The school has clear guidelines for respectful communication and clear expectations of behaviour, which are communicated consistently to all members of the school community.
INVOLVING CHILDREN
Children are involved in drawing up codes of behaviour and discussing and defining what is acceptable behaviour in all areas of learning and experience at the start of each school year.
As part of these discussions, and periodically throughout the year, teachers ensure children are aware of the nature and impact of bullying, their role in preventing bullying, and what to do if they experience or witness bullying behaviour.
Children are involved in ensuring that information about where to find support is displayed around the school.
WORKING WITH PARENTS
The school seeks to involve parents in all aspects of school life, to ensure positive relationships and strong, ongoing communication between home and school.
In addition, the school takes practical steps to ensure parents are aware of this policy and know what to do if they suspect their child is being bullied, including publicising the policy on the school website, and including a summary in the Parent's Handbook.
The school also publicises the Complaints Procedure so that parents know how to make a complaint.
3.2 IDENTIFYING VULNERABLE CHILDREN
The school recognises that certain children, at certain times, may be more vulnerable to bullying. This vulnerability is not always obvious so open, ongoing communication is key to identifying those at risk.
This list is not exhaustive, but staff are aware that children in the following situations may be more vulnerable to bullying:
1. New to the class or school.
2. Those perceived as different in appearance, speech or background from other children.
3. Wider family and environmental factors (eg family break up).
4. Children with disabilities and SEN.
5. Children with emotional or behavioural difficulties.
6. Children experiencing anxiety or low self-esteem.
The school acknowledges that some of these situations (including eg wider environmental or family changes, anxiety and low self-esteem) may also be a factor in causing some children to become the perpetrator of bullying behaviour.
4 INCIDENT RECORDING
All alleged or suspected incidents of bullying are recorded as part of the school's Behaviour Incident Recording procedure.
Any allegation of bullying related to cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability (from ofsted) constitutes a Serious Behaviour Incident.
All incidents of bullying are therefore logged in the Serious Incident Folder (in the Head Teacher's office), and the Head Teacher is informed.
All records include the following details:
6. The nature of the incident
7. Names of those involved (including the victim, perpetrator and any bystanders)
8. An assessment of the seriousness (based on severity of impact, frequency, duration, intent, imbalance of power and perceived level of empathy or remorse)
9. Any action taken
10. Details of further monitoring (including feedback from those involved and parents).
5 ROLES AND RESPONSIBILITIES WITHIN THE SCHOOL
5.1 THE WHOLE SCHOOL COMMUNITY
For the prevention of bullying behaviour, the whole school community is encouraged to create and sustain a mutually trusting culture where:
1. Bullying is seen by all to be inappropriate behaviour.
2. Feelings are heard and differences are respected.
3. Children, staff and parents feel a shared responsibility for the wellbeing of all.
4. Empathy for the feelings of others is actively fostered.
5. Everyone takes full responsibility for their role as models and facilitators of appropriate inter-personal relationships.
In addition to the above,
5.2 THE GOVERNING BODY
1. Liaises with the Head Teacher over all anti-bullying policy and strategies, and are made aware of individual cases where appropriate.
2. Discusses, reviews and endorses agreed strategies, and discusses the Head's report on the working of this policy.
3. Liaises with the Head Teacher to arrange for a regular programme of staff development, which will include child protection and anti-bullying strategies and training for all support staff and teachers.
5.3 THE HEAD TEACHER
1. Ensures that all staff have an opportunity for discussing, determining and reviewing policy and procedure.
2. Ensures appropriate training is available and procedures are brought to the attention of all staff, volunteers, parents and children.
3. Liaises with external agencies where necessary.
4. Ensures proper record keeping and monitors all class incident records on an ongoing basis.
5. Reports to the governing body on a termly basis.
5.4 STAFF
1. Familiarise themselves with policy and procedure.
2. Ensure the day-to-day management and implementation of the policy and procedure.
3. Liaise with the Head Teacher over all incidents involving children in their care.
4. Keep clear records of all incidents in class Incident Book and in Serious Incident Folder in Head Teacher's office.
5. Provide opportunities for all children to reflect on bullying and understand their responsibilities in keeping each other safe and happy.
6. Take steps to promote a culture of trust within the school.
7. Be alert to the possibility of bullying and be proactive in prevention and response.
8. Communicate clearly with parents about any reported or suspected incidents and strategies employed.
5.5 PARENTS AND VOLUNTEERS
1. Familiarise themselves with policy and procedure (summary available in the Parent Handbook).
2. Take steps to promote a culture of trust within the school and will be alert to the possibility of bullying and proactive in prevention and response.
3. Report any concerns, incidents or suspected incidents to a member of staff.
5.6 CHILDREN
1. Co-create a school/ class code of conduct with staff and peers to promote kind, caring and respectful behaviour that prevents bullying behaviour.
2. Participate in relevant opportunities for developing reflective self awareness and awareness of others (through eg Circle Time and regular one-to-one time with staff).
3. Seek to resolve conflict and other problems positively and constructively (through eg Peer Mediation and Conflict Resolution).
4. Report any incidents of bullying to an adult as soon as possible.
6 INFORMATION
6.1 USEFUL CONTACTS
http://www.childline.org.uk Tel: 0800 1111
Free, confidential phoneline offering advice and support to children and young people
www.nspcc.org.uk
Advice and training, including e-training, related to bullying http://familylives.org.uk
Tel: 0808 800 2222
Advice and support for all aspects of family life www.eastsussex.gov.uk/educationandlearning/schools/safetyandwelfare/bullying
6.2 INFORMING OUR POLICY
Preventing and Tackling Bullying, Advice for Head Teachers, Staff and Governing Bodies,
DfE, 2012
Working Together to Prevent Bullying, East Sussex County Council
Equality Act 2010
Crying for Help: The no blame approach to bullying, Robinson and Maines, 1997 Bullying: A complete guide to the support group method", Robinson and Maines 2008
6.3 MONITORING THE EFFECTIVENESS OF THE POLICY
The Head Teacher and Team Leaders will consider all reports of bullying and determine the effectiveness of policy and practice will be reviewed by the Governing Body on a termly whether the strategies used were appropriate and whether they can be improved. A report of basis.
This policy will be reviewed and updated every two years.
6.4 PUBLICISING OUR POLICIES & PROCEDURES
Lewes New School makes its policies and procedures available to all parents of children and of prospective children on the school's website and in the school office.
On completion or review, all policies and procedures are communicated to all staff (teaching and support staff) and are linked to the induction of all new staff.
ANTI-BULLYING APPENDIX 1
CYBER BULLYING
"Cyber-bullying is an aggressive, intentional act carried out by a group or individual using electronic forms of contact repeatedly over time against a victim who cannot easily defend him or herself" 4
1 TYPES OF CYBER BULLYING
There are 7 identified categories of cyber bullying:
1. Text messaging bullying
2. Picture/video clip bullying via mobile phone
3. Phone call bullying via mobile phone
4. Email bullying
5. Chat room bullying
6. Bullying via websites
7. Bullying through instant messaging
2 PREVENTION OF CYBER BULLYING
In addition to those set out in the school's Anti-Bullying Policy, the school takes the following specific steps to prevent cyber bullying:
1. Children are taught about safe use of the internet and mobile phones.
2. The Head Teacher ensures all staff training relating to bullying includes cyber bullying.
3. The Head Teacher ensures all staff are informed of changes to guidance and parents are offered support where requested relating to cyber bullying.
4. Staff have a duty to ensure all children understand that they must tell an adult if they feel they are being bullied, that they should not delete any bullying messages or texts and they should never respond to these.
5. The school ensures appropriate blocks are in place for safe use of the internet within school.
3 USEFUL WEBSITES FOR COMMUNITY USE
www.childnet.com www.digizen.org www.thinkuknow.co.uk
4 Report to the Anti-Bullying Alliance by Goldsmiths College, University of London
PROCEDURE FOR SUSPECTED OR REPORTED BULLYING
It is the responsibility of all members of staff to investigate any suspected or reported incident of bullying straight away.
The school's priority is to stop the bullying. We do this by:
1. Supporting the victim.
2. Understanding the motivations for, and addressing, the bullying behaviour.
1 SUPPORT THE VICTIM
1. Encourage the victim to describe his/her feelings (using active listening or eg encouraging them to write or draw).
2. Ask the victim for the names of all those involved (including colluders, observers and friends), to form a problem solving group.
3. Check whether the victim wishes any information to remain confidential.
2 UNDERSTAND THE MOTIVATIONS AND PREVENT RECURRENCE
1. Convene a meeting with all the people involved and others if appropriate: (the victim is not included in this group unless he or she really wants to be present).
2. Explain the problem: The facilitator begins by telling the group that she has a problem; she is worried about a particular person. She then recounts his/her distress. There is no reference to specific incidents, or names.
3. Share responsibility: The facilitator reassures the group that no one is to be punished; there is joint responsibility to help the person to be safe and happy, and the group has been convened to help solve the problem.
4. Ask the group members for their ideas: Statements are asked to be made in the 'I' language of intention, eg. 'I will invite them to join in our games'. The facilitator makes positive responses, but does not extract promises.
5. Leave it up to them: The meeting ends with the passing of responsibility to the group. The facilitator thanks them and expresses confidence in their ability to resolve the problem.
6. Follow-up meetings are arranged: These are set for one week later with each individual separately, including the victim.
3 IMMEDIATELY FOLLOWING THIS MEETING
1. A record is made of all conversations related to the incident and actions are noted. Notes are kept with the Incident Form in the Head Teacher's office.
2. Parents of all children involved are informed.
3. All staff are informed that there has been an incident involving these children and asked to be vigilant.
4 AFTER THE FOLLOW-UP MEETING
1. In discussion with the Head Teacher the teacher decides whether the procedure has worked. If the procedure has not worked it is repeated.
2. If it still has no effect, another meeting may be convened with different participants, including eg parents.
3. If still no positive outcome is reached reactive strategies will be employed, including eg recruiting the support of outside agencies.
4. The Head Teacher reserves the right to impose sanctions as a last resort.
5. Parents will be kept informed at all parts of the process.
5 POSSIBLE SANCTIONS
The school only imposes sanctions as a last resort, when all other measures have been unsuccessful.
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No.2
Deconstructing Dr. Martin Luther King's "Letter from a Birmingham Jail" and the Strategy of Nonviolent Resistance
By Conra D. Gist and Karsonya Wise Whitehead
In June 1963, less than two months before the March on Washington and two months after the release of Dr. King's "Letter from a Birmingham Jail," President John F. Kennedy addressed Congress and urged them to pass his Civil Rights Act. The bill, which was a landmark piece of legislation that expanded many of the ideas that were first passed in the Civil Rights Act of 1957, sought to provide all Americans with the right to be served in public facilities and an increase in the protection of the right to vote. Although it is not clear if Kennedy would have gotten the Civil Rights Act through on his own, Lyndon B. Johnson, less than five days after Kennedy's assassination, used that event as a rallying tool to shepherd the bill through the process. When Johnson signed the Act in July 1964 with Dr. King and other civil rights leaders present, there was a sense that the movement had ended, the current landscape was changing, and, that as a result, America was going to be a different place for Black people. This new world of freedom and equality for everybody was what Dr. King was alluding to when he wrote, just one year earlier in his "Letter from a Birmingham Jail," that it was "time to lift our national policy from the quicksand of racial injustice to the solid rock of human dignity," and that "oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests itself, and that is what has happened to the American Negro." 1 Although it took 208 years, a Civil War, and the Thirteenth Amendment for enslavement to legally end in this country, it had only taken an additional 101 years for the laws of the nation and the attitudes of some of its residents to mirror one another.
The Beginning
During Reconstruction (1865–1877), the attitudes and the prejudices that had framed enslavement helped to shape and cement the Jim Crow system. Black people were legally free in this country, but throughout the South and in some places in the North, they were legally denied basic civil and human rights. By 1954, even with all of the advances that had been made by and in the Black community, Black people were still seen and
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treated as second-class citizens. They were not yet considered to be an integral part of the fabric of this nation. Segregation and citizenship were still defined by and limited to the United States Supreme Court's interpretations in the 1857 Dred Scott v. Sanford and the 1896 Plessy v. Ferguson Supreme Court decisions rather than the Reconstruction Amendments. 2 Although there had been countless challenges to racial segregation and discrimination (including the 1875 Civil Rights Act and the 1873 Slaughterhouse cases), it was not until the collective Brown v. Board decisions that outlawed segregation and ordered integration in the school system that the legal system finally began to change. 3 Even though this was not the "start" of the civil rights era (one could argue that it actually started much earlier with the 1849 Roberts v. City of Boston segregation case), it did mark the beginning of the modern Civil Rights Movement and set the stage for larger and more involved acts of resistance both individually and collectively.
Setting the Stage
On March 2, 1955, two months before the release of the Brown II decision, Claudette Colvin, a sixteen-yearold from Montgomery, Alabama, was the first person to be arrested for refusing to give up her seat on a public bus. Rosa Parks successfully replicated this simple act of resistance nine months later with the support of the NAACP and the Montgomery Improvement Association. Her arrest marked the beginning of the year-long Montgomery Bus Boycott and ushered a largely unknown twenty-six-year-old minister onto the national stage and into a major leadership role. Dr. Martin Luther King, Jr., a Baptist minister and theologian, was selected to lead the association because he was not a well-known political leader. They needed someone who was not known to the local authorities but who had the potential to be the moral and political voice of the movement. They needed someone who could galvanize the people and motivate them to commit to a nonviolent struggle in an effort to force the city to accept integration. Dr. King did not start the boycott, nor did he suggest it, but in assuming the leadership of the association he was on his way to becoming the heart and the soul of the modern Civil Rights Movement.
Prior to Montgomery, King was a proponent and supporter of the use of nonviolence as an organizing mechanism. This political and social strategy has its roots in the early Christian church and was first used in modern history by Mohandas "Mahatma" Gandhi, in his struggle for India's independence from British rule. King was familiar with the teachings of Christ and had studied Gandhi, social activism, pacifism, and Karl Marx's theories of capitalism and the dispossessed. 4 He was also aware of the ongoing work by James Farmer and CORE, who were actively using nonviolent resistance in Chicago. Farmer, a civil rights activist and former divinity student, founded CORE (the Congress of Racial Equality) in 1943 and adopted the use of nonviolent and passive resistant techniques. One year later, CORE field-tested Farmer's nonviolent approach in Chicago by successfully staging the first nonviolent sit-in and standing line demonstrations. Their use of nonviolence as a technique in the American struggle for civil rights was later adopted in Montgomery. The struggle for freedom was not easy, and the commitment to remain nonviolent in the face of overwhelming and sometimes deadly violence shaped the moral core of the movement. Although it was dangerous (and there are countless examples—from the use of tear gas and nightsticks on the Edmund Pettus Bridge to the use of dogs and firehoses against children in Birmingham—that bear this out), nonviolent resistance was "one of the most potent weapons available to oppressed people in their quest for social justice." 5
At the same time that nonviolence was used in the field, the NAACP Legal Defense Fund continued to fight injustice through the legal system. In 1956, the Supreme Court ruled that segregated buses violated the Constitution, and one month after that, the boycott ended and Montgomery's bus system was desegregated. Even though this was a clear victory, it was not the end of the struggle to dismantle both de jure and de facto segregation and social injustice. It was obvious to all that this was the beginning of a prolonged (in some ways, never ending) fight to change both America and the daily experience of Black people in this country.
The Letter
By 1963, as a result of a number of successes and defeats—including the 1957 struggle to integrate Little Rock and the founding of the Southern Christian Leadership Conference (SCLC); the 1958 signing by President Eisenhower of the first civil rights legislation since Reconstruction; the 1960 Sit-In Movement; the 1961 Freedom Rides; and James Meredith's 1962 entrance into the University of Mississippi—the fabric of the nation had slowly given way to change. The landscape, which had previously been a stark contrast of white and black, was in some ways starting to become motley shades of grey. Integration was happening and it was making its way across the South; but a change in the laws did not mean that people's hearts had been changed.
One of the cities where this was painfully obvious was Birmingham, Alabama. It was a racial stronghold led by Police Commissioner "Bull" Conner who sanctioned the use of deadly force and violence against Black people (including children) and White sympathizers. The decision was made to take the movement to the frontlines of Birmingham and conduct a nonviolent protest against the city government and the downtown retailers. Dr. King, along with the SCLC, partnered with the Alabama Christian Movement for Human Rights (ACMHR) to launch a nonviolent attack on the city's segregation system on April 3, 1963. 6 In swift retaliation, the city government obtained an injunction against protest, which enabled them to arrest anyone who violated the ordinance. Despite the threat of incarceration, Dr. King decided to lead the movement forward, stating, "We cannot in all good conscience obey such an injunction which is an unjust, undemocratic and unconstitutional misuse of the legal process." 7
King's refusal to draw back, and instead press on, resulted in his arrest on April 12, 1963. On the same day the Birmingham News published a statement titled "A Call for Unity," written by eight White clergymen who argued that the struggle for civil rights belonged in the courthouse and not on the streets. Although the statement did not mention Dr. King by name, it was addressed to him and to other "outsiders." In it, they strongly urged the Birmingham Black community to "withdraw support from these demonstrations, and to unite locally in working peacefully for a better Birmingham." 8 It was from inside his cell in Birmingham that Dr. King outlined how he and the SCLC were planning to go forward: in love, in nonviolence, and in haste. King, working with pastor and civil rights activist Wyatt T. Walker,
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penned an open letter of response on slips of paper that were later compiled and published in the Liberation. 9 King's letter was eventually distributed by the American Friends Service Committee and in periodicals such as Christian Century, Christian and Crisis, Ebony, New York Post, and later in his 1964 memoir, Why We Can't Wait? 10 In the letter, King argued for the use of nonviolence, direct action, and involvement by everyone who believed in civil rights and social justice and outlined why he felt it was necessary for him to be in Birmingham:
…I am in Birmingham because injustice is here. Just as the prophets of the eighth century B.C. left their villages and carried their "thus saith the Lord" far beyond the boundaries of their home towns, and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco Roman world, so am I compelled to carry the gospel of freedom beyond my own home town. Like Paul, I must constantly respond to the Macedonian call for aid. Moreover, I am cognizant of the interrelatedness of all communities and states. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, provincial "outside agitator" idea. Anyone who lives inside the United States can never be considered an outsider anywhere within its bounds. 11
The economic and political pressure from the movement began to mount on Birmingham businesses. King was later released from jail on April 20, 1963, after his wife, Coretta Scott King, expressed her concern to the Kennedy administration and was able to arrange bail. Not long after, the Children's Crusade, an idea originally proposed by James Bevel, a SCLC leader, organized over a thousand Black students at the beginning of
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May to skip class in nonviolent protest. 12 To retaliate against the nonviolent act, Commissioner Connor ruthlessly ordered the police force to use high-pressure hoses on the youth, unwittingly allowing the media to circulate deeply troubling images that provoked outrage across the nation. In response to the public outcry, federal representatives were eventually brought in to negotiate with the Birmingham Senior Citizens' Council. Although there was some internal disagreement between Dr. King and other civil rights leaders about the terms of negotiation, King eventually agreed to the council's request for a moratorium from public demonstrations, and the Birmingham Truce agreement was established on May 10, 1963, to begin the process of desegregation. 13 Although change did not occur immediately after Birmingham, it was there that the movement continued its slow march toward freedom.
Beyond Birmingham
April 16, 2013, marked the fiftieth anniversary of Dr. King's civil rights manifesto. To commemorate this day, community celebrations were organized around the globe and readers spoke life into King's penetrating words of passion and commitment. 14 For Dr. King, and for some of the other leaders of the modern Civil Rights Movement, nonviolent resistance was more than an organizing tactic: it was a way of life. It was how they chose to live out their faith in principles that reached back to the roots of what they believed in.
King viewed silence and inaction as a formidable enemy of the modern Civil Rights Movement, arguing, "We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people. Human progress never rolls in on wheels of inevitability; it comes through the tireless efforts of men willing to be coworkers with God." 15 Among his many roles and distinctions, King was a public intellectual who transformed his theological and philosophical beliefs into concrete steps toward justice; his action plan was systematic and resolute in the face of failure, applauding those who "have acted in the faith that right defeated is stronger than evil triumphant." 16 Undoubtedly, our nation has made great strides; the first Black president of the United States is beginning his second term in office. Yet, progress must not simply be symbolic, but tangible and actualized in the lives of Black people. In this sense, the spirit of Dr. King's letter still challenges the complacent and remains instructive for anyone embarking on a fight for freedom today.
Lesson Plan
Activist Writing: Deconstructing Dr. Martin Luther King's Political Essays 17
By Conra D. Gist and Karsonya Wise Whitehead
Intended Audience: Middle and High School Students
Overview: This lesson explores how political essays were used as a form of activism during the modern Civil Rights Movement (1954– 1972). Three political essays—Dr. King's "Power of Non-violence" and "Letter from a Birmingham Jail," and "A Call to Unity" by the Alabama Clergymen—are analyzed and evaluated as a window through which students can begin to understand the intense turmoil that took place during the 1960s.
Scope and Sequence: The lesson begins with a broad conceptualization of key events that shaped the focus and work of the modern Civil Rights Movement. Students will examine a series of video, photo, textile, and audio sources to interpret the historical context of this time period. With this context in mind, students will then engage in a series of close reading activities in order to analyze and evaluate three political essays that are emblematic of the opposition against, as well as the need for, a proactive, nonviolent movement.
Additional Information: With the recent shift in education toward state adoption of the National Common Core Standards, there are two videos that teachers can access that may provide additional insight into how to design lessons using the Common Core Standards in History. More specifically, the videos demonstrate different ways to apply the close reading strategy to Dr. King's "Letter from a Birmingham Jail." 18
9
National Standards for History: 1
Standard 3: Historical Analysis and Interpretation
A. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.
B. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes and fears.
H. Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached.
J. Hypothesize the influence of the past, including both the limitations and opportunities made possible by past decisions.
Common Core State Standards
CCSS.ELA-Literacy. RI. 9-10.8—Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy. RI.9-10.9—Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
Objectives
The lesson objectives are to:
1) Annotate, analyze, and evaluate the central arguments outlined in three political essays:
a) "The Power of Non-violence"
b) "A Call to Unity"
c) "Letter from a Birmingham Jail"
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2) Review and synthesize the major events that happened in the modern Civil Rights Movement during the 1960s.
3) Evaluate the key tenets of the philosophy of nonviolence.
Essential Questions
1. Can the philosophy of nonviolence be used for social change?
2. How do readers deconstruct complex texts?
Political Essay #1: The Philosophy of Nonviolence
Warm-Up
1. Tell the students that they are going to spend some significant time talking about the philosophy of nonviolence as an organizing tactic during the modern Civil Rights Movement. Explain that the use of activist writing to advance the movement's mission will also be explored.
2. Activate prior knowledge by asking the students to share what they know about the nonviolence movement. Write their answers on the board and tell them the class will review the list to determine what is true and what is not at the end of the lesson. Ask students to also share questions they have about the Civil Rights Movement so they are also engaged in inquiry as they move through the lesson.
3. Depending upon whether your classroom has Internet access, either play the "1960s Civil Rights Movement" video clip or play the song "Strange Fruit" while showing them photos that depict some of the violence that occurred during the Civil Rights Movement. 20
4. After they look through the photos or watch the clip, have them read the quotes and work in small groups to discuss how Dr. King's quote and Malcolm X's quotes contradict one another, then decide which quote they agree with and why.
If necessary, explain to them that even though African Americans were legally free in America, the Jim Crow laws restricted their political, social, and economic rights.
Nonviolence is a powerful and just weapon. It is a weapon unique in history, which cuts without wounding and ennobles the man who wields it. It is a sword that heals. —Dr. King, 1964
I don't favor violence. If we could bring about recognition and respect of our people by peaceful means, well and good. Everybody would like to reach his objectives peacefully. But I'm also a realist. The only people in this country who are asked to be nonviolent are black people. —Malcolm X 21
Shared Reading
5. Explain to students that writing political essays is a form of activism that can be used to bring about social change. 22 Over the next couple of days they will examine three different types of essays from the Civil Rights Movement.
6. The first political essay students will read is Dr. King's "The Power of Non-violence." 23 Explain and model how they will use a close reading strategy to understand the central arguments underpinning the essay. 24 Identify appropriate close reading strategies from "Closing in on Close Reading" to model for students. 25
7. Organize students in small groups to conduct a shared reading of Dr. King's political essay "The Power of Non-violence." Ask students to use the modeled close reading strategies to analyze the essay and discuss the most salient points. Once small groups complete their initial reading and analysis, facilitate a whole-class discussion.
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Wrap-Up
8. After completing the close reading discussion, have students revisit the nonviolence list they made at the beginning of the lesson to determine whether the list is accurate, remove things that are not true, add other points to the list, and identify any outstanding questions.
If students are still unclear about the history of nonviolence (as a religious ideology and as an organizing tactic) and how Jesus Christ, Mahatma Gandhi, James Famer, and Dr. King relied on it, take a few minutes to conduct a short Lecture Blast. 26
9. To close the session and assess student learning, instruct students to write a short reflection on what it means to stage a nonviolent campaign to achieve equality and social justice. Invite them to share their responses with the class.
Political Essay #2: The Sociopolitical Context of Dr. King's "Letter"
Warm-Up
1. Building on the previous activity, this lesson allows students to examine another political essay. Explain to the students that they are going to discuss "A Call to Unity," which is the political statement that prompted Dr. King to write his "Letter from a Birmingham Jail." 27
2. Using both the "Timeline" and the "Words and Phrases" from the online Civil Rights Movement dictionary, create a timeline on the board to highlight some of the key events that took place during the modern Civil Rights Movement to help students understand what was happening throughout the South prior to Dr. King's arrest. 28 Time permitting (and depending upon your classroom's access to technology), have students work through the "Timeline" website in small groups or individually.
Partnership
3. Explain to students that they will practice another close reading technique called text annotations to deconstruct the political essay "A Call to Unity." Organize students in partnerships to complete the task. 29
4. Once students complete text annotations on "A Call to Unity," discuss the parts of the text students annotated. Ask textdependent questions to guide the whole class in a discussion to deconstruct the central arguments of the Alabama clergymen.
5. Return to the nonviolence list from the previous day to clarify any understandings or outstanding questions with the class.
Wrap-Up
6. Provide each student with a copy of the "Letter from a Birmingham Jail." 30 Ask students to read the letter and complete text annotations as an independent homework assignment.
Political Essay #3: Deconstructing Dr. King's "Letter"
Small Group
1. Tell students that they are going to work in small groups to reread Dr. King's "Letter" and generate two lists that outline a) the key events in the history of nonviolence, and b) the goals and activities of the Civil Rights Movement.
2. If possible, students can use the Internet to find more information on each of the points mentioned in Dr. King's "Letter."
Class Discussion
3. Once students are finished, have them share their lists with the class and then add any information that they have missed.
4. Conduct a whole-group discussion on the following:
x x What does Dr. King's "Letter" teach us about the sociopolitical context of the United States during the 1960s?
x x What counterarguments and writing techniques did Dr. King use to refute the clergymen's claims in "A Call to Unity?"
x x Do you agree or disagree with the tenets of the nonviolence movement? Why or why?
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x x How was Dr. King's letter used to advance the mission of the Civil Rights Movement?
x x Would a system of nonviolence work today? (Challenge the students to think about problems currently plaguing their communities and the use of nonviolence as a way to either make changes or make people aware of the problems.)
Wrap-Up
5. Time permitting, tell students that nonviolent resistance has been used in protests since 1849. Using the Time magazine photos of the "Top 10 Nonviolent Protests," take them through a quick overview highlighting how it has been used, to help your students understand that it was not limited to the modern Civil Rights Movement. 31
6. Tell students to take a moment and write a reflection on three things that they have learned about the nonviolence movement and about nonviolent resistance.
Evaluating Activist Writing: Taking a Stance
Performance Task
1. Tell students that they need to take a position on whether Dr. King's philosophy of nonviolence is an effective instrument for social change by writing a critical essay or developing a critical media presentation. The students should cite the three political essays in their paper or presentation, using evidence from the essays to support their position and address counterarguments.
Wrap-Up
2. Once the students have completed their essays and presentations, revisit the essential questions (Is nonviolence a viable instrument for social change? Are political essays an effective form of activism?) and have student volunteers share their essays and presentations with the class.
3. Time permitting, students can engage in a debate about the use of nonviolence for social change (this can build on their earlier discussion about the use of nonviolence to confront problems in their communities).
Conra D. Gist, Ph.D., is an assistant professor of Curriculum and Instruction at the University of Arkansas. She received her Ph.D. from the City University of New York (CUNY). Her primary research interests focus on teacher diversity, culturally responsive pedagogy, and teacher learning. She can be reached at email@example.com.
Karsonya "Kaye" Wise Whitehead, Ph.D., is an assistant professor of Communication and an affiliate assistant professor of African and African American History at Loyola University Maryland. She is a former middle school teacher, the 2006-07 Gilder Lehrman Maryland History Teacher of the Year, and a three-time New York Emmy-nominated documentary filmmaker. Dr. Whitehead is the author of two forthcoming books, Notes from a Colored Girl: The Civil War Pocket Diaries of Emilie Frances Davis (USC Press, 2014) and The Emancipation Proclamation: Race Relations on the Eve of Reconstruction (Routledge, 2014). Her website is http:// kayewisewhitehead.com/ and she can be reached at firstname.lastname@example.org.
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(Endnotes)
1 "Letter from a Birmingham Jail," Bates College Online, accessed February 15, 2013, http://abacus.bates.edu/admin/offices/ dos/mlk/letter.html.
3 In 1954, the USSC ruled that segregated schools were not equal under the law, and one year later, they ordered the schools to integrate "with all deliberate speed." "Brown v. Board of Education (1954)," accessed February 15, 2013, http://www.pbs.org/wnet/ supremecourt/rights/landmark_brown.html.
2 The Dred Scott decision decided that Black people were not citizens and did not have any "rights that the white man was bound to respect," and the Plessy decision stated "separate facilities for blacks and whites were constitutional as long as they were 'equal.'" "Dred Scott Case: The Supreme Court Decision," accessed February 15, 2013, http://www.pbs.org/wgbh/aia/part4/4h2933. html; "The Rise and Fall of Jim Crow," accessed February 15, 2013, http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html.
4 For more on Dr. King's understanding of nonviolence, see his 1958 essay: "My Pilgrimage to Nonviolence," accessed March 15, 2013, http://mlk-kpp01.stanford.edu/primarydocuments/Vol4/1-Sept-1958_MyPilgrimageToNonviolence.pdf.
6 "Birmingham Campaign 1963," accessed April 17, 2013, http://mlk-kpp01.stanford.edu/index.php/encyclopedia/ encyclopedia/enc_birmingham_campaign/.
5 Ibid.
7
Ibid.
9 Between 1964 and 1996, Dr. King's "Letter" was reprinted at least fifty times in 325 editions of fifty-eight readers that were intended for use in college-level and composition courses.
8 "A Call for Unity," accessed March 15, 2013, http://www.stanford.edu/group/King//frequentdocs/clergy.pdf.
10 "Commentary on 'Letter From a Birmingham Jail,'" accessed April 17, 2013, http://mlk-kpp01.stanford.edu/index.php/ encyclopedia/encyclopedia/enc_letter_from_birmingham_jail_1963/.
12 "Children's Crusade," accessed April 17, 2013, http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_ childrens_crusade/;
11 "Letter from a Birmingham Jail," African Studies Center, University of Pennsylvania, accessed March 15, 2013, http://www. africa.upenn.edu/Articles_Gen/Letter_Birmingham.html.
"Birmingham Campaign 1963."
14 "Letter from Birmingham Jail: A Worldwide Celebration," Birmingham Public Library, accessed February 15, 2013, http:// www.bplonline.org/programs/1963/letter.aspx.
13 Ibid.
15 "Letter from a Birmingham Jail," African Studies Center, University of Pennsylvania.
17 All websites used during the lesson were accessed on March 28, 2013.
16 Ibid.
18 "Close Reading of Text: Letter from a Birmingham Jail, Martin Luther King, Jr.," http://vimeo.com/album/1655200/
album/1655200/video/27064472.
video/27056255; "Preparing for Close Reading with Students: Letter from a Birmingham Jail, Martin Luther King, Jr.," http://vimeo.com/
19 "History Standards," National Center for History in the Schools, http://www.nchs.ucla.edu/Standards/.
21 "Malcolm X Quotations," http://www.malcolm-x.org/quotes.htm.
20 "1960s Civil Rights Movement," http://www.youtube.com/watch?v=AXBvLbYqVMA; "Primary Sources," National Visionary Leadership Project, http://www.visionaryproject.org/teacher/lesson1/primary.html#id2; Billie Holiday, "Strange Fruit," iTunes, https:// itunes.apple.com/us/album/strange-fruit-remastered-single/id492233359.
22 "Overview of the Academic Essay," http://www.fas.harvard.edu/~wricntr/documents/Overvu.html.
24 "How to Do a Close Reading," http://www.engageny.org/resource/middle-school-ela-curriculum-video-close-reading-of-atext-mlk-letter-from-birmingham-jail
23 "The Power of Nonviolence," http://teachingamericanhistory.org/library/document/the-power-of-non-violence/.
25 "Closing in on Close Reading," http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-onClose-Reading.aspx
27 "A Call to Unity," http://www.stanford.edu/group/King//frequentdocs/clergy.pdf.
26 "Evaluating Nonviolence as a Method of Social Change," http://www.visionaryproject.org/teacher/lesson3/hist.html.
28 "Civil Rights Timeline," http://www.visionaryproject.org/timeline/; "Words and Phrases from the Civil Rights Movement," http://www.visionaryproject.org/teacher/lesson1/wordsphrases.html.
29 "Independent Reading Strategies for Students," https://www.teachingchannel.org/videos/student-annotated-reading-strategy.
30 "Letter from a Birmingham Jail," http://mlk-kpp01.stanford.edu/index.php/resources/article/annotated_letter_from_ birmingham/.
31 "Top 10 Nonviolent Protests," http://www.time.com/time/photogallery/0,29307,1887394,00.html (note: photographs #6 and #7 are from the modern Civil Rights Movement).
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What Do They Do?
A police officer
A doctor
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A veterinarian
A farmer
A nurse
A construction worker
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| A firefighter | A pilot |
| A dentist | A veterinarian |
| A mail carrier | A farmer |
| A hairdresser | A construction worker |
| mat cat A teacher | A nurse |
keeps you safe.
helps you when you are sick.
puts out fires.
cleans your teeth.
brings the mail.
cuts your hair.
helps you learn new things.
cooks food.
helps you find books.
flies an airplane.
takes care of the animals.
grows fruits and vegetables.
builds the house.
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THE ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS AND TECHNOLOGY ARCHIVES: DISCOVERING WHO USED IT
By Casandra Hughes & Karen Woodworth-Roman
An old hand duplicator and an old school record player are two items in the Association for Educational Communications and Technology (AECT) Archives at Northern Illinois University. As students in a doctoral seminar, we were each given the task of researching the history of one of these two items. We both had very specific models of a widely used piece of educational technology equipment. The history of each item is interesting, but who used these technologies may be the most intriguing question that we asked about our items.
What is the AECT and why does it have an archive? "The AECT is a professional association of thousands of educators and others whose activities are directed toward improving instruction through technology. 1 It is one of the leading organizations of Educational and Instructional Technologists. The Lee and Lida Cochran AECT Archive "is a collection of hardware (audio, visual, and audiovisual machines) obtained from early organizations, conferences, founders, vendors, and users in the field" of Educational Technology. The archive's original focus was to preserve early machines used in education, but it also includes some devices that were used for entertainment. 2
One item in the AECT archives is an Ellams duplicator. The Ellams flatbed duplicator was a machine that utilized stencils, ink, and a roller to make duplicate copies of written work. It did not use any electrical components. The Ellams flatbed duplicator was compact, with all of its accessories stored in a wooden box, and was manufactured in London, England in the late 1800s and early 1900s. Its American counterpart, the Edison mimeograph, also came in a box and used stencils, ink, and a roller to make copies; however, it was manufactured in Chicago, IL. The term "mimeograph" was actually coined by a schoolteacher. 3
In the history of educational technology, there has been little representation of the contributions of African Americans. 4 In thinking about who used the duplicator and the record player, we were encouraged to think about whether they were used by diverse groups in terms of race, gender, and ethnicity. 5 A photograph would be one way of offering proof that diverse groups used the item. Other methods would be oral history interviews or memoirs.
In our research, we found that African Americans were using a limited amount of educational technology. We explored the use of educational technology in the south during the time of segregation. We decided we wanted to try and find African Americans who had used educational technology, so I (Casandra Hughes) asked my grandmother if she knew any educators who may have used educational technology. My grandmother, Gertrude Harris, from Vicksburg, Mississippi, was born in 1926. Education was very important to her. Her mother was born in 1886, and her grandmother was born into slavery in 1865. My great-grandmother did not know how to read and write, but felt a strong desire to ensure that her children learned how to read. My grandmother's siblings taught their parents how to read and write their names, and they used their newfound knowledge to their advantage as sharecroppers when it was time to settle accounts at the landowner's general store. Her parents were able to save enough money to buy their own land and home.
My grandmother has shared many stories about her experiences in school in the segregated south. For example, I was surprised to hear that my grandmother had to pay her teacher directly for a shorthand and typing class that was offered at her school. Her school could not afford to pay the teacher to teach this elective course, so students who wanted to take the course would have to pay the teacher $2 upon entering each class. There were very few employment options for African American women living in Mississippi during the 1940s. My grandmother said that this class was important to her because it gave her the skills to work as a secretary instead of working in the fields or as a maid.
My grandmother was a fantastic choice for this oral history project because she is a well-known figure in her
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community, a pillar in her church, and a dedicated parent. She was able to contact three educators who were available for an interview in less than a few hours. Helen Caldwell, Saltine Tyler, and Gloria Queen shared their educational experiences of going to school and teaching in the south. 6 They discussed their perspectives on segregation and the availability of resources. As a student growing up in Vicksburg, Mississippi, Helen remembered how her teachers managed with the few resources they had. She recalled the poor condition of the chalkboard and having to strain to see it. Helen also recalled her excitement when her teacher secured a reel-to-reel tape recorder. Her teacher recorded the students' voices as an experiment. Most of the students had never heard the recorded sound of their voices.
Saltine Tyler described having a very limited supply of technology as an educator in Vicksburg, Mississippi. Mrs. Tyler was my mother's twelfth-grade English teacher. She recalls having one projector available for the entire school. I asked Mrs. Tyler about the availability of African-American literature in textbooks or other media, and she explained that it did not exist. Often, she would bring in works from her own personal collection.
Gloria Queen, a close friend of my grandmother, had a personal connection to the Ellams or a very similar duplicator. Her memories take her back to her childhood. She remembered sitting in class and watching her English teacher making copies of weekly and unit tests.
The AECT Archives has a rare Rheem Califone 1120 Stereo model record player. The unique feature of this model is that its lid is comprised of two detachable speakers; the more common models had a built in speaker or a lid that was one speaker. This record player has markings indicating that it belonged to DeKalb High School in DeKalb, Illinois. Even Califone International, the audiovisual company, has little memory of this model. In response to a query about its age on the company Facebook page on November 15, 2012, they replied that it was circa 1966 to 1971.
Thomas Edison invented the phonograph in 1877 while working on improvements to the telegraph. An early advertisement quotes Thomas Edison as envisioning a phonograph in every American home. 7 One might argue that he could have added "and in every American school" to that sentiment. Record players were ubiquitous in schools for several decades, and Califone was a major supplier. A college textbook has a picture of a "typical classroom phonograph" showing a Califone model that is visually very similar to the Rheem Califone 1120 Stereo. 8
Record players were used educationally in racially and economically diverse schools. A photograph titled "Singing with a Record Player" from the 1950s on the U.S. National Library of Medicine website shows four African American girls singing at their nursery school with a teacher and a record player. 9
Helen Caldwell used a record player for stories and musical games in the 1970s and 1980s when she was teaching, but it was already fading out. Saltine Tyler played recorded speeches and music for her students.
Mae Clark Orr, a teacher in North Caroline, discusses the disparity between the equipment at schools for black and white children during the segregation era and mentions both the duplicating technology and the record player
"She says she taught at a black school that had only one record player. All twelve grades had to share it. At the white high school,"there was a record player in every classroom. They were saying 'separate but equal' it was nowhere near equal. It wasn't…They had overhead projectors. They had all kinds of paper and things so you could mimeograph anything you wanted. We didn't have any of that. 10
Califone International has posted some vintage promotional photographs on the photo sharing website flickr showing their products being used in physical education, language learning, and music classes. Though the photos are from the 1950s, they show some children of color. In a photograph dated March 1955, from Canalino Elementary School in Carpinteria, California, the camera focuses on a child with a dark skin tone listening to a record in the listening corner. 11
Patricia Cory notes another diverse use of record players in "School Library Services for Deaf Children: Audio
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Visual Material" from 1960, which includes a three-speed, high fidelity turntable for auditory training in a list of exemplary equipment for a Deaf School of 250 students. 12
The AECT Archives has many other pieces of educational technology such as reel to reel tape players and motion picture projectors that were mentioned in the oral history interviews and memoirs researched for this article. The AECT Archives of hardware artifacts is now mainly housed in a one-room schoolhouse museum on the campus of NIU. Local students may be able to arrange a field trip , but even from a distance, a portion of the collection can be viewed online. Students can help document and fill in the gaps about who used the equipment by interviewing their relatives and researching images on such websites as the Library of Congress. Studying the AECT Archives can also provide opportunities to use "tech talk," or the language of communication used in the technology industry. As Patricia Young states in "Empowering Minority Students through Tech Talk," "educating culturally and linguistically diverse students about technology begins with the conscious use of 'tech talk.' 13
Conducting the oral history was a great way to preserve the voices of these individuals, as they have filled in a gap in American history that has long been overlooked. Each one of these individuals had a story. Technology was there and was used by African Americans despite the absence in textbooks of this important part of history. In filling the gap, we can now examine the progress that was made in technology in African American history. Finding connections with technology in their own families may encourage students' interest in technology.
Notes
1. For information about the AECT (Association for Educational Communications and Technology), see "What is AECT?" http://aect.site-ym.com/?page=about_landin;.
2. Information about the Lee and Lida Cochran AECT Archives: http://www.cedu.niu.edu/blackwell/multimedia/.
3. Mary Pakenham, "Smithsonian Gets an Early Mimeograph." Chicago Tribune), February 4, 1965 , http://search.proquest. com/docview/179828640?accountid=12846.
4. Patricia A. Young, "Instructional Technologies Designed by and for African Americans: An Examination of Several Works," The Western Journal of Black Studies 32, no.() (Summer 2008): 31-40.
5. Rebecca P. Butler, "ETT 740: Seminar: Instructional Technology Foundations Fall 2012: AECT Archives Project. (2012).
6. Gertrude Harris, Helen Caldwell, Saltine Tyler, and Gloria Queen, interview by Casandra Hughes, Vicksburg, Mississippi, October 24, 2012.
7. Library of Congress,, Edison Invents the Phonograph," http://www.americaslibrary.gov/aa/edison/aa_edison_phonograph_1.html.
8. Vernon S. Gerlach, Donald P. Ely, and Rob Melnic , Teaching and Media: A Systematic Approach (Englewood Cliffs, ..: Prentice-Hall, 2008), 313.
9. "Singing with a Record Player, 19 ?," Images from the History of Medicine (IH ), accessed November 25, 2012, http:// ihm.nlm.nih.gov/luna/servlet/view/search?q=A02991..
10. Kate Ellis and Catherine Winter , "An Imperfect Revolution: Voices from the Desegregation Era,. American Public Media , Accessed November 25, 2011, http://americanradioworks.publicradio.org/features/deseg/a1.html.
11. "Califone Vintage Lifestyles, the Califone Listening Corner in Use at Canalino Elementary School, March 1955," accessed November 25, 2012, http://www.flickr.com/photos/califoneinternational/3522185979 .
12. Patricia Blair Cory. School Library Services for Deaf Children: Audio Visual Material. (Alexander Graham Bell Association for the Deaf,(1960), Accessed November 25, 2012, http://www.dcmp.org/caai/nadh103.pdf.
13. Patricia A. Young. "Empowering Minority Students through Tech Talk," TechTrend, 46, no.(2 (2002): 46-49.
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EXPLORING TECHNOLOGY: DISCOVERING WHO USED IT
By Casandra Hughes & Karen Woodworth-Roman
CONNECTIONS TO MIDDLE SCHOOL AND/OR HIGH SCHOOL: All history is not found in textbooks. Many important events and ideas are not recorded. This exercise affords middle or high school students the opportunity to document and share their history using technology. Students will be able to identify and record historical background data that relates to their culture and personal lives.
GOALS OF LESSON PLAN: The goal of the lesson plan is to expose students to the art of data collection and digital storytelling. Students will use interviewing and data collection techniques to create a digital presentation of their work.
Objectives: Students will be able to identify, record, and present personal historical background data that relates to their culture and educational technology through the use of technology and oral history.
NATIONAL COUNCIL FOR SOCIAL STUDIES (NCSS) STANDARDS:
HISTORY
TEACHER EXPECTATIONS
* Assist learners in developing historical research capabilities that enable them to formulate historical questions, obtain historical data, question historical data, identify the gaps in available records, place records in context, and construct sound historical interpretations;
* Enable learners to develop historical understanding through the avenues of social, political, economic, and cultural history and the history of science and technology.
CULTURE AND CULTURAL DIVERSITY
TEACHER EXPECTATIONS
* Guide learners as they predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of reference;
* Assist learners to apply an understanding of culture as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns;
* Have learners interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to crosscultural understanding;
WARM-UP (ANTICIPATORY SET): Students will answer the following questions: What is technology? What type of technology do you use? Do you think using technology helps you learn? What technology do you think students used 20, 30, or even 60 years ago?
ACTIVITY (INSTRUCTION INPUT)
Teacher introduces the lesson by describing educational technology and showing examples of historical pieces in the Association for Educational Communications and Technology (AECT) archives. The teacher may want to have students select one of the items in the archives and include it in their research. Students will explore the technology used today and
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compare it to what was used in the past. Students will write about their own history by interviewing at least two relatives or close family friends. If available, students will use technology (cell phone, portable recorder, ipad, mp3 player) to record the interviews. Students will find out what types of technology were used in schools historically. They will use tools like a graphic organizer or storyboard to organize the information. Then students will create a digital story, write a reflection, and discuss their findings with the class.
A FEW THINGS TO REMEMBER WHEN CONDUCTING AN ORAL HISTORY:
1. Remember your objectives (You are trying to find out more about the technology used in the past)
2. Set up your interviews
3. Determine your recording method (taking hand notes, recording device– preferred method)
4. Prepare your questions
5. Obtain a release of information form
6. Thank your interviewee for agreeing to participate
7. Ask interviewee to sign a release for–—Discuss the purpose of the interview
8. Conduct interview
9. Thank interviewee again
* Remember your audience when interviewing someone, even a family member. Your audience may not know Maria is your grandmother or Jack is your uncle. When recording the interviews, make sure to include information about the person being interviewed; name, date, location, and relationship to interviewer.
SAMPLE QUESTIONS:
* Where did you go to school?
* What types of things did your teacher use to teach?
* Did you use any technology when you were in school? (for example, tape recorders, projectors,
radios, printers, computers, television, etc.)
* What was the most exciting educational tool you used in school?
* Is there anything you would like to add?
* These questions are not inclusive. Use the questions as a guide and be prepared to ask follow-up questions.
DIGITAL STORY, REFLECTION, AND PRESENTATION
Students will make a digital story about the differences between educational technologies that are used today and what was used historically. Students will use the data they collected from their oral histories to create a story. They will then find images or take pictures of the different type of technology used both now and then. Students should include some details about each picture. Students will write a reflection that includes thoughts about their experiences, things they learned, what they would do differently the next time, and how they will continue to record their family's history.
DISCUSSION
After the digital stories are presented, the teacher and students will have a group discussion. Students will discuss their
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reflections and answer discussion questions. Possible discussion questions: Is there something new you learned about any of your classmates? Why do you think our stories were so similar or different?
ASSESSMENT: The students will be assessed on the quality of their research, presentation, and discussion. Teachers should create a rubric assessing:
ORAL HISTORY DATA COLLECTION: Did the student ask meaningful questions? Does the information reflect the objectives? Is the data organized? Did the student provide a reflection?
PRESENTATION: Is the presentation organized in sequence and does the story unfold naturally and logically? Did the student show the relationships between self and interviewees? Did the student use good design principles?
DISCUSSION: Did the student provide meaningful contributions to the discussion?
Teacher Resources:
* The Educational Uses of Digital Storytelling: http://digitalstorytelling.coe.uh.edu/
* Guide to Digital Storytelling: http://langwitches.org/blog/wp-content/uploads/2009/12/Digital-Storytelling-Guide-by-Silvia-Rosenthal-Tolisano.pdf
* Doing Oral History: A Practical Guide by Donald A. Ritchie: http://granturi.ubbcluj.ro/tlnistorie/pdf/Doing%20Oral%20 History%20A%20Practical%20Guide%20Donald%20A.%20Ritchie.pdf
* The Smithsonian Folklife and Oral History Interviewing Guide by Marjorie Hunt: http://www.folklife.si.edu/education_exhibits/resources/guide/introduction.aspx
Casandra Hughes is currently a doctoral student in instructional technology at Northern Illinois University. She has master's degrees in Curriculum and Instruction, Educational Leadership, and Special Education. Casandra worked as a special education teacher for three years in Chicago, Illinois. She is now working as a research graduate assistant for the Northern Illinois University's Virtual Laboratory School.
Karen Woodworth-Roman is the graduate advisor in the Department of Educational Technology, Research, and Assessment at Northern Illinois University and a doctoral student in the same program. Karen has master's degrees in educational technology, library and information science, and crop sciences. She is also a reference librarian at DeKalb Public Library. Her research interests include intellectual freedom, technology education, and the digital divide.
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Two Outstanding Saints of Constantinople
This weekly bulletin insert complements the curriculum published by the Department of Christian Education of the Orthodox Church in America. This and many other Christian Education resources are available at http://dce.oca.org.
On November 13th and 14th, the Church celebrates two saints who lived and worked in the city of Constantinople. The first is John
Chrysostom, and the second is the Emperor Justinian.
Saint John Chrysostom did so many important things that he is one of the best-known people who ever lived in the great city. One action that stands out is his speaking against moral laxness. He insisted that priests and bishops, especially, hold themselves to a high standard of moral behavior, and urged them to serve as examples both to believers and to those outside the Church.
We might assume that his stance would be welcomed and supported by all the clergy. But there were those among them who had become accustomed to a life that didn't demand much of them in terms of moral living or hard work, and they deeply resented Chrysostom. He endured real hatred from those who had no desire to live up to the standards he set, and they watched with jealousy as he became a famous preacher and, more importantly, a spiritual shepherd loved and trusted by the people. He suffered from their envy, and it finally led to his exile and death. But he never abandoned his struggle to live as a true follower of Christ.
Justinian was born in 482, about 75 years after Chrysostom's death. His unusually long reign, from 527 to 565, was as full of notable events as Chrysostom's life had been. He planned aggressive military campaigns to regain territory that had been lost, especially in North Africa and Italy. His effort was so successful that by the time he died in 565, the Empire extended further than it ever would under the rulers who followed him.
Justinian wrote hymns, created a code of laws (the "Justinian Codex") to bring order to the life of the Empire, and lived as a serious Christian. He kept the fasts and observed the feasts, urging others to do the same, whether they were members of his court or simple citizens.
The rebuilding of the cathedral of Hagia Sophia was one of the great achievements of Justinian's reign. He undertook a massive program of construction throughout Constantinople, which was described in a treatise written by the court historian. The cathedral, being the central place of Christian worship in the Empire, was the most notable part of his effort.
Hagia Sophia is known for its design and grand scale, as well as its soaring dome. At least two of the architects Justinian selected had been trained in physics and mathematics, and they were able to create a structure that has impressed thousands of visitors since their work was completed in 537.
Though it is no longer a place of worship for Christians, Hagia Sophia is still a reminder of the shining days of Constantinople. The two saints commemorated in mid-November, John and Justinian, did much to make the city a place where God was honored and truly worshiped.
Kontakion - Tone 6
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Emily Mann on Stick Fly
Dear Patrons,
It is a rare gift to pick up a new script by an emerging writer and say: "This is a voice I've been waiting to hear!" Two years ago, when I first encountered Lydia Diamond's plays, I was struck by her brilliance and artistry. Her writing was crisp, witty and direct, yet also had a depth and impact that took my breath away. The first of her scripts that I read, Voyeurs de Venus, was such a moving and powerful play that I immediately knew Lydia was an important new voice in the American theater. We brought Lydia to McCarter to do a reading of her adaptation of Toni Morrison's The Bluest Eye, and once again, I heard a powerful voice that was as intellectually stunning as it was deeply heartfelt. When McCarter did a reading of her new play, Stick Fly, that June, I decided: our audiences had to see Lydia Diamond's work on our mainstage.
Set in the elite African-American community of Martha's Vineyard, Stick Fly explores complex and intertwining issues of family, trust, and class. Sadly, it is rare to find such a powerful piece of new literature that is set in upper-class African-American culture. American theater audiences have grown accustomed to seeing only one element of the African-American community represented on our stages and in our films. Contemporary, upper-class, well-educated, highly accomplished and economically privileged African-American families, like the one we see in Stick Fly, are too infrequently portrayed on stage. This play is an important reminder that even our finest African-American playwrights are showing only one side of the many facets of our nation's African-American community.
But Stick Fly, is not, at heart, a play about race. Rather, it is a play about secrets, a play about family, a play about trying to connect, and a play about the undeniable effects of class. It is a tremendously moving, exceptionally funny, and wonderfully true play that I know will entertain and entrance all of our audiences with its alluring language, complex characters, and keen exploration of modern society.
All best,
Emily file:///C|/Stick%20Fly%20print/html/stickflyprint.html (1 of 20)9/5/2007 1:30:17 PM
Character Profiles
CHERYL WASHINGTON
The daughter of the family maid, Cheryl has benefited educationally from her association with the LeVays. Just on the verge of college, Cheryl is bright, hardworking, relatively no-nonsense, and always well-intentioned. She has had a longstanding crush on Flip.
Cheryl
…Jesus, your dad's famous…That's a free pass to anywhere you wanna go. I'm bustin' my ass trying to raise enough money to supplement work study, and you cryin' in your milk because people at Harvard were mean to you.
Kimber
I've seen that kind of mean, it's crazy…
Cheryl
You think people at that stuck up school weren't mean to me? Of course they were, and it wasn't just the white girls. They were all mean. But I didn't lose sleep over it. Because I knew who I was before I went there. (II. iv.)
TAYLOR BRADLEY SCOTT
Kent's fiancée. She is the daughter from an earlier marriage of renowned public intellectual, James Bradley Scott. Taylor was raised by a single mother college professor. Though she carries her father's name, and so has had entrée to some social privileges, he was not a part of her life. She has also lacked financial resources.
Well, I got here, and this incredible house, and all these beautiful Black folks… I've never been on the inside of all of this, not like this. And it feels good…like, really good. Like right. But it's hard, it's scary, because, you know, I wanna make a good impression, and it's hard meeting the folks, the family... (II. i.)
KENT LEVAY
The youngest son of the LeVay Family. Kent has grown up with an artistic disposition in a family of doctors and lawyers. He is a writer, and his novel has just been picked up by a "small, reputable" publishing house. Although financially privileged, he has struggled to find his place in life and with his family, especially his father. He loves Taylor, and though she may not see it, his gentleness is a valuable ingredient in their relationship. Taylor refers to him as "Spoon."
See, I wanted the confrontation with Michael and his dad to be subtle…it can't be histrionic, or it's cheap…O.K…. here it is… (Reading) It was in his brow. A measured crease that was always present, but deepened, not with concern as one would expect, but whenever the conversation shifted from him. Michael saw the shadow in that furrow grow darker, and he knew that soon his opening would have passed. It was not possible to express displeasure, even uncertainty in his father's presence, but a certain amount of honesty was required…a certain kind of communication, a language that played out in anecdotes and connotations, might… (I. iii.)
file:///C|/Stick%20Fly%20print/html/stickflyprint.html (2 of 20)9/5/2007 1:30:17 PM
FLIP LEVAY
Oldest son and "golden boy" of the LeVay family. Flip has, with some compromises, fallen in line with his father's expectations. He is a plastic surgeon, and an incorrigible ladies' man.
Flip
I don't bring just anyone up here.
Kimber
I find that hard to believe.
Flip
What, that you're not just anyone…
Kimber
Please, this is all part of your mac daddy package… the old pictures of you on the fridge, the cute little brother… a charming father… all part of a deeper kind of seduction. (II. i.)
DR. JOSEPH LEVAY (DAD)
Joseph is a charming, opinionated, and frequently droll man, who rules his family with a firm, albeit occasionally uneven, hand. Like Flip, he has always had a way with women.
…Nobody can make you feel inferior. I've been the head of this house, coming to this island for the last forty years, put in hundreds of thousands of dollars of renovations…. But there'll never be a sign out front that reads "LeVay." This will always be the Whitcomb house, and I'll always be the guy lucky enough to marry into the great Whitcomb dynasty…. (II. i.)
KIMBER DAVIES
Flip's girlfriend. Kimber is an intelligent woman with a quick wit and sincere warmth. Unlike Taylor, her social status matches that of the LeVays—with, of course, the undeniable privilege of whiteness. She is aware of this, and on some level appalled by it.
…So what we don't talk about in my family? My Grandmother's brother married an Irish immigrant. In my world that's beyond unacceptable[…] …someone fell in love with someone they weren't supposed to… a whole branch of the family we don't acknowledge. I watched Grandma, loving, sweet, philanthropic, Chanel and pearl wearing old lady, walk past nieces and nephews on the street without a word. Just cut 'em out. No one questioned it. I didn't even. And these are people who vote "family values." Why am I telling you this? (II.i.)
file:///C|/Stick%20Fly%20print/html/stickflyprint.html (3 of 20)9/5/2007 1:30:17 PM
Glossary of Useful Terms
Black Dog:
Tavern, bakery and tourist site on Martha's Vineyard. Producer of t-shirts and hats seen throughout the Northeast.
bell hooks:
Intellectual and activist. Her work focuses on race, class and gender and how they interact. Her book Ain't I a Woman? Black Women and Feminism explores how feminism neglects questions of race and class. She is a supporter of grassroots feminism, as opposed to academic feminism.
Cotillion: A fancy, formal dance for young people. Often associated with debutantes.
D.H. Lawrence: Controversial early 20th century writer. His novels explore relationships and were considered shocking for their frank depiction of sexuality. They include Sons and Lovers, The Rainbow, Women in Love and Lady Chatterley's Lover.
Jack and Jill: Club for privileged African-American children. Membership requires sponsorship by a current member. Jack and Jill clubs plan national conferences as well as parties and cultural outings for their members to mingle.
Quadroon: a person with one black grandparent
Octoroon: a person with one black great-grandparent
Max Weber: German economist and sociologist, considered one of the fathers of sociology. His book Economy and Society is a foundation of modern public administration.
file:///C|/Stick%20Fly%20print/html/stickflyprint.html (4 of 20)9/5/2007 1:30:17 PM
Utopian society: A perfect, idealized society. Also used pejoratively to refer to an unrealistic, unachievable society. From the Greek "ou topos" literally meaning "no place," or "place that does not exist". The term was coined by Sir Thomas More in his book Utopia.
African Americans on Martha's Vineyard
By Carrie Hughes
Martha's Vineyard. An island off the coast of Cape Cod—first, fishing village and whaling port, now, a summer resort playground. The Kennedys and the Clintons vacation here. So do Spike Lee, Vernon Jordan and Henry Louis Gates. Indeed, in the past century generations of the African-American elite have quietly made it their vacation haven.
African Americans arrived on Martha's Vineyard in the seventeenth century. While records from this period are vague and do not distinguish between indentured servants (slavery was outlawed in Massachusetts by 1780), artisans, and laborers, by the 1800s all three groups, along with at least one whaling captain, were represented on the island. As the century progressed, religious presence on the Vineyard served to draw African Americans to the island. In 1834, the first Methodist camp meeting was held there. These religious revivals (which also extended to other denominations) brought attention and visitors to the island. The gingerbread cottages built to house revival attendees lent the Oak Bluffs area its first name—"Cottage City." After the Civil War, the African-American population increased further as the Island's tourist economy grew. By 1879, "colored votes" swayed the vote for the secession of Oak Bluffs from the larger community of Edgartown. Oak Bluffs became the heart of the African-American community on the Vineyard though African Americans (including Stick Fly's LeVays) have and continue to live elsewhere on the island.
The religious revivals brought visitors, but, as time progressed, not all came for religious fellowship—they came for fun, relaxation, and vacation, too. In 1880, a gazebo was constructed for musical entertainments. In 1917, the Shearer family opened Shearer Cottage, the first African-American owned guest house on the island. The Shearers hosted African-American vacationers, including luminaries like Adam Clayton Powell, Ethel Waters and Paul Robeson. These visitors fell in love with the place and increasingly bought homes. Powell's ex-wife, Belle Powell, who, until her death last May, was one of the Vineyard's oldest inhabitants,
recounted how Powell drew other African Americans to the Vineyard: "He said [in his newspaper column], 'Come one, come all, my black brothers and sisters and I'll meet you in my bare feet,' and they've been coming ever since."
The dock at Menemsha, 1950.
Photo courtesy Shearer Family on Martha's Vineyard embraced affectionately by many, but passionately rejected by members of the community who resent its implications. Social clubs, like the Polar Bears (who swim together in
After World War II, the number of vacationers increased, as African-American doctors, lawyers, dentists, teachers, and business people, as well as politicians and artists, formed a unique summer community. The sandy Oak Bluffs beach became a gathering place, eventually earning the nickname "the Inkwell"—a term file:///C|/Stick%20Fly%20print/html/stickflyprint.html (5 of 20)9/5/2007 1:30:17 PM
the early mornings at the Inkwell) and the Cottagers (an exclusive service club limited to 100 members, for those who own historic cottages) formed and cocktail parties abounded. For many of these summer people, who often lived in neighborhoods where they were among very few African Americans, it was a rare opportunity to spend time with other African Americans from the middle and upper-middle class.
Writing about her childhood summers in Oak Bluffs in the 1950s and 60s in her book Finding Martha's Vineyard, writer Jill Nelson noted: "There was no need to be the exemplary Negro here, or to show white people that we were as good as or better than they were to conduct ourselves as ambassadors for integration and racial harmony. For the months of summer the weight of being race representative—and all the political, emotional, and psychic burdens that come with demanding that an individual represent a nonexistent monolith—was lifted. Absent the constraints, the Vineyard was an ideal place to figure out who we really were underneath all the other stuff. Here it was enough that you simply be yourself."
While this spirit of Oak Bluffs continue to inspire its summer inhabitants, the increasingly valuable real estate and the opening up of the rest of the island is bringing change to Martha's Vineyard. Wealthy African Americans are now increasingly willing and able to build large homes outside of Oak Bluffs, while some old families, now living too far from the island and with modern schedules that preclude spending a whole season away, are selling their houses.
"Certainly the Vineyard is not a racial utopia, but it was and is better than most places. Or at least for the most part it seems that way, maybe because there has always been a finite acceptable number of black families here. The obvious bond of race is augmented and in recent years perhaps trumped by the bonds of class," writes Nelson. Martha's Vineyard remains an important place for real families similar to the fictional LeVays and Whitcombs—complicated, privileged, and black.
Who's Who in the Production
CAST(in order of appearance)
Julia Pace Mitchell Cheryl Washington
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Michole Briana White Taylor Bradley Scott
Javon Johnson Flip LeVay
Monette Magrath Kimber Davies
Artistic Staff
Written by
Lydia R. Diamond
Directed by
Shirley Jo Finney
Artistic Director/Resident
Playwright
Emily Mann
Managing Director
Jeffrey Woodward
Set Design
Felix E. Cochren
Costume Design
Karen Perry
Lighting Design
Victor En Yu Tan
Director of Production
David York
Production Stage Manager Cheryl Mintz
Stage Manager
Alison Cote
Casting Director
Laura Stanczyk, CSA
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An Interview with Lydia Diamond
Playwright Lydia Diamond's work has been performed across the United States and in the U.K. Recently commissioned by McCarter Theatre Center and by Steppenwolf Theatre, Lydia has won numerous awards for her work, including Stick Fly and Voyeurs de Venus. Producing Associate Adam Immerwahr sat down with Lydia to discuss the process of writing Stick Fly and the play's upcoming production at McCarter.
What were the inspirations that led you to develop Stick Fly?
I was working on an intense, difficult play, called Voyeurs de Venus, which was about a slave. I was spending a lot of time in the library, crying over horrendously racist accounts of what black people looked like to the Europeans in the early 1800s, and just sobbing. And I needed to do something fun when I wasn't losing my mind over that. Stick Fly was going to be my fun play. The themes I wanted to explore had to do with my relationship to white women. I have all of these very good white friends who are like sisters whom I love, but outside of my circle I still feel a tension. That's interesting, because I'm also a feminist, and if I'm going to have visceral negative reactions socially to a person it should be white men, and I found that I bumped heads most often with white women. I wanted to explore that, because it's a contradiction and a really interesting one. Also, in my personal life there is always this search for father and what that means, and it was very much a part of what the play is exploring–relationships with fathers.
The setting and the story comes out of the characters, so I made the characters first. Then they tell me where they live and what's happening with them. That's how Martha's Vineyard happened. I didn't say: "I'm going to write a Martha's Vineyard play." This is where they live and these are the things that they were dealing with. Martha's Vineyard is the perfect place for exploring the intersection of race and class dynamics outside of the black community and within the black community.
How do the personal and the political intersect in the world of Stick Fly?
That's a question that I'm asked a lot. I would say that in the world of Stick Fly, the personal and the political intersect the way that they do in my life. There is a way in Stick Fly that the family can't really sit down without at some point, very organically, having a discussion about how they navigate and exist in a world that is tricky to navigate and exist in as a person of color. That's the experience I have in any group of African Americans anywhere in America. The way we don't know how to acknowledge the uncomfortableness and inequalities that are personal and institutional makes the very nature of racism so tricky. The only way that you can deal with it is to have other people to process through it with, and so that becomes very much a part of the world of the family.
The horrible, weird trick about the way racism manifests itself in America is that it's difficult to acknowledge. Acknowledging it makes everyone feel uncomfortable, acknowledging it makes white people feel implicated, makes black people feel vulnerable, and so we don't acknowledge it. But then how do we teach our kids to conquer it and to function in it? So there is something soothing about having someone say: "Oh yeah, I went into that store and they were on me like white on rice." That's important. I've had people respond to my plays in a way that makes it clear to me that there's a cultural disconnect around the organic nature of how class and race affect you when you are a person of color. I don't sit down to write a play about race, but as a person of color who navigates this tricky landscape, it is very much just who I am. And so when it comes out in my work, it is coming out of a very organic place. I'm just writing what I know.
What do you want the audience to walk away with?
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I just hope the audience will be entertained. I hope they will feel that their time was well spent, whatever that means. Whether it challenges them, whether it just amuses them, whether it brings up their own things and makes them sad and contemplative. I like to think that people will have discussions after the play. I feel impassioned about encouraging your white audiences to know that this is a story for them, that this is a story about a family dealing with the things that all families deal with. And if anything, I would like for people to think of it as a play about the themes that we all deal with, and that we can all see ourselves in.
An Interview with Shirley Jo Finney
Amidst the bustle of preparations for the first rehearsal of Stick Fly, Literary Intern Elizabeth Edwards was able to interview director Shirley Jo Finney. Sitting in cozy chairs on what would soon serve as the porch for the rehearsal room version of the set, they discussed Shirley Jo's connections, reflections, and approaches to the piece.
So, the first question I would like to ask you is where or how do you connect with this play? Do you feel like there's a place where this play touches you in a personal way?
Oh, definitely. I think it touches me because it reminds me of my family. My father was a judge; my mother was an academician/counselor/educator. I was in Jack and Jill, I was an AKA debutante. Being in [the world of elite African Americans], and understanding what that world is—I come from that.
All my life I have had to navigate going between both worlds; I have had the experience of being "the only one." When I was little, my family integrated the neighborhood. And then I was the first African American in the Theatre Arts department at Sacramento State University, and at UCLA I was the first African American to be in the MFA program. Even as a professional director, at some of the regional theaters I've gone to, I've been the first woman of color some people have had to deal with. So, that touches me.
And then, I come from a divorced home, and so there's the father issue—absentee father, present but still absent, and wanting the father that's present to be the father. Having to figure out, ok, where do I fit, and where's my father, I have one over here and one over here. Having emotionally to navigate and find placement on that.
There are so many deep and powerful issues that this play addresses—class, race, family dynamics… What do you see as being at the heart of this piece, what ties these issues together?
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What this piece has is—home. It's in so many layers. There are different things that run throughout this piece, and regardless of the issues of race or class or status, this is a family, and home is the universal element that transcends everything else in this piece. So, what is home to a person? I think part of the thing that we do on our journey here is trying to find home for ourselves. People usually articulate it as "I have to find myself!" And I think the finding of the self is really "where is home?" When everything goes down, where are your values and your beliefs? And that's a lifelong journey—but it is about placement and home, and I think that's part of the theme that transcends everything in the piece.
So what do you think this play specifically has to say about home, and about finding yourself?
It's trust. It's trusting. And I think everyone, all these characters… What I love—here it is—what I love about the piece is that at the very beginning, the opening scene, Cheryl, the character, comes in and she has to unveil. She's taking the sheets off the furniture. Which is the unveiling. And [this play] is about unveiling the masks, what is hidden— lifting what is hidden. And every character in this piece has something that they're hiding, a secret, or a dilemma that they're dealing with that has to stay hidden. And in these three days coming here, the three days that it takes, that unveiling happens, the secret happens, everything starts unraveling from the moment she takes the sheets off the furniture, for everyone.
Wow. Wow, I'm getting chills.
(laughs)
I think more than anything, we don't ever want to show our flaws. We don't ever want to be wrong. And by keeping secrets, we think that we're protecting. When, in our lives, in our families (because, every family has a secret) the secret is the one that really harms. And, what is the risk of telling the truth? You know?
You may get upset for a minute. You may not appreciate it. But if you stand back from it—at least there was an honesty, and an authenticity. And I think that's more empowering than having a preconceived notion, and then you find out that what you thought was a truth isn't a truth. Ultimately, it's better to be using your authentic voice than to hide and wear a mask. And that's what that whole thing is about.
I know it's hard, it's a hard journey, it's a lifelong journey. But the question with this particular dysfunctional family, as with other dysfunctional families, is—where does it come from? Where is the anger of not being seen, of not being accepted, of not being wanted, or being lied to? It's because that person is in fear. And it's all about fear. Because what is a secret? A secret is something that you're fearing. So, if we can confront the fear, and face our own fears, that's better for you, and it's better for me.
That's wonderful. So, after talking about that metaphor—the metaphor of the unveiling—can you now talk a bit about another prominent metaphor in the piece: the Stick Fly. What do you think the title refers to, what does it mean?
Now, see, now the writer may tell you something different…
Right.
There's something that Taylor's character says about how you cannot study the movements of a fly, because it moves so fast. In order to study the movement of a fly, you have to stick it down somehow. Taylor's character does this at one point, she captures the fly and then she puts it on honey so it gets stuck, so she can actually study it. And what they do in the laboratories is that they'll take a fly and put a pin in it, to stop it, so they can study it. And then after they finish studying and analyzing it, they discard it.
I think that's one of the things that Taylor, and we, do. Everyone is trying to protect themselves, and overanalyzing… And once I think that I have you pegged, I have no more use for you. I think that's what we do as human beings, instead of really dropping down in the heart space and exploring what your truth is, and accepting that person unconditionally, we place all these conditions on a relationship. And once we analyze it, and if it doesn't serve our expectations, we discard it. And we see that happening in this house.
So do you think there's a specific character in this play, one character who is "the fly," or "the analyst"?
No, I think for me, this piece is an ensemble. It really is. If you, as the audience member, came in and decided just to watch one character, with each one of these characters you could say "Oh, that's his story. That's Daddy's story." "Oh no, the story's really Taylor's story." "No, no, no, the story's really Cheryl's story." "No, no, no…"
And so, in an ensemble, the family is the one character. Okay? In the world that I look at, metaphysically—and that's usually how I break down scripts, is metaphysically, because every story that is told is a story about us—so metaphysically, houses represent consciousness. So if you ask whose story it is, it's the house's story. The house is a character, the house is a place of consciousness, and the house has a secret that's being unveiled. And we find out, and I'm not saying here what that secret is, but, everything impacts the other.
Right… Okay, so, as a self-proclaimed "actor's director," and you've been an actress yourself, as well, is that right?
In one stage of my life I was, yes.
Right. And so, with this very character-driven play, how are you going to be approaching the relationships between the characters in your rehearsals?
When I work with a play, I look at mind, body, spirit. Spirit being emotional life. And all three of those make up a human being—the mental, the physical, and the emotional. There are times in our life where one of those is prevalent. You may be in more of your head thing, or you may be emotional one day… Okay, for instance, there are six characters in this play that are present, physically. Well, the number six, metaphysically, says, "working out of a condition." So every one of these characters is working out a condition, something personal in their lives.
But there is also a character in this play who is not seen—the mother. This all takes place in the mother's house. So her consciousness is prevalent within that home. The invisible character, seven, represents "spiritual realization." Out of the working out, and out of the secret, comes a revelation that is going to heal this family.
And the other character, Cheryl's mother, who also does not appear, is the number eight, which is infinity, which is "the end is declared from the beginning," which takes its place in what? The secret.
So, when we're at the table, that's how I talk to my actors. So, they go: "okay that's the higher level of that." Then I will say to them, "Where do you think you are in this play? Who represents that spiritual, emotional element?" Well, I would go, "Cheryl." And then who's operating in their head a lot?
Have you read the play?
Mm-hm.
Who do you think is operating in their head?
Taylor?
There you go! See, see, there you go! And then, who's the other one who's operating spiritually and emotionally. Spoon. Right?
And then you have the other one—who's operating in the physical here?
Oh, uh, what's his name…? Flip.
Flip. See, see how it goes? See? So you can just see where that mind, body, spirit thing happens. And it's in every play. So you see that operating, it's interesting. And then we'll talk about energy—it's interesting that this woman who's in the mental is drawn with this guy who's emotional, and they're trying to feed off of one another, you know?
If you look at your own life five years ago or three years ago, who were your friends then, and who are your friends now? You draw to your life what you need, and they come to you as human beings, as people. And you'll see your strengths and your weaknesses in someone, either you say "Oh, that's something I see in myself," or you say, "I wish I had that." And you'll keep that person there. And when you've learned all you needed to know, you're like the stick fly—you'll discard. You see how it all…? Yeah.
So, that's how I approach the work, that kind of investigation happens at the table. That's tomorrow's discussion. And then Saturday we'll continue in that discussion, in terms of where people are. And by the time we have those kinds of discussions, and cry, and all that, then Sunday we'll be able to start.
So is there anything that you are hoping that the audience comes away from this production with?
When I go to the theater, a movie, anything, I want to have an experience. I want to have an emotional experience. And so, I always set that as an intention. They're going to bring certain aspects of their lives in those seats, and I want them to be able to connect—mentally, physically, and spiritually—to someone, or something, in this play. So that they can begin to have a conversation, not only with themselves, but maybe with someone else, to then perpetuate a healing within themselves, to understand what lies and secrets do, and then maybe they can look in their own mirror.
Core Curriculum Standards
According to the NJ Department of Education, "experience with and knowledge of the arts is a vital part of a complete education." Our production of Stick Fly and the activities outlined in this guide are designed to enrich your students' education by addressing the following specific Core Curriculum Standards for Visual and Performing Arts:
1.1 All students will acquire knowledge and skills that increase aesthetic awareness in dance, music, theater and visual arts.
1.2
1.4
All students will refine perceptual, intellectual, physical and technical skills through creating dance, music, theater and/or visual arts.
All students will demonstrate knowledge of the process of critique.
1.5
traditions which have generated artistic accomplishments throughout the ages
All students will identify the various historical, social and cultural influences and and which continue to shape contemporary arts.
1.6 All students will develop design skills for planning the form and function of space, structures, objects, sounds and events.
Viewing Stick Fly and then participating in the pre- and post-show discussions suggested in this resource guide will also address the following Core Curriculum Standards in Language Arts Literacy:
3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.4
All students will listen actively to information from a variety of sources in a variety of situations.
3.5
All students will access, view, evaluate and respond to print, nonprint and electronic texts and resources.
In addition, the production of Stick Fly as well as the resource guide activities will help to fulfill the following Social Studies Core Curriculum Standards:
6.1 All students will utilize historical thinking, problem solving and research skills to maximize their understanding of civics, history, geography and economics.
6.4 All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future.
6.5 All students will acquire an understanding of key economic principles.
Pre-Show Preparation, Questions for Discussion, and Activities
Note to Educators: Use the following assignments, questions, and activities to introduce your students to Stick Fly and its intellectual origin, context, and themes, as well as to engage their imaginations and creativity before they see the production.
1. Sticks, Flies, Families, Friction and Secrets. At the dramatic heart of Lydia Diamond's Stick Fly—and at the dramatic heart of all great domestic or family dramas, from Aeschylus' Orestian Trilogy to Ibsen's Ghosts to O'Neill's Long Day's Journey Into Night to Wilson's Fences—are the tensions and secrets that test, confound and fracture families and the individuals within them. Families on stage, like those off stage, struggle with dysfunction in the form of personality and priority clashes, harbored resentments, and skeletons in the closets.
H Ask your students if they can recall any fictional families, either on the stage (or in television or films) or on the page (fiction or non-fiction) who have been tested, confounded, or fractured because of conflicts and emerging skeletons from their ancestral closets. What are the pervasive or common interpersonal problems that overwhelm these fictional families?
H Have your students consider a situation in their own family history (or in someone else's familial experience) in which personality or priority clashes, harbored resentments or an unexpectedly exposed secret has suddenly created interpersonal discord. Give them an opportunity to dramatize the conflict either as a dialogue between multiple characters or in a monologue in which one individual character gives their personal perspective of the controversy. If appropriate, students may volunteer their scripts to be read aloud to the class (or scenes could be prepared for a staged reading performance) and discussed.
H Ask your students if in the histories of their own families there have been instances of tension or conflict, or if secrets have threatened to tear the family fabric. Was the family able to openly address and calm these difficulties? If so, how? What were the outcomes of these challenging situations?
2. Contextualizing the World of Stick Fly. In Stick Fly, Diamond introduces us to the world of the LeVay family, a contemporary, upper-class, well-educated, highly accomplished, and economically privileged African-American family. The play is set in the LeVay's ample Martha's Vineyard "cottage." Your students may not be aware of the fact that Martha's Vineyard in Massachusetts is a traditional summer resort as well as a year-round haven for upper-class and upper-middle-class African Americans.
Research
To prepare your students for Stick Fly and to deepen their level of understanding and appreciation of the complexity of contemporary African-American experience, have your students research, either in groups or individually, the history of Martha's Vineyard and its inhabitants. You might consider the following subjects for research: Captain William Martin (b. 1829); Rebecca Amos & Nancy Michael; Randall Burton & Edgar Jones; John Saunders & Rt. Rev. (Bishop) John Burgess; Dorothy West; Adam Clayton Powell, Jr. & Isabel Washington Powell; Shearer Cottage; Oak Bluffs; Chappaquiddick; and the African-American Heritage Trail History Project. Avenues for research may include:
G Jill Nelson's Finding Martha's Vineyard: African Americans at Home on an Island (New York: Doubleday, 2005).
G Stanley Nelson's film A Place of Our Own (Oakland, California: Firelight Media Inc., 2004) and its companion web site (www.pbs.org/ independentlens/placeofourown/index.html)
G Lawrence Otis Graham's Our Kind of People: Inside America's Black Upper Class (New York: Harper Collins, 1999).
G Perry Garfinkel's article on Oak Bluffs, "ZipUSA: 02557," appearing in National Geographic (June 2003) (magma.nationalgeographic.com/ngm/0306/ feature8/)
G The African American Heritage Trail of Martha's Vineyard's web site (www.mvheritagetrail.org),
Presentation and Discussion.
Have each student or group present her/his/their research to the class. Following the presentations, ask your students to reflect upon their research process and discoveries.
G Was this a history of which they were already aware?
G Were any of the names of people, places or organizations already familiar to them? Ask them to explain why they think they were or were not familiar.
G What was the nature of the resources they found? Were they plentiful? Scarce? Detailed? Vague?
G Was information on their research subjects readily available?
G Did their research yield any particularly surprising information?
G Can they identify any interesting, compelling, challenging or confusing themes in the totality of their research?
3. Staging African-American Experiences. McCarter Theatre, in its mission to develop and produce new works for the stage, to support the next generation of playwrights, and to engage, educate and cultivate a broad range of audiences, has committed itself to presenting the broad and complex African-American experience on stage. In the past six years alone, the following remarkable plays by both established and up-and-coming American playwrights have entertained, enthralled, provoked and challenged McCarter audiences:
H Radio Golf by August Wilson(2006-2007 season)
H Gem of the Ocean by August Wilson (2005-2006)
H The Brothers Size by Tarell McCraney (2006-2007)
H PolkCounty by Zora Neal Hurston and Dorothy Waring, adapted by Kyle Donnelly and Cathy Madison (2004-2005)
H Lackawanna Blues by Ruben Santiago Hudson (2001-2002)
H Crowns: Portraits of Black Women and Their Church Hats by Regina Taylor (2002-2003)
H Yellowman by Dael Orlandersmith (2001-2002)
Stick Fly by Lydia Diamond joins these works that further define, explore, expose, and investigate the depth and breadth of the history and of contemporary lives of Black Americans of African ancestry.
To better appreciate Lydia Diamond's unique perspective and contribution, and for purposes of comparison and discussion, have your students read one or more of the above plays before their attendance at Stick Fly.
Ask of the play(s) the following questions:
G What makes the play and its world unique?
G What issues and themes in the play do you think are unique to the African-American experience?
G What are the issues and themes highlighted in the play?
G How does the play speak of or deal with issues of class and race?
G Are there aspects of the play that might challenge a non-African-American viewer?
G What aspects of the play do you specifically see as affirming and empowering for an African-American viewer/reader?
G What themes or issues in the play, if any, do you think are universal or common to any race or class of peoples?What is the importance or significance of presenting many perspectives on the African-American experience?
4. Observing Stick Fly as a Playwright. The Stick Fly student matinee is also the kick-off for McCarter Education's Youth Ink! High School Playwriting Residency Program. To prepare YI! student playwrights (and our entire student matinee audience) for analysis and discussion of the dramatic elements of Lydia Diamond's play, provide a brief overview of the following essential principles of playwriting:
Action: What a character wants; also often referred to as a character's objective. Characters have both immediate actions (in any given scene) and overarching actions (in the entire course of a play).
Conflict: That which stands in the way of what a character wants; also referred to as an obstacle. Conflicts come in two varieties:
External: A conflict which comes from outside the character, either in the form of an inanimate object or another character.
Internal: A conflict which comes from within the character, in that she or he wants more than one thing and therefore is blocked from both.
Ask your students to keep track of the actions and conflicts occurring in Stick Fly. Have them consider as they experience the play:
G What is each character's action/want when the play begins?
G Do any of the characters suffer from an internal conflict?
G What conflicts arise? What keeps characters from getting what they want?
G Who gets what they want?
G How and why does each character change, if at all, during the course of the play?
G Whose action/want changes? Why?
Following your Stick Fly attendance, utilize the above questions for a discussion of the dramatic content of the play
5. A Theater Reviewer Prepares. A theater critic or reviewer is essentially a "professional audience member," whose job is to report the news, in detail, of a play's production and performance through active and descriptive language for a target audience of readers (e.g., their peers, their community, or those interested in the Arts). To prepare your students to write an accurate, insightful and compelling theater review following their attendance at the East Coast premiere of Lydia Diamond's Stick Fly, prime them for the task by discussing the three basic elements of a theatrical review: reportage, analysis and judgment
H Reportage is concerned with the basic information of the production, or the journalist's "four w's" (i.e., who, what, where, when), as well as the elements of production, which include the text, setting, costumes, lighting, sound, acting and directing ( Theater Reviewer's Checklist). When reporting upon these observable phenomena of production, the reviewer's approach should be factual, descriptive and objective; any reference to quality or effectiveness should be reserved for the analysis section of the review.
H Judgment involves the reviewer's opinion as to whether the director's and designers' intentions were realized, and if their collaborative, artistic endeavor was ultimately a worthwhile one. Theater reviewers always back up their opinions with reasons, evidence and details.
H With analysis the theater reviewer segues into the realm of the subjective and attempts to interpret the artistic choices made by the director and designers and the effectiveness of these choices; specific moments, ideas and images from the production are considered in the analysis.
Remind your students that the goal of a theater reviewer is "to see accurately, describe fully, think clearly, and then (and only then) to judge fairly the merits of the work" (Thaiss and Davis, Writing for the Theatre, 1999). Proper analytical preparation before the show and active listening and viewing during will result in the effective writing and crafting of their reviews.
Post-Show Questions for Discussion and Activities
Note to Educators: Use the following assignments, questions, and activities to have students evaluate their experience of the performance of Stick Fly, as well as to encourage their own imaginative and artistic projects through further exploration of the play in production. Consider also that some of the pre-show activities might enhance your students' experience following the performance.
1. Stick Fly: A Discussion. Following their attendance at the performance of Stick Fly, ask your students to reflect on the questions below. You might choose to
have them answer each individually or you may divide students into groups for round-table discussions. Have them consider each question, record their answers and then share their responses with the rest of the class.
Questions to Ask Your Students About the Play in Production
a. What was your overall reaction to Stick Fly? Did you find the production compelling? Stimulating? Intriguing? Challenging? Memorable? Confusing? Evocative? Unique? Delightful? Meaningful? Explain your reactions.
c. Do you think that the pace and tempo of the production were effective and appropriate? Explain your opinion.
b. Did experiencing the play heighten your awareness or understanding of the play's themes? [e.g., coping with the challenges that test, confound and fracture families, such as personality and priority clashes, generational tensions, sibling rivalries, unmet or unbalanced child/parental expectations and the revelation of damaging secrets; the struggle to find identity at the complex juncture of race and class.] What themes were made even more apparent in performance? Explain your responses.
Questions to Ask Your Students About the Characters
a. Did you personally identify with any of the characters in Stick Fly? Who? Why?
c. Did any characters develop or undergo a transformation during the course of the play? Who? How? Why?
b. What qualities were revealed by the action and speech of the characters? Explain your ideas.
d. In what ways did the characters reveal the themes of the play? Explain your responses.
Questions to Ask Your Students About the Style and Design of the Production
a. Was there a moment in Stick Fly that was so compelling or intriguing that it remains with you in your mind's eye? Can you write a vivid description of that moment? As you write your description, pretend that you are writing about the moment for someone who was unable to experience the performance.
c. How did the production style and design reflect the themes of the play?
b. Did the style and design elements of the production enhance the performance? Did anything specifically stand out to you? Explain your reaction.
d. What mood or atmosphere did the lighting design establish or achieve? Explain your experience.
f. Did the design of the costumes and makeup serve to illuminate the characters, themes, and style of the play? How?
e. How did the sound design enhance your overall experience?
2. Exploring the Story and the Politics of Stick Fly. Lydia Diamond's work has been celebrated for its contribution to the political discourse and perspective on race, class, and privilege in America, yet according to the playwright, "…[For] the most part, I tell the story, and the politics come out because that's who I am. I think we have stories that are important to tell, and the honesty in those stories appeals to people." Engage your students to tell the story of Stick Fly in their own words. Then ask them:
H What are the "politics that come out" in the telling of the story?
H What do you find compelling about the story and its politics? Confusing? Evocative? Challenging?
H What do the story and/or the politics of Stick Fly mean to you?
H Where do you find meaning (political or otherwise) in the play?
H Where does your personal experience converge with the politics of both play and playwright? Where does it diverge?
3. Change in the World of Stick Fly (in the Mode of Fuchs). In her highly regarded essay entitled "Visit to a Small Planet: Some Questions to Ask a Play," Yale School of Drama professor and performance scholar Elinor Fuchs offers a "template for the critical imagination" that asks a play viewer/reader to approach a play as if it were a new world with its own geography and rules. She suggests:
To see this entire world, do this literally: Mold the play into a medium-sized ball, set it before you in the middle distance, and squint your eyes. Make the ball small enough that you can see the entire planet, not so small that you lose detail, and not so large that detail overwhelms the whole.
In addition to contemplating the play planet in terms of space, time, climate, mood and music, and in terms of its inhabitants and their social interactions, Fuchs asks the viewer/reader to look at the play dynamically and poses the question "What changes in this world?":
Look at the first image. Now look at the last. Then locate some striking image near the center of the play…To give an account of destiny on this planet range over these three markers. Why was it essential to pass through the gate of the central image to get from the first to the last?
Have your students contemplate the changes that occur in Stick Fly using Fuchs' prompts above; contemplations can be made individually on paper first and then be brought into small group or full class discussion.
Use the following questions from Fuchs as further consideration of what changes in the world of Stick Fly:
G What changes in language? In tone, mood, dress?
G What doesn't change?
G What changes in the action? Have we moved from confusion to wedding (the basic plot of romantic comedy)? From threat to peaceful celebration (the basic plot of [traditional] tragicomedy)? From threat to disaster (the basic plot of tragedy)? From suffering to rebirth (the plot of the Passion play)? From threat to dual outcome, suffering for evil persons and vindication for good (the basic plot of melodrama)?
G Is the world of the play at the end of the play a transformed world? Or is it the same world returned to "normal," with minor adjustments?
Have your students explain/defend their responses. [For the full text of Elinor Fuchs' essay see "EF's Visit to a Small Planet: Some Questions to Ask a Play," Theatre 34:2 (Summer 2004); 4-9.]
4. Stick Fly: Character Collage. Ask your students to choose a character from Stick Fly whom they found particularly compelling (either because the student closely identified with her or him or because the student desires to understand the character better). Ask them to utilize the artistic medium of collage to create a visual representation of the character.
H They will need an 8½" x 11" sheet of paper (either colored paper or paper that can be painted), magazines with visual images/photographs, scissors, additional color paper for cutouts, colored pencils or paint for a background, and glue.
H Educators might also opt for their students to create electronic collages by utilizing PowerPoint technology and images gleaned from the internet.
H They should think about how they might use color, images, and text to symbolize who their character is, what he or she wants, and what happens to her or him in the course of the play.
H Students should be given time to show their finished collages to the class and to explain why they chose their particular character and how the objects and images in their collages express and symbolize their character.
5. Playwrights' Post-Show: Action & Conflict in Stick Fly. Have your students analyze and discuss the details of the dramatic in Lydia Diamond's play by asking them the following questions [See "Pre-Show Questions and Activities," Question 4 for a thorough explanation of the dramatic principles of action and conflict.]:
G What is each character's action/want when the play begins?
G Do any of the characters suffer from an internal conflict?
G What conflicts arise? What keeps characters from getting what they want?
G Who gets what they want?
G How and why does each character change, if at all, during the course of the play?
G Whose action/want changes? Why?
Additional Resources
BOOKS AND ARTICLES:
G Asante, Molefi K. and Mark T. Mattson. The African-American Atlas. New York: Macmillan, USA, 1998
G Ciment, James. Atlas of African-American History. New York: Media Projects Inc., 2001.
G Cowen, Tom and Jack Maguire. Timelines of African-American History. New York: Roundtable Press, 1994.
G Garfinkel, Perry. "ZipUSA: 02557," National Geographic: (June 2003) www.magma.nationalgeographic.com/ngm/0306/feature8/
G Graham, Lawrence Otis Our Kind of People: Inside America's Black Upper Class. New York: Harper Collins, 1999.
G A History of the African American People. Ed. James Oliver Horton and Lois E. Horton. Detroit: Wayne State University Press, 1997.
G Nelson, Jill. Finding Martha's Vineyard: African Americans at Home on an Island. New York: Doubleday, 2005. http://www.jillnelson.com/
DVD:
G Stanley Nelson's film A Place of Our Own. Oakland, California: Firelight Media Inc., 2004. (www.pbs.org/independentlens/placeofourown/index.html
WEBSITES:
G The African American Heritage Trail of Martha's Vineyard: www.mvheritagetrail.org
G Shearer Cottage: http://www.shearercottage.com/index.php
G Martha's Vineyard Historical Society: http://www.mvmuseum.org/faq.php
G Great Photos of Martha's Vineyard: http://www.capecodphotoalbum.com/martha.html
file:///C|/Stick%20Fly%20print/html/stickflyprint.html (19 of 20)9/5/2007 1:30:17 PM
)
G African-American History in the 21st Century: http://hhsu.learning.hhs.gov/slaverytofreedom/twentyfirst.html
A McCarter Theatre production | Venue: Berlind Theatre
RESOURCE GUIDE STAFF : Editor for Literary Content: Carrie Hughes | Editor for Education Content: Paula Alekson | Editorial Administrator: Francine Schiffman | Web Design: Dimple Parmar | Contributors: Elizabeth Edwards, Carrie Hughes, Adam Immerwahr, Mara Isaacs, Emily Mann, Christopher Parks. | <urn:uuid:49581ed8-b945-4b33-9785-0b4dd3e96f10> | CC-MAIN-2017-13 | http://www.mccarter.org/Education/stick-fly/html/stickflyprint.pdf | 2017-03-23T16:19:16Z | crawl-data/CC-MAIN-2017-13/segments/1490218187144.60/warc/CC-MAIN-20170322212947-00324-ip-10-233-31-227.ec2.internal.warc.gz | 607,452,575 | 11,873 | eng_Latn | eng_Latn | 0.946126 | eng_Latn | 0.999103 | [
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Who is a Naturalist? PowerPoint
Essential Question:
What is naturalist?
At a Glance: Learners are introduced to well-known naturalists and their work through a PowerPoint presentation.
Background Information:
This PowerPoint introduces several well known naturalists who can serve as role models to learners in your Garden Earth Naturalist club.
As learners discover the impact these famous naturalists had on their world, they can aspire and plan to make a positive impact on their school site or local environment through their Club's service learning project.
Getting Ready:
Set up the equipment necessary for showing the PowerPoint presentation.
Procedure:
1. Show PowerPoint presentation.
Discussion/Assessment:
- What is a naturalist?
- Who were some famous naturalists?
- What can I do as a Garden Earth Naturalist to improve my school site or local community?
Location: Indoors
Objectives: Learners will:
1) describe the characteristics of a naturalist.
2) name 4 famous naturalists.
3) state 2 things he/she can do as a Garden Earth Naturalist to improve the school site or local community.
Skills:
communication, listening, analysis
Supplies:
- PowerPoint on CD
- LDC projector
- monitor
Subjects: language arts,
science
Time: 20 minutes | <urn:uuid:01571a00-5531-4c3b-9b26-5ba2f469942f> | CC-MAIN-2017-39 | http://gen.uga.edu/documents/service_learning/Who%20is%20a%20Naturalist.pdf | 2017-09-20T18:17:47Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00210.warc.gz | 135,102,986 | 260 | eng_Latn | eng_Latn | 0.994757 | eng_Latn | 0.994757 | [
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1. Two electrons are separated by a distance of 3.00 × 10 –6 meter. What are the magnitude and direction of the electrostatic forces each exerts on the other?
A) 2.56 × 10 –17 N away from each other
B) 2.56 × 10 –17 N toward each other
C) 7.67 × 10 –23 N away from each other
D) 7.67 × 10 –23 N toward each other
2. Base your answer to the following question on the information and diagram below.
Two small metallic spheres, A and B, are separated by a distance of 4.0 × 10 –1 meter, as shown. The charge on each sphere is +1.0 × 10 –6 coulomb. Point P is located near the spheres.
What is the magnitude of the electrostatic force between the two charged spheres?
A) 2.2 × 10 –2 N
B) 5.6 × 10 –2 N
C) 2.2 × 10 4 N
D) 5.6 × 10 4 N
3. What is the approximate electrostatic force between two protons separated by a distance of 1.0 × 10 –6 meter?
A) 2.3 × 10 –16 N and repulsive
B) 2.3 × 10 –16 N and attractive
C) 9.0 × 10 21 N and repulsive
D) 9.0 × 10 21 N and attractive
4. A point charge of +3.0 × 10 -7 coulomb is placed 2.0 × 10 -2 meter from a second point charge of +4.0 × 10 -7 coulomb. The magnitude of the electrostatic force between the charges is
A) 2.7 N
B) 5.4 × 10 -2 N
C) 3.0 × 10 -10 N
D) 6.0 × 10 -12 N
5. The diagram below shows two metal spheres charged to +1.0 × 10 -6 coulomb and +3.0 × 10 -6 coulomb, respectively, on insulating stands separated by a distance of 0.10 meter.
The spheres are touched together and then returned to their original positions. As a result, the magnitude of the electrostatic force between the spheres changes from 2.7 N to
A) 1.4 N B) 1.8 N C) 3.6 N D) 14 N
6. Two charges that are 2 meters apart repel each other with a force of 2 × 10 –5 Newton. If the distance between the charges is decreased to 1 meter, the force of repulsion will be
A) 1 × 10 –5 N
B) 5 × 10 –6 N
C) 8 × 10 –5 N
D) 4 × 10 –5 N
7. What is the magnitude of the electrostatic force between a charge of +3.0 × 10 –5 coulomb and a charge of +6.0 × 10 –6 coulomb separated by 0.30 meter?
A) 1.8 × 10 –3 N
B) 5.4 × 10 –2 N
C) 5.4 × 10 ø N
D) 1.8 × 10 1 N
8. Base your answer to the following question on the diagram below which represents two small, charged conducting spheres, identical in size, located 2.00 meters apart.
The force between these spheres is
A) 1.80 × 10 –2 N
B) 3.60 × 10 –2 N
C) 4.50 × 10 –2 N
D) 9.00 × 10 –2 N
9. The diagram below shows two small metal spheres, A and B. Each sphere possesses a net charge of 4.0 × 10 –6 coulomb. The spheres are separated by a distance of 1.0 meter.
Which combination of charged spheres and separation distance produces an electrostatic force of the same magnitude as the electrostatic force between spheres A and B?
10. The diagram shows two bowling balls, A and B, each having a mass of 7.00 kilograms, placed 2.00 meters apart.
What is the magnitude of the gravitational force exerted by ball A on ball B?
A) 8.17 × 10 –9 N
B) 1.63 × 10 –9 N
C) 8.17 × 10 –10 N
D) 1.17 × 10 –10 N
11. The centers of two 15.0-kilogram spheres are separated by 3.00 meters. The magnitude of the gravitational force between the two spheres is approximately
A) 1.11 × 10 –10 N
B) 3.34 × 10 –10 N
C) 1.67 × 10 –9 N
D) 5.00 × 10 –9 N
12. What is the magnitude of the gravitational force between two 5.0-kilogram masses separated by a distance of 5.0 meters?
A) 5.0 × 10 0 N
B) 3.3 × 10 –10 N
C) 6.7 × 10 –11 N
D) 1.3 × 10 –11 N | <urn:uuid:8122ec5f-cb00-4b36-ad5e-f842f3a81fd0> | CC-MAIN-2017-39 | http://mrsciguy.com/Physics/Electricity/documents/ProblemsComplexEquations.pdf | 2017-09-20T18:26:07Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00208.warc.gz | 226,131,139 | 1,195 | eng_Latn | eng_Latn | 0.98186 | eng_Latn | 0.984657 | [
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The Thomas Hardye School
Summer Preparation Task
English Language A Level
Purpose of task:
The tasks below will give new students a broad understanding of the topics which are considered part of modern English Language study.
Task:
Please read A Little Book of Language by David Crystal (second-hand copies are readily available from Amazon). After reading, please complete the following tasks:
Task 1:
Chapter 26 explains etymology. Choose four words that you find interesting – David Crystal offers his examples to give you some ideas – and research their origins and various meanings using the Online Etymology Dictionary. Make notes of your findings in your own words and bring these along in September.
Task 2:
The final chapter 'Your Language World' contains Crystal's views on why we should value and protect language. As you ready yourself to begin your study of the English Language, explain in roughly 400 words your reasoning for whether you feel the English Language should be protected or not. As part of your response, you could make reference to aspects of language that Crystal refers to in other chapters of the book.
Task 3 (Optional):
Choose a topic from another chapter to investigate further. Use your research into this topic to create a poster to showcase your findings. It is up to you how you display this information, whether just text or text and images or even a comic strip!
Additional information:
Recommended reading & activities list:
Good general knowledge is essential if students are to understand the contexts of language. Regularly reading newspapers, either in print or online, to keep abreast of cultural, political and global issues should be established and continued throughout the course of study.
Deadline for Task: First lesson in week commencing 11 th September 2017
Recommended resources: | <urn:uuid:3269ee42-228d-4046-8db3-3aa4f0710817> | CC-MAIN-2017-39 | http://www.thomas-hardye.dorset.sch.uk/documents/Summer%20Tasks%202017/A%20Level%20English%20Language.pdf | 2017-09-20T18:27:05Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00207.warc.gz | 599,896,107 | 359 | eng_Latn | eng_Latn | 0.996962 | eng_Latn | 0.996962 | [
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Food for Thought
What is the relationship between modern science and indigenous knowledge?
Are they mutually exclusive or can they serve to benefit each other?
Voices of the Bioneers 2000 Janine Benyus: Biomimicry
Janine Benyus is a life sciences writer with a background in forestry and the author of numerous books including Beastly Behaviors: A Zoo Lover's Companion; The Field Guide to Wildlife Habitats of the Western U.S.; The Field Guide to Wildlife Habitats of the Eastern U.S.; The Secret Language and Remarkable Behavior of Animals and the groundbreaking book Biomimicry: Innovation Inspired by Nature. She lives in Montana and spoke at Bioneers in 2000 and 2003.
After writing the book, Benyus co-founded the Biomimicry Guild, a team of individuals that research, educate and consult about the possibilities of biomimicry. Information on the Biomimicry Guild, including a background on biomimicry, can be found on the web at www.biomimicry.net. Further resources are included in the margins as you venture into the world of Biomimicry with Janine Benyus. Enjoy.
Life as teacher is alive and well. It's been a wonderful fall in the Rockies with gold leaves like I haven't seen in years. The quaking aspen is one of my favorite species: Populus tremuloides. I love that term. Tremuloides. It describes what this tree does: it quakes in the wind, and it sounds like bones rattling.
Some Native Americans' story is that the Great Spirit asked all the organisms to bow their heads in humility and the quaking aspen refused. So the Great Spirit said, "From now on when the wind blows, you will quake."
My scientist friends have another explanation. The stalk of the aspen that attaches the leaf to the twig is flat, so that when the wind hits it, the leaf splits the wind like a sail. That allows aspen to live up absurdly steep slopes in very windy places that would blow the leaves off most trees. It yields to the wind. It doesn't build cement structures; it yields to the wind. Both of those stories are about humility and adaptation.
Something else that's going on during this season is similar to what's happening in this room, and that is inter-species flocking. In the fall, winter's coming. It's going to be tough. Everybody's got to get as many food sources as they possibly can and put on fat for the winter. So birds that normally would not associate with one another, different species such as chickadees and warblers and woodpeckers, flock together and fly through the woods in packs.
They lay down their arms and they hook up in their diversity, in their difference. They hook up because they know that resources, i.e. various berries, are scattered throughout the woods and they know they can't find enough of them by themselves. If you think of berries as ideas, that's what we're like. A lot of different people getting together and saying "I've found some berries. I found an idea over here that may lead to sustainability," and we all go over to that
Food for Thought
Janine Benyus makes a point of reminding us that we are biological organisms, functioning within the same systems that Biomimicry looks to for advice and inspiration. Check your skills as a member of your species.
How much do you know about the biological systems that support you?
If you find yourself at a loss here, you may be interested in The Way Nature Works, by Jill Bailey, which is a nice primer for those who may have missed that lecture in school.
!"
Some theorists posit that humans, as a species, have shed the restrictions of biological laws and natural constraints with our developments in thinking and technology. What do you think about this position?
Where do we, as a species, fit into the planetary picture of life?
What responsibility, if any, do we have for other forms of life?
Keep Digging
Want more? Check out these Bioneers thinkers and their books for additional inspiration.
Kenny Ausubel: The Bioneers: A Declaration of Interdependence
Paul Hawken, Amory Lovins and Hunter Lovins: Natural Capitalism: Creating the Next industrial Revolution.
Paul Hawken: The Ecology of Commerce
William McDonough: Cradle to Cradle: Remaking the Way We Make Things
David Orr: Nature of Design: Ecology, Culture and the Human Intention.
John Todd: From Ecocities to Living Machines.
William McDonough & Michael Braungart: The Next Industrial Revolution. Order the Video at: www.bullfrogfilms.org idea. And then somebody else says, "Here's another idea." And we all go over to that idea. We're a mixed-species flock and winter's coming.
One of the ideas in that mosaic of ideas is biomimicry. I'd like to describe what biomimicry is and how it's being used.
Biomimicry is innovation inspired by nature, looking to nature as teacher, but I have to offer one caveat before I get into it. And that is that even inherent in this language is the idea that we are not nature. We are looking to an "other" to mimic. But we are part of nature. We are biological organisms. When I talk about nature in this context, I'm talking about our biological elders, because essentially, we are a very, very young species. If the age of the Earth were a calendar year, and the beginning of the earth was on January 1 and today was a breath before midnight on December 31, we got here fifteen minutes ago in that whole year, and all of recorded history has winked by in the last 16 seconds. It is an eyelash on that timeline.
Bacteria bootstrapped themselves up out of the chaos in March of that year and in that time they learned to do amazing, amazing things. They do everything that we want to do, without polluting the planet and mortgaging the future. So yes, we are part of nature, but we're a very young species. When I look at technology these days, I don't say, "Technology: yes or no," I ask how well adapted a particular technology is. How well adapted is that product, that process, that policy to life on Earth over the long haul? That's the question that we really have to ask. Ninety-nine percent of species that have been on earth are now extinct because their products or their processes were not well adapted.
Life has developed a pattern language for survival: wood frogs can freeze solid in winter and then come back to life in the spring. You look at an organism like the Western hemlock, the denizen of our rainforest on the coast north of here. It has pores deeply embedded under its needles, so that the wind won't take water vapor away. At the drip line it combs moisture out of the fog, and 30 percent more moisture lands on the ground around the Western hemlock than anywhere else in the forest, so water goes into its roots.
Now isn't it interesting that a tree that lives in 100 inches of rainfall a year in some places has all those adaptations for drought? There's a couple of months during the year when the sun shines up there in the Northwest rainforest. That's a tough time if you're a tree. And if it gets cold in the winter, it's also harder to get water, so it has many adaptations for drought even though it's a rainforest species.
The snail travels on slime. This is a lubricant that absorbs 1500 times its weight in water almost instantly, allowing the snail, if it needed to, to climb up over a razor-blade and down without hurting itself. Banana slugs can do the same thing. We don't have anything close to that in terms of lubricant.
Keep Digging
To further explore Janine Benyus's statement, "What life in ensemble has learned to do is to create conditions conducive to life," check out the Gaia Hypothesis and the work and theories surrounding it.
James Lovelock: Gaia: A New Look at Life on Earth
Lynn Margulis: Symbiotic Life: A New Look at Evolution
Food for Thought
"To mimic a natural system, you must ask how each product fits in—is it necessary, is it beautiful, is it part of a nourishing food web of industries, and can it be transported, sold, and reabsorbed in ways that foster a forest-like economy? If we can biomimic at all three levels—natural form, natural process, and natural system—we'll begin to do what all well-adapted organisms have learned to do, which is to create conditions conducive to life." – Janine Benyus
Excerpted from: "A Conversation with Janine Benyus", Forum for the Future. www.forumforthefuture.org.uk
A rhino horn that gets a crack self-heals, and yet it has no living cells in it. We don't know how it manages to do that, but what a great potential model for selfhealing materials that wouldn't have to be thrown away.
One of my favorites is the hummingbird, an organism about the size of my thumb. It flies about 35 miles an hour, which is faster than you can get around San Francisco. They travel about 2,000 miles a year; they're long distant migrants. When they go down to the Gulf of Mexico, the lip of the Gulf, they find about 1,000 blossoms a day. They fuel up, and then they burst across the Gulf, 600 miles without stopping, on 2.1 grams of fuel. In the process of fueling up the hummingbird pollinates flowers, assuring itself that it'll have fuel next year, and that its offspring will have fuel. It pollinates as it's fueling up, and of course when it dies, its body decays and nurtures the roots of those flowers.
That's what we're looking to do, to emulate this amazing ability that life has to fertilize the soil, clean the air, clean the water and mix the right cocktail of atmospheric gasses that life needs to live. What life in ensemble has learned to do is to create conditions conducive to life.
The question, "What would nature do here?" is the key. For example, when we design a new way to clean something, we tend to get hung up in questions such as "What's the least toxic detergent to use?" or "What's the least energyintensive method to do that?" But the real question a biomimic would ask is "How does nature clean surfaces?" Nature doesn't use detergent at all, and yet there are things in nature that need to be cleaned. One of the things is a leaf, because a leaf has got pores and it's got to breathe and it's got to photosynthesize. Scientists in Germany looked at the lotus, which grows in very muddy swamps and yet always looks dry and pristine and clean. They looked at it under a microscope and they noticed it's got this incredibly mountainous surface. If it had a smooth surface, dirt particles would adhere to the leaf and be very difficult to break off, and a drop of water would spread out but wouldn't take the dirt particles off. But because it's got peaks and valleys, dirt particles sort of teeter on the peaks. When a raindrop comes it stays spherical, and it lifts dirt off and it cleans the leaf. And it's not just lotus; it's most leaves as it turns out.
Electron microscope photographs demonstrating the self-cleaning effect on the Lotus (Nelumbo nuciferaas) described above.
(Images from www.botanik.uni-bonn.de/system/planta.h
tm)
Keep Digging
Take an example from your dayto-day life – something that you use, think about, wear, eat, or ride everyday. It can be your breakfast, your shoes, your house, your daily commute – whatever. Imagine living in a Biomimetic world.
What are the natural forms that would be mimicked?
Imagine the natural processes that could be utilized during the production of this example.
How will it fit into the greater natural and human systems that exist in the world (i.e. labor, energy, transportation, waste, etc…)?
Food for Thought
In the same way that the edges of ecosystems are hot spots for life, diversity, and adaptation, so to are the overlapping spaces between separate disciplines and fields. Integrating biology and ecological understanding within all systems and disciplines is necessary for a biomimetic approach to the world.
If we accept this premise, how can we reconcile it within our educational system? Imagine the integrations and interplay between subjects and fields that could take place.
Consider your own education. Could you follow your educational pursuits in a manner consistent with the interdisciplinary goals and theory of Biomimicry?
What wisdom does the natural world offer to your field of interest?
The question then is not which detergent to use: It's how to keep things clean. There's now a company called Ispo in Germany that makes a building façade paint that when it dries has the structure of the lotus leaf, allowing rain to clean the building. This is the biomimicry paradigm. Nature uses free energy sources. In this case it uses the kinetic energy in rain to clean itself when it needs to.
And how does nature power itself? Obviously, not the way we do. Of course we all rely on photosynthesis. This whole room is being lit up right now by photosynthesis, but in this case it's plants from 65 million years ago that we have dug up, and now we're having this big bonfire. We burn one-hundredthousand-years' of growth every year. That's not a normal decay pattern. It's like taking all the furniture in your house, piling it up, closing your windows, and lighting a match. We're making a bonfire with ancient photosynthesis. What we need to do is go to use current photosynthesis.
Why then haven't we looked at the leaf model for solar cells? We are starting to. The leaf has tens of thousands of tiny photosynthetic reaction centers. They're like little molecular-sized solar batteries and they are 93 percent effective, meaning that for every 100 particles of light that come, 93 are turned into sugars. That's highly efficient. Our solar cells, our PV cells, are clunky and cluggy in comparison.
One of the things that is best about this biomimicry is that it fills you with awe. It changes the way you view and value nature.
There are many very exciting examples of biomimicry in a variety of new fields. There are people doing what's called bio-rational drug prospecting, which is just looking at the clues in the environment. If you want an anti-fungicide, why not look for a leaf that's sitting in an environment that is full of fungus and yet is clear of fungi? Or if you're looking for an anti-microbial, look in the ocean because the ocean is full of bacteria. For instance, they found that sharks tend not to get infected when they are cut. It turns out they have an anti-microbial compound in their skin. Often I think we've got all this knowledge in biology and ecology, and we have all these people who want information but they don't talk to each other enough. That fertile crescent between intellectual habitats is where biomimicry thrives.
There's a field called industrial ecology that looks to living systems in nature as models to remake our whole economy. This is on the macro scale now. How do we remake our economy in this image of a living system? And what type of living system should it be?
Keep Digging
To further explore the idea of love as a governing principle in our evolution, check out naturalist and philosopher E.O. Wilson's landmark book: Biophilia.
To explore the natural history of love through neuroscience, pick up: A General Theory of Love, by Thomas Lewis, Fari Amini and Richard Lannon.
There are rewards for cooperation and co-evolution. Organisms push each other. The flower pushes the hummingbird, and the hummingbird pushes the flower. But a habitat is a constellation of genomes. It's a constellation of life forms that the hummingbird needs, not just that flower. The hummingbird needs many, many things, and so it has to create conditions conducive to life in its environment. Life lives in the here and now but it lives for the future, and living for the future is stewardship. We need to design our economies and societies around these types of insights.
A lot of the research in biomimicry is years and years away from fruition, but it is a path, an approach. It requires us to keep asking: How does nature teach? How does nature learn? How does nature communicate? Quieting human cleverness is the first step, and then listening. As Wes Jackson says, 'When we begin to see nature as mentor, gratitude tempers greed and the notion of resources becomes obscene.' Instead of looking at nature as warehouse, we will learn to look at nature as teacher. Instead of valuing what we can extract from nature, we will value what we can learn from nature. We will realize unencumbered evolution is more precious than any vein of oil, so the rationale for protecting wild places will become self-evident. I know all of the statistics of destruction, but I've chosen to come at this out of love, because I love this place. And I want to stay here. I want to stay home.
Biomimicry Resources and other ways to walk the Biomimicry path :
For a perfect primer on this and other similar fields, check out the second book in the Bioneers Book Series, Nature's Operating Instruction: The True Biotechnologies. Edited by Bioneers founder Kenny Ausubel with J.P. Harpignies, Nature's Operating Instructions includes a chapter on Janine Benyus and Biomimicry as well as many other remarkable Bioneers.
Visit the Bioneers website at www.bioneers.org to further explore this topic via articles, videos and audio tapes of Janine Benyus and many other brilliant thinkers from the Bioneers Conference Archives.
Janine Benyus and the Biomimicry Guild are online at: www.biomimicry.net . Her book, Biomimicry: Innovation Inspired by Nature, is the groundbreaking work on this topic. There are two free monthly e-newsletters available on the subject of Biomimicry. For more information on these, fill out the Biofeedback form on the Biomimicry.net website.
David Suzuki's television program, "On the Nature of Things," broadcast a two-part special on Biomimicry. The Canadian Broadcast Corporation maintains an informative and interactive website on the topic with audio and video clips. Access it at: www.cbc.ca/natureofthings/show_biomimicry.html. Copies of the program can be purchased through Bullfrog Films. Visit www.bullfrogfilms.com .
Wes Jackson's Land Institute is a leader in the field of Biomimicry and Agriculture. The Land Institute can be found in Salina, Kansas or on the Web at www.landinstitute.org . Wes Jackson is the author of Becoming Native to This Place . | <urn:uuid:32118dce-99b9-4134-b109-088ffa3b36f2> | CC-MAIN-2017-39 | https://esecolit.files.wordpress.com/2011/12/janine-benyus-guide-web1.pdf | 2017-09-20T18:01:41Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00208.warc.gz | 631,896,313 | 4,159 | eng_Latn | eng_Latn | 0.998308 | eng_Latn | 0.998663 | [
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Lesson Overview:
Students will build upon their prior knowledge of decomposition and soil by considering the role of water infiltration in the process of decomposition. This lesson engages students with a long-term experiment that builds upon the experiment conducted during fourth grade by including the water cycle. This lesson builds upon student learning from the 4 th Grade lesson component: "What is Below Your Feet?"
Learning Objectives:
Through this lesson, students will:
1. Be able to describe and trace the path of water as it cycles through various components of the water cycle. (GLE 5.2.E.a)
2. Be able to measure the mass of "Earthscape" materials to determine the amount of decomposition based on the availability of water in the soils.
Learning Objectives (5 th Grade Students):
1. Following this lesson, students will be able to:
a. Describe the processes involved in the water cycle.
b. Follow a drop of water through the water cycle.
c. Explain the importance of water within the decomposition and soil formation.
National Science Education Standards
Standard A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers
- Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
Standard B:
Teachers of science guide and facilitate learning. In doing this, teachers
- Orchestrate discourse among students about scientific ideas.
Standard D:
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers
- Structure the time available so that students are able to engage in extended investigations.
- Create a setting for student work that is flexible and supportive of science inquiry.
Standard E:
Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive.
- Nurture collaboration among students.
Missouri GLEs:
Strand 5: Processes and Interactions of the Earth's Systems
1. Earth's systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
A. Changes in the form of water as it moves through the Earth's systems is
known as the water cycle.
a. Describe and trace the path of water as it cycles through the geosphere, atmosphere, and hydrosphere.
b. Identify the different forms water can take
2. Human activity is dependent upon and affects Earth's resources and systems
A. The Earth's materials are limited natural resources affected by human activity
a. Describe how human needs and activities have affected the quality and quantity of major bodies of fresh water
b. Propose solutions to problems related to water quality and availability that result from human activity.
Strand 7: Scientific inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations
a. Make qualitative observations using the five senses
b. Determine the appropriate tools and techniques to collect data
Potential Student Misconceptions:
1. Organisms eventually disappear when they die.
2. Water is only needed for survival.
Terms to Know:
- Decomposition: to break down organic matter physically and chemically by bacterial or fungal action.
- Organic: a class of chemical compounds that now includes all compounds of carbon including plants or animals.
- Inorganic: noting or pertaining to compounds that are not composed of carbon.
- Infiltration: the seepage of water into soil or rock (see water cycle)
The Water Below Your Feet th
5 Grade Lesson Component Focused on the Water Cycle Builds Upon 4 th Grade Lesson "What is Below Your Feet?"
- Soil: A natural substance formed from particles of weathered rock (sand and gravel particles) and organic particles consisting of bits of leaves, stems, animal waste, as well as rotting plant and animal bodies.
Background Information for Teachers:
Decomposition is the process in which organic materials (materials which are biological in origin such as food waste, cotton fabric, paper, or plant material etc.) are broken down into simpler components via environmental factors. The factors in the environment which control this decomposition are mostly biological: microorganisms in the soil actually digest these materials and release the broken down components as waste into the environment. These simpler components are then absorbed by plants or other organisms more easily. Decomposition is therefore a key process in the environment by which matter is recycled. The microorganisms which break down these components are several species of bacteria and fungi which are present in most soils. The presence of acids in the soil also contributes to decomposition.
These organisms themselves need other things to live. The decomposing material acts as a food source, but they still need water and appropriate temperatures to live. The fourth grade activity focuses on the ability of different substances to be broken down. The organic materials listed (leaves, cotton string, food waste, wood, and paper, etc.) can be consumed by these microorganisms, though not always equally. Students should observe that some of these materials are broken down a lot and some are broken down little. These differences are due to the actual chemical composition of these materials. For example the leaves, cotton string, and leaves are primarily composed of cellulose, a plant material which lots of organisms are capable of digesting. The wood though is primarily composed of lignin, which is a more difficult molecule to digest and fewer organisms are capable of using it as a food source. The nonorganic materials (those materials which are not of biological origin) such as plastic and nylon string may break down very little or not at all. These materials are made from petroleum byproducts and since they are synthetic (made by humans), not many organisms exist which have the natural ability to break them down.
The fifth grade activity focuses on examining the effects of environmental factors on decomposition. Water is important for the survival of these decomposing microorganisms and so its presence is necessary for decomposition to occur. For example dry foods such as rice, flour, sugar, dried fruit, or nuts, will not decompose if they are kept dry as the bacteria and fungi do not have the necessary water to live. However they can be eaten by insects, which is not (strictly speaking) what we mean by decomposition in this context. The presence of microorganisms is also important for this process. If a sterile leaf was placed in sterile soil with sterile water, little decomposition would occur since no microorganisms are present. In the fifth grade activity sand is used as a semi-sterile soil substitute. Sand has little or no organic matter and so there is nothing for microorganisms for feed on (though they may be present at low levels). Sand also lacks natural acids which aid in the decomposition process.
The Water Below Your Feet 5 th Grade Lesson Component Focused on the Water Cycle th
Builds Upon 4 Grade Lesson "What is Below Your Feet?"
Landfills are designed to maximize decomposition while minimizing the leakage of toxic chemicals into the environment. Layers of trash are alternated with layers of soils, and the entire structure is contained by a "geomembrane" which prevents leakage of chemicals and allows for (in some cases) combustible gasses (e.g. methane) produced by decomposition to be used for energy. To maximize decomposition the entire structure is kept moist and natural soil is added to make sure appropriate microorganisms are present.
A diagram of a typical landfill is provided at the end of this lesson plan (http://www.wm.com/about/community/pdfs/Anatomy_of_a_Landfill.pdf ).
Additional Materials – Books for Students:
Where Does the Garbage Go?:
http://www.amazon.com/gp/product/0064451143/ref=pd_lpo_k2_dp_sr_1?pf_rd_p=4865398 51&pf_rd_s=lpo-top-stripe-
1&pf_rd_t=201&pf_rd_i=0471254991&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=1R38NPPDHXCBRV JQPP7B
Recycle!: A Handbook for Kids
http://www.amazon.com/gp/product/0316309435/ref=pd_lpo_k2_dp_sr_3?pf_rd_p=4865398 51&pf_rd_s=lpo-top-stripe-
1&pf_rd_t=201&pf_rd_i=0471254991&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=1R38NPPDHXCBRV JQPP7B
The Magic School Bus Meets The Rot Squad: A Book About Decomposition http://www.amazon.com/Magic-School-Meets-Squad -Decomposition/dp/0590400231/ref=sr_1_2?s=book s &i e=UTF8 & qi d =1 32 0 4 38 5 7 0 & sr =12
The Water Below Your Feet 5 th Grade Lesson Component Focused on the Water Cycle th
Builds Upon 4 Grade Lesson "What is Below Your Feet?"
Lesson Materials:
Clear plastic cups (1 per child)
Backyard soil and sand (play sand from Home Depot or Lowe's)
A source of water
"Earthscape" materials tree leaves, grass, wood, pieces of fruits/vegetables, other plant materials
A cookie sheet or newspaper (something the students can dump their landfills onto without making too big of a mess).
Prior to the start of the unit on "Water Cycle and Weather", students should be provided an opportunity to construct their "mini-Earthscapes." The purpose is to provide the objects an opportunity to demonstrate decomposition (or not).
Note: Mini-Earthscapes should be constructed about 4 weeks prior to the unit.
Students will be building upon the prior knowledge of soil, decomposition, and changes in Earth's surface from 4 th grade by constructing Earthscapes with different soil types and considering the role of water in the process of decomposition as part of the Water Cycle unit. This lesson would be suitable following activities that cover the parts of the water cycle.
Lesson Description
Engage:
- Begin by reintroducing the concept of decomposition with the video: Fruit and Vegetable Decomposition www.youtube.com/watch?v=c0En-_BVbGc.
- Ask students to brainstorm in small groups about what was happening to the fruits and vegetables (decomposing).
- Have student groups share their observations of the decomposition seen in the video. Ask students where most decomposition occurs (in/on soil). This probe will help 5 th grade teachers assess students' prior learning from 4 th grade lesson on decomposition.
- Consider student prior knowledge (from 4 th grade) about other types of materials that decompose or not decompose from the activity they did the previous year. Provide examples and ask them if the material decomposed in their "landfills".
- Have students share how they think water might be important in the process of decomposition. Students should hypothesize how water affects the rate of decomposition.
- Have students complete the probe: "The Water Cycle Under Your Feet" located at the end of this lesson.
The Water Below Your Feet 5 th Grade Lesson Component Focused on the Water Cycle Builds Upon 4 th Grade Lesson "What is Below Your Feet?"
Explore:
Constructing the "mini-Earthscapes" (to be done at least 4 weeks prior to this lesson). The learning goal is that the infiltration of water into the soil/sand facilitates a higher decomposition rate.
Earthscape set up:
1. Soil for this activity can be collected from your backyard, preferably dry soil. Sand can be collected or purchased from Home Depot/Lowe's or other landscaping/hardware store.
2. Students can work in groups of two.
3. Each student in the group is responsible for two cups (total of 4 cups per group).
4. One student should fill two cups half-way with soil. The other student should fill two cups half way with sand.
5. Each student should be allowed to select 5 different Earthscape materials to put into their mini-Earthscape.
*Note: Some materials will completely "disappear" (decompose) in their Earthscapes. These materials have decomposed completely and taken on a different form within the soil. Therefore, you may consider having the students tie string around the object prior to putting it in the landfill.
*Note: in order to facilitate decomposition in some materials, all the Earthscape materials should be cut into small and thin pieces in order to fit inside the cup and be covered with soil. Organic material (leaves, wood, plants) should be cut thin to maximize decomposition within the time frame.
Observation of Decomposition and Soil Formation with Mini-Earthscapes:
1. To compare before and after effects of decomposition on their organic materials, students can trace their objects on a piece of paper in their science journals. After four weeks when students are finding their Earthscape materials, they can then compare the organic materials to their original drawings and draw conclusions about each organic piece and decomposition. *See Table below.
2. Have students place their Earthscape materials in the cup.
3. Have students cover their Earthscape materials with soil in two cups. The other student should fill their cups with sand. Make sure the materials are covered completely.
4. Cups should be labeled either "soil" or "sand".
5. Each student in the group should select one cup to add water. So, each group should have the following cups:
1 Dry soil cup
1 Wet soil cup
1 Dry sand cup
1 Wet sand cup
The Water Below Your Feet th
5 Grade Lesson Component Focused on the Water Cycle Builds Upon 4 th Grade Lesson "What is Below Your Feet?"
6. Have students monitor their Earthscapes and keep the soil/sand moist all the way to the bottom of the cup throughout this experiment (once a week).
7. Students should construct a table in their science journal similar to the one found below. Students should fill in the "Earthscape Object" column so they can recall what to look for at the end of the experiment.
*Note: if you plan to use tree leaves, be sure to choose leaves that are thin and easily decomposable (maple leaves, hackberry leaves). Try not to use thick leaves as they will not decompose very fast (oak leaves). A table for students to record their data is included at the end of the lesson plan.
| Earthscape Object | Wet Soil | | Dry Soil | | Wet Sand | | |
|---|---|---|---|---|---|---|---|
| | Initial Sketch | Final Sketch | Initial Sketch | Final Sketch | Initial Sketch | Final Sketch | Initial Sketch |
*Students can create a table similar to one found above in order to trace their organic objects. The "Final Sketch" is an area that students can trace the organic object after four weeks.
Explain/Evaluate:
- Have students collect their Earthscapes, and with a section of newspaper have them carefully dissect their Earthscapes.
- Students can slowly dump the soil/sand onto the newspaper. Have the students observe the soil/sand for their landfill materials as they dump the soil/sand.
- Students should separate out the Earthscape materials as they find them into different categories similar to the table found above.
- Student groups should analyze the table to determine which soil type assisted decomposition the best.
(In my experience, the order is usually):
- As a whole class, each group will share their list of which soil type demonstrated the best decomposition rate. Collectively, as a whole class, the results should be similar to the list found above.
- Have students share their observations concerning why their top Earthscape type demonstrated the best decomposition rate. Have students develop conclusions on the importance of water in decomposition.
At the conclusion, have students revisit the probe "The Water Cycle Under Your Feet." Evaluate the students by comparing their initial answers and their thinking following the activity.
- Ask students what happened to the materials that were not found in the soil after 4 weeks. It is important that the students understand that the object didn't "disappear." Rather, the material was taken apart by bacteria (or larger organisms like earthworms) and remain a component of the soil that can be used by other organisms like plants and animals.
- If needed, a good video to demonstrate this is found here:
o The video shows organisms feeding on a dead whale that eventually the only parts of the whale left behind are the bones. This should address the misconception that organisms "disappear" after death but rather are consumed by other organisms.
Extensions/Elaborations for this lesson:
1. Conduct a field trip to a local composting center. Student knowledge can be extended by seeing real-world examples of decomposition and how the center enhances decomposition of organic material.
2. Have students write a story entitled "The Life of a Raindrop." At this time, students will have knowledge of the parts of the water cycle and can use their imagination in writing about how a raindrop goes through the different parts of the water cycle.
3. Provide students the opportunity to extend their knowledge by conducting an experiment based on a question they develop.
An example is having students compare decomposition when objects are placed on the surface of the soil vs. buried below the soil surface and compare decomposition rates.
Garbage Land: On the Secret Trail of Trash
http://www.amazon.com/Garbage-Land-Secret-Trail-
Trash/dp/B001G60FWA/ref=pd_bxgy_b_img_b
Gone Tomorrow: The Hidden Life of Garbage
http://www.amazon.com/Gone-Tomorrow-Hidden-Life-
Garbage/dp/1595581200/ref=pd_bxgy_b_img_c
The Water Below Your Feet 5 th th
Grade Lesson Component Focused on the Water Cycle Builds Upon 4 Grade Lesson "What is Below Your Feet?"
Evaluation:
Probe: The Water Cycle Under Your Feet
Jim's father wanted to build a compost pile for his garden. Jim was learning about decomposition and the importance of the water cycle in decomposition in his 5 th grade class. Jim's father wanted to build his compost pile by burying grass clippings with sand. Jim's father thought that the sand would allow water to flow to the grass clippings more quickly and help to decompose his grass clippings faster. Jim told his father that soil may be a better thing to use as it holds onto the water longer and would help decompose the grass clippings faster.
This does a great job of tying the lesson into the water cycle, a widespread concern raised in peer evaluations (that the connection wasn't strong).
What do you think? Should Jim’s father use sand or soil to help decompose his grass clippings? Explain why you chose the sand or soil to use.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
The Water Below Your Feet 5 th Grade Lesson Component Focused on the Water Cycle Builds Upon 4 th Grade Lesson "What is Below Your Feet?"
http://ga.water.usgs.gov/edu/watercycleplacemat.html
The previous lesson plan is similar to one produced by http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/trash.html
The Water Below Your Feet 5 th Grade Lesson Component Focused on the Water Cycle Builds Upon 4 th Grade Lesson "What is Below Your Feet?"
| Earthscape Object | Wet Soil | | Dry Soil | | Wet Sand | | |
|---|---|---|---|---|---|---|---|
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Puppy Play - Biting
"My young puppy keeps biting our hands – HELP"
Puppies are notorious at biting your hands – and those sharp puppy teeth can be very painful. But rest assured that this is a very normal thing – it doesn't mean that your pup is aggressive. If you watch a litter of puppies interacting with each other, you'll see them biting each other all the time. The problem is that they often mistake our hands and clothes and ankles as being just like their littermates.
Pups bite because it is fun, it's their way of playing, and it gains them attention. So, to punish the puppy, all we have to do is make the fun end. If you're playing with your pup and his teeth touch you, yelp loudly and shrilly like a hurt puppy. (If this makes him more excited, or if you're a guy who can't really do this, bellow like he's really hurt you).
How do we teach the pup not to do this to us? First, we'll start with some basic rules of how to interact with a young puppy.
* Puppies might see your hands the way they'd see each others' jaws. Don't wave your hands around the pup's face or grab at the pup. Use your hands to pick up toys (just as you'd like the pup to do) or for soft, gentle petting.
* Make sure the puppy is getting enough exercise. How much is "enough"? Probably more than you think – at least 40 minutes to an hour of running and playing a day.
* Don't play "chase-me" games where you and the puppy chase you grab at each other.
Puppies LOVE to play – that's what they live for. What's the worst thing that could happen to them? Play ending. So that's how we will "punish" them for being too rough – by suddenly making play stop when they bite. The rule is "All fun and games end when puppy teeth touch human skirt"
If you still are having problems with you pup biting while playing talk to your vet or seek professional help.
This Information provided to you by the Humane Society of Charlotte
2700 Toomey Avenue Charlotte, NC 28203
www.humanesocietyofcharlotte.org
Phone: 704-377-0534
Fax: 704-494-7706 | <urn:uuid:74c9adc7-06de-4bba-8216-4723f86f2ab4> | CC-MAIN-2017-39 | http://humanesocietyofcharlotte.org/wp-content/uploads/2017/08/Puppy_Play.pdf | 2017-09-20T18:24:18Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00211.warc.gz | 159,696,931 | 491 | eng_Latn | eng_Latn | 0.998767 | eng_Latn | 0.998767 | [
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Class: 8
Time: 2 hrs
Chapters included are Transformation of Substances and Metals and Non-Metals
General Instructions:
All questions are compulsory
Questions 1 to 5 are multiple-choice questions and carry 1 mark each. Choose the appropriate option and write the answer in the answer sheet.
Question 6 to 10 carry 1 mark each and must be answered in 1 or 2 sentences.
Questions 11 to 19 carry 2 marks each must be answered in 2 or 3 sentences.
Questions 20 to 23 carry 3 marks each and must be answered in 5 or 6 sentences.
Question 24 carries 5 marks and must be answered in 7 or 8 sentences.
1. The property due to which gases and liquids accumulate on the outer surface of solids is
(a) Absorption
(b) Adsorption
(c) Adhesion
(d) Cohesion
2. The electrolyte used in silver plating an article is
(a) Silver nitrate
(b) Silver sulphate
(c) Silver cyanide
(d) Sodium silver cyanide
3. The property due to which a metal can be beaten into sheets is called
(a) Ductility
(b) Tenacity
(c) Malleability
(d) Density
4. An atom or a group of atoms is said to be oxidizing agent if it
(a) Loses electrons
(b) Gains electrons
(c) Neither loses nor gains electrons
(d) None of these
Summative Assessment – Semester II
Chemistry
Max Mks: 45
5. The ore of iron is
(a) Bauxite
(b) Malachite
(c) Cuprite
(d) Haematite
6. Metals form ___________, by losing electrons from their valence shells.
7. Define distillation.
8. Name the reaction that occurs between magnesium and oxygen. The chemical reaction between hydrogen and chlorine is a chemical ___________ reaction.
9. Non-metals do not react with dilute ___________ acids.
10. Name a non-metal which is a good conductor of heat and electricity.
11. Give the chemical names and the chemical formulae of the following metallic ores
(a) Malachite
(b) Common salt
12. State two important uses of sulphur.
13. Define the term catalyst.
14. Explain the term chemical decomposition with one example.
15. What do you understand by the term exothermic reaction?
16. Write correct words in front of the given statement
(a) A process of separation of two miscible liquids. ____________.
(b) A process of converting sulphide ore into oxide ore. ___________.
17. Statements given below are incorrect. Write correct statements.
(a) Cast iron is used for making trunks.
(b) Red oxide on heating strongly decomposes to from lead dioxide and oxygen.
www.edurite.com 20. (i) What is and alloy? Why are alloys made? (ii) Write any two uses of sulphur. 21. Explain the following terms with one example (i) Chemical displacement. (ii) Neutralization reaction. 22. Calculate the amount of calcium oxide formed from 2g of calcium metal. 23. What do you understand by the following terms? (a) Ore, (b) Concentration of ore, (c) Reduction of ore 24. 7.1g of chlorine reacts completely with iron as shown under: Calculate (i) wt. of iron required (ii) wt. of ferric chloride formed.
18. (i) The ores which are generally subjected to roasting are:
(a) Carbonate ores,
(b) Oxide ores,
(c) Sulphide ores,
(d) Chloride ores.
(ii) Zinc blende is chemically ___________.
19. Define the terms malleability and ductility.
2Fe + 3Cl
2
→2FeCl
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Personalized Questions and Answers French Example
Example of PQA: structure = avoir peur de (to be afraid of, lit. to have fear of)
The teacher writes "j'ai peur de (I have fear of)" on the board. As the teacher says, "j'ai peur de," s/he walks to the board and points to each word as it is pronounced. The teacher draws a spider and writes the word, "araignée" next to it. Again, the students hear "j'ai peur" and see the teacher point to the words. Then the teacher says, "j'ai peur des araignées." As the teacher says the "s" sound of "des" s/he writes an "s" at the end of "de" and an "s" at the end of "araignée." S/he also draws at least one more spider. The teacher says the entire phrase again, pointing as s/he says each word.
Under the original structure, the teacher writes, "as-tu peur de? (do you have fear of?)." Choosing a student, the teacher says slowly, "Ashley, as-tu peur des araignées?" as s/he points to the words while saying them. Before giving a chance for an answer, the teacher walks close to Ashley, leans in slight and looks her in the eye, then says again slowly, "Ashley, as-tu peur des araignées?" This repetition gives Ashley some time to process what she has just been asked.
Ashley responds, "Oui." The teacher walks to the board and writes, "Ashley a peur des araignées," and says to the class, "Classe, Ashley a peur des araignées."
The teacher walks back to Ashley and establishes eye contact again, picks up a Math book from Ashley's desk, and says slowly, "Ashley, as-tu peur des mathématiques?" If Ashley's eyes reveal that she doesn't understand what the teacher has just asked her, the teacher needs to walk back to the board and point to the words, "as-tu peur des" and then write "mathématiques." Since this is a cognate, Ashley's eyes will most likely show her comprehension without writing the meaning next to it. However, the teacher should be prepared to write the meaning just in case. Some words that are obvious cognates to most of us aren't to everyone.
Ashley responds with, "Non." The teacher walks back to the board and inserts an n' before the "a" in the previous sentence and pas after the "a" to read, "Ashley n'a pas peur des mathématiques." The teacher reads it while pointing to each word including the new additions/corrections.
The teacher turns to the class and asks, "Classe, est-ce qu'Ashley a peur des araignées ou estce qu'elle a peur des mathématiques?" The conversation continues with other students, always coming back often to Ashley and the other students and comparing and contrasting their answers. | <urn:uuid:d98911dc-3909-46fc-b59d-a6662d524981> | CC-MAIN-2017-39 | http://chalkboard-productions.com/articles/pdf/PQA-example.pdf | 2017-09-20T18:21:33Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00213.warc.gz | 56,337,155 | 662 | eng_Latn | eng_Latn | 0.99962 | eng_Latn | 0.99962 | [
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1. In which way does blue light change as it travels from diamond into crown glass?
Waves-Refraction
2. Its frequency increases.
1. Its frequency decreases.
1. frequency
3. Its speed decreases.
5. A change in the speed of a wave as it enters a new medium produces a change in
2. period
4. Its speed increases.
Base your answers to questions 2 through 4 on the infor mation and diagram below.
A monochromatic light ray (f=5.09 × 10 14 Hz) traveling in air is incident on the surface of a rectangular block of Lucite (n=1.50).
2. Measure the angle of incidence for the light ray to the nearest degree.
3. Calculate the angle of refraction of the light ray when it enters the Lucite block. {Show all work, including the equation and substitution with units.]
4. What is the angle of refraction of the light ray as it emerges from the Lucite block back into the air?
4. phase
3. wavelength
6. The diagram below represents a ray of monochro matic light (f=5.09 × 10 14 Hz) passing from medium X (n=1.46) into fused quartz (n=1.46).
Which path will the ray follow in the quartz?
2. B
1. A
3. C
4. D
7. A straight glass rod appears to bend when placed in a beaker of water, as shown in the diagram below.
What is the best explanation for this phenomenon?
2. Light travels faster in water than in air.
1. The water is warmer than the air.
3. Light is reflected at the air-water interface.
4. Light is refracted as it crosses the air-water interface.
Base your answers to questions 8 through 10 on the information and diagram below.
A ray of monochromatic light having a frequency of 5.09 × 10 14 hertz is incident on an interface of air and corn oil (n=1.47) at an angle of 35° as shown. The ray is transmitted through parallel layers of corn oil and glycerol (n=1.47) and is then reflected from the surface of a plane mirror, located below and parallel to the glycerol layer. The ray then emerges from the corn oil back into the air at point P.
8. Calculate the angle of refraction of the light ray as it enters the corn oil from air. [Show all work, including the equation and the substitution with units.
9. Explain why the ray does not bend at the corn oil-glycerol interface.
10. On the diagram, use a protractor and straightedge to construct the refracted ray representing the light emerging at point P into air.
11. Which diagram best represents the behavior of a ray of monochromatic light in air incident on a block of crown glass (n=1.52)?
Base your answers to questions 12 through 14 on the information below.
A ray of monochromatic light (f= 5.09 × 10 14 Hz) passes through air and a rectangular transparent block, as shown in the diagram below.
12. Using a protractor, determine the angle of incidence of the light ray as it enters the transparent block from air.
13. Calculate the absolute index of refraction for the medium of the transparent block. [Show all work, including the equation and substitution with units.]
14. Calculate the speed of the light ray in the transparent block. [Show all work, including the equation and substi tution with units.]
15. A wave generator having a constant frequency produces parallel wave fronts in a tank of water of two different depths. The diagram below represents the wave fronts in the deep water.
As the wave travels from the deep water into the shallow water, the speed of the waves decreases. On the diagram at right, use a straightedge to draw at least three lines to represent the wave fronts, with appropriate spacing, in the shallow water.
16. A laser beam is directed at the surface of a smooth, calm pond as represented in the diagram below.
Which organisms could be illuminated by the laser light?
2. the bird and the seaweed
1. the bird and the fish
3. the crab and the seaweed
4. the crab and the fish
Base your answers to questions 17 through 19 on the information and diagram below.
A ray of light (f= 5.09 × 10 14 Hz) is incident on the boundary between air and an unknown material X at an angle of incidence of 55°, as shown. The absolute index of refraction of material X is 1.66.
17. Determine the speed of this ray of light in material X.
18. Calculate the angle of refraction of the ray of light in material X.
19. On the diagram above, use a straightedge and protractor to draw the refracted ray of light in material X.
20. A ray of monochromatic light (f= 5.09 × 10 14 Hz) passes from water through flint glass (n=1.66) and into medium X, as shown below.
Waves-Refraction
Base your answers to questions 24 through 26 on the information and diagram below.
A ray of light passes from air into a block of transparent material X as shown in the diagram below.
The absolute index of refraction of medium X is
2. greater than 1.33 and less than 1.52
1. less than 1.33
3. greater than 1.52 and less than 1.66
4. equal to 1.66
21. A beam of light travels through medium X with a speed of 1.80 × 10 8 meters per second. Calculate the absolute index of refraction of medium X. [Show all work, including the equation and substitution with units.]
22. What happens to the speed and frequency of a light ray when it passes from air into water?
2. The speed decreases and the frequency remains the same.
1. The speed decreases and the frequency increases.
3. The speed increases and the frequency increases.
4. The speed increases and the frequency remains the same.
23. A ray of monochromatic light (f= 5.09 × 10 14 Hz) in air is incident at an angle of 30° on a boundary with corn oil (n=1.47). What is the angle of refraction, to the nearest degree, for this light ray in the corn oil?
2. 20°
1. 6°
3. 30°
4. 47°
24. Measure the angles of incidence and refraction to the nearest degree for this light ray at the air into material X boundary.
25. Calculate the absolute index of refraction of mate rial X. [Show all work, including the equation and substitution with units.]
26. The refracted light ray is reflected from the material X–air boundary at point P. Using a protractor and straightedge, on the diagram in your answer booklet, draw the reflected ray from point P.
27. If the speed of a wave doubles as it passes from shal low water into deeper water, its wavelength will be
2. doubled
1. unchanged
3. halved
4. quadrupled
Base your answers to questions 28 and 29 on the information and diagram below.
A ray of monochromatic light (f= 5.09 × 10 14 Hz) passes from air into Lucite at an angle of incidence of 30°.
28. Calculate the angle of refraction in the Lucite. [Show all work, including the equation and substitution with units.]
29. Using a protractor and straightedge, on the diagram draw the refracted ray in the Lucite.
30. Which ray diagram best represents the phenomenon of refraction?
Base your answers to questions 32 through 34 on the information and diagram below.
Waves-Refraction
A light ray with a frequency of 5.09 × 10 14 hertz travel ing in air is incident at an angle of 40° on an air-water interface as shown. At the interface, part of the ray is refracted as it enters the water and part of the ray is reflected from the interface.
36. The speed of light in a piece of plastic is 2.00 × 10 8 meters per second. What is the absolute index of refraction of this plastic?
2. 0.67
1. 1.00
3. 1.33
4. 1.50
37. A ray of monochromatic light is incident on an airsodium chloride (n=1.54) boundary as shown in the diagram below. At the boundary, part of the ray is reflected back into the air and part is refracted as it enters the sodium chloride.
Compared to the ray's angle of refraction in the sodium chloride, the ray's angle of reflection in the air is
2. larger
1. smaller
3. the same
38. The diagram below shows a ray of light passing from air into glass at an angle of incidence of 0°.
Which statement best describes the speed and direc tion of the light ray as it passes into the glass?
2. Only direction changes.
1. Only speed changes.
3. Both speed and direction change.
4. Neither speed nor direction changes.
32. Calculate the angle of refraction of the light ray as it enters the water. [Show all work, including the equation and substitution with units.]
33. On the diagram above, using a protractor and straightedge, draw the refracted ray. Label this ray "Refracted ray."
34. On the diagram above, using a protractor and straightedge, draw the reflected ray. Label this ray "Ref ected ray."
l
35. An electromagnetic wave of wavelength 5.89 × 10 -7 meter traveling through air is incident on an inter face with corn oil (n=1.47). Calculate the wave length of the EM wave in corn oil.
What is the speed of the wave if its frequency is 8.0 hertz?
Waves-Refraction
Base your answers to questions 39 through 42 on the diagram below, which represents a ray of monochromatic light (5.09 × 10 14 Hz) in air incident on flint glass (n=1.66).
39. Determine the angle of incidence of the light ray in air.
40. Calculate the angle of refraction of the light ray in the flint glass. [Show all work, including the equation and substitution with units.]
41. Using a protractor and straightedge, draw the refracted ray on the diagram.
42. What happens to the light from the incident ray that is not refracted or absorbed?
43. The diagram below represents a wave.
1. 3.93 × 10 -7 m
44. What is the wavelength of a light ray with fre quency 5.09 × 10 14 hertz as it travels through Lucite (n=1.50)?
2. 5.89 × 10 -7 m
4. 7.64 × 10 14 m
3. 3.39 × 10 14 m
45. The speed of light (f=5.09 × 10 14 Hz) in a trans parent material is 0.75 times its speed in air. The absolute index of refraction of the material is ap proximately
2. 1.3
1. 0.75
3. 2.3
4. 4.0
1. 48 m/s
3. 3.2 m/s
2. 16 m/s
4. 1.6 m/s
46. A light ray traveling in air enters a second medium and its speed slows to 1.71 × 10 8 meters per sec ond. What is the absolute index of refraction of the second medium?
Waves-Refraction
1. 1.81 × 10 8 m/s
50. What is the speed of light (f=5.09 × 10 14 Hz) in flint glass?
2. 1.97 × 10 8 m/s
3. 1.75
1. 1.00 2. 0.570
4. 1.94
Base your answers to questions 47 and 48 on the dia gram below, which represents a light ray traveling from air to Lucite (n=1.50) to medium Y and back into air.
47. The sine of angle θ x is
2. 0.500
1. 0.333
3. 0.707
4. 0.886
48. Light travels slowest in
2. Lucite, only
1. air, only
3. medium Y, only
4. air, Lucite, and medium Y
49. Which quantity is equivalent to the product of the absolute index of refraction of water and the speed of light in water?
2. frequency of light in water
1. wavelength of light in a vacuum
3. sine of the angle of incidence
4. speed of light in a vacuum
4. 4.98 × 10 8 m/s
3. 3.00 × 10 8 m/s
51. What happens to the frequency and the speed of an electromagnetic wave as it passes from air into glass?
2. The frequency increases and the speed decreases.
1. The frequency decreases and the speed increases.
3. The frequency remains the same and the speed increases.
4. The frequency remains the same and the speed decreases.
52. When a light wave enters a new medium and is refracted, there must be a change in the light wave's
2. frequency
1. color
3. period
4. speed
53. As a sound wave passes from water, where the speed is 1.49 × 10 3 meters per second, into air, the wave's speed
2. increases and its frequency remains the same
1. decreases and its frequency remains the same
3. remains the same and its frequency decreases
4. remains the same and its frequency increases
54. In a certain material, a beam of monochromatic light (f=5.09 × 10 14 Hz) has a speed of 2.25 × 10 8 meters per second. The material could be
2. flint glass (n=1.66)
1. crown glass (n=1.52)
3. glycerol (n=1.47)
4. water (n=1.33)
55. A ray of monochromatic light with frequency 5.09 × 10 14 Hz is transmitted through four different media: corn oil, ethyl alcohol, flint glass, and water. Rank the four media from the one through which the light travels at the slowest speed to the one through which light travels at the fastest speed.
Base your answers to questions 56 through 59 on the information below.
Waves-Refraction
A light ray (f=5.09 × 10 14 Hz) is refracted as it travels from water into flint glass. The path of the light ray in the flint glass is shown in the diagram.
56. Using a protractor, measure the angle of refraction of the light ray in the flint glass.
57. Calculate the angle of incidence for the light ray in water. [Show all work, including the equation and substitution with units.]
58. Using a protractor and straight edge, on the diagram draw the path of the incident light ray in the water.
59. Identify one physical event, other than transmission or refraction, that occurs as the light interacts with the water-flint glass boundary.
60. The wavelength of a wave doubles as it travels from medium A into medium B. Compared to the wave in medium A, the wave in medium B has
62. What is the speed of light (f=5.09×10 14 Hz) in ethyl alcohol?
1. half the speed
1. 4.53 × 10 -9 m/s
2. twice the speed
4. twice the frequency
3. half the frequency
61. A ray of light (f=5.09×10 14 Hz) travels through vari ous substances. Which graph best represents the relationship between the absolute index of refraction of these substances and the corresponding speed of light in these substances?
3. 1.24 × 10 8 m/s
2. 2.43 × 10 2 m/s
4. 2.21 × 10 8 m/s
Base your answers to questions 63 through 66 on the information below.
Waves-Refraction
A light ray (f=5.09 × 10 14 Hz) traveling in water has an angle of incidence of 35° on a water-air interface. At the interface, part of the ray is reflected from the interface and part of the ray is refracted as it enters the air.
63. What is the angle of reflection of the light ray at the interface?
64. On the diagram below, using a protractor and a straightedge, draw the reflected ray.
65. Calculate the angle of refraction of the light ray as it enters the air. [Show all work, including the equa tion and substitution with units.]
66. Identify one characteristic of this light ray that is the same in both the water and the air.
67. As a monochromatic light ray passes from air into water, two characteristics of the ray that will not change are
2. frequency and period
1. wavelength and period
3. wavelength and speed
4. frequency and speed
68. Which graph best represents the relationship between the absolute index of refraction and the speed of light (f=5.09×10 14 Hz) in various media?
69. When a ray of light traveling in water reaches a boundary with air, part of the light ray is reflected and part is refracted. Which ray diagram best rep resents the paths of the reflected and refracted rays?
70. Which characteristic of a light wave must increase as the light wave passes from glass into air?
2. frequency
1. amplitude
3. period
4. wavelength
71. A ray of yellow light (f = 5.09 × 10 14 Hz) travels at a speed of 2.04 × 10 8 meters per second in
2. water
1. ethyl alcohol
3. Lucite
4. glycerol
Base your answers to questions 72 and 73 on the infor mation and diagram below.
A ray of light (f=5.09 × 10 14 Hz) traveling through a block of an unknown material, passes at an angle of inci dence of 30° into air, as shown in the diagram below.
72. Use a protractor to determine the angle of refraction of the light ray as it passes from the unknown mate rial into air.
73. Calculate the index of refraction of the unknown material. [Show all work, including the equation and substitution with units.] | <urn:uuid:8b3f4c5a-95e1-4175-9284-e9503b2b649c> | CC-MAIN-2017-39 | http://www.aplusphysics.com/courses/regents/worksheets/Waves-Refraction.pdf | 2017-09-20T18:18:39Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00212.warc.gz | 400,028,627 | 4,122 | eng_Latn | eng_Latn | 0.99543 | eng_Latn | 0.996948 | [
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Vol.2, No.1 (2017)
Teaching English to Refugees in a Multilevel Classroom
Haydeé Ramírez Lozada, Marjorie K. Perlaza Rodríguez, Juleise A. Escobar & Boris P. López Estupiñán
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas
Email for correspondence: email@example.com
Receipt date: March 8th , 2016
Approval date: April 21 st , 2016
How to cite this article (APA Norms)
Ramírez, H., Perlaza, M., Escobar, J., & López, B. (2017). Teaching English to Refugees in a Multilevel Classroom. International Congress on the Didactics of the English Language Journal, Vol. 2, No.1. ISSN 2550- 7036. Retrieved from http://revistas.pucese.edu.ec/ICDEL/index
International Congress on the Didactics of the English Language Journal. ISSN 2550-7036.
Director. PhD. Haydeé Ramírez Lozada. Phone: 2721459. Extension: 123/126
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65
firstname.lastname@example.org. http://revistas.pucese.edu.ec/ICDEL/index
1
2
Abstract
In order to assess the teaching of English to refugees in a multilevel classroom, a pedagogical investigation was carried out with the mixed paradigm: qualitative and quantitative, with a sample of six students who formed part
of a family of refugees, from whom two were illiterate adults, two were adolescents and two were children. The adolescents and children had different educational levels, the first two were Senior High School students, one
child was a Junior High School student, and the other one was in the first level of Basic Education. They were taught English for six hours a week in the Pontifical Catholic University of Ecuador in Esmeraldas, Ecuador, as
part of a project of connection with the community. The analytic-synthetic and hermeneutic methods were used, with the technique of observation. A quasi-experiment was done with the use of a pre-test and a post-test. The
results showed that at the beginning of the experience the students were not able to use English in basic communicative functions or with basic knowledge about the alphabet and numbers; but after using strategies
concerning the classroom arrangement in pairs and groups and the use of a combination of methods for language teaching, the adult students were able to have some interaction in English with the younger students. One of the
children (a girl), who was in Junior High School, participated actively and influenced the learning process of the adults and of the younger child, who had never studied English before. It is concluded that the English-language
teaching-learning process to refugees in a multilevel classroom demands creativity on the part of the teacher, motivation, a combination of methodologies and needs assessment in order to find out the contents the students
need to learn, which is in relation to the language of survival.
Key words: teaching English; refugees; multilevel classroom; pedagogical investigation
Introduction
Teaching English to Refugees has become a daily activity of teachers and students from the Applied
Linguistics School at the Pontifical Catholic University of Ecuador, Esmeraldas Campus. This forms part of a project of connection of the university with the community, which takes care of refugees in the region, giving
them upgrading programs necessary to resettle in another country.
One of the activities that are carried out as part of the mentioned program is the teaching of English for survival. When this process takes place, it frequently happens that the students who come are from different
educational levels, which, according to Roberts (2007), is one of the fundamental features of a multilevel classroom. Despite the students come from different educational levels, they are gathered in the same class
International Congress on the Didactics of the English Language Journal. ISSN 2550-7036.
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65
email@example.com. http://revistas.pucese.edu.ec/ICDEL/index
3
because most of them come as a family, and due to reasons of economy or security, they are taught together, in the same group and at the same time.
Different authors recommend activities that could be carried out to assist all the students at the same time:
Jigsaw activities, pieces of writing with the help of pictures, and others, as recommended by Ferlazzo (2014).
If the students have different educational levels in L1, they have different views about the culture of foreign language learning, their comprehension of its importance is very distinct, as well as their perspectives of
achievement. Anyway, they know that they need to learn English for a specific purpose: to survive in an English speaking country.
In one of the groups of English we had six members of a family of refugees, the mother and the father, two sons and two daughters. The former were illiterate in L1, one son and one daughter had been studying at
college before they came, one daughter was a Junior High School student, and one son was in the first level of
Basic Education. Two students from the Applied Linguistics School were in charge of teaching English to them.
For the purpose of this investigation report they will be called students-teachers. A teacher from the mentioned school was the coordinator of the project and had the responsibility to evaluate the process by means of frequent
observations. Another teacher collaborated with the investigation.
When the students-teachers first presented to the class, it was very difficult for them to know how they could manage to teach English in that class where the students had different levels of learning, so a question came
to their minds: How can English to refugees be taught in a multilevel class?
This question led to the statement of the general objective of the investigation, which consisted of making an analysis of the teaching of English to refugees in a multilevel classroom. To accomplish this, the following
specific objectives were stated: to find theories concerning teaching to multilevel classes; to make an assessment of the students’ learning needs and to determine the students-teachers’ methodological strategies to teach.
The Multilevel Class
The term multilevel is used by teachers when they want to identify learners who have significant differences in one way or another. Bell & Burnaby, (1984); Wrigley & Guth, (1992) consider that precisely every
class is multilevel since the students start with different degrees of competence and then they advance in the development of the four basic skills: listening, speaking, reading, and writing at a different rate.
International Congress on the Didactics of the English Language Journal. ISSN 2550-7036.
Director. PhD. Haydeé Ramírez Lozada. Phone: 2721459. Extension: 123/126
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65
4
The mentioned authors state that more aspects to consider that mark the levels in a class are programs, for instance, which affect because of funding difficulties, scheduling problems, number of students and program
logistics. These programs place students of all levels of English, from beginning to advance in a single class.
Another important problem that occurs frequently (Bell, 1991; Santopietro, 1991; Wrigley & Guth, 1992) is that students have different degrees of literacy either in their first language or in English. This is something common
when a family of refugees come to the English lessons. Many times the young ones and the children have been to school so they have been studying English and have general schooling. On the contrary, it sometimes happens
that the adults have never been to school before, so they are illiterate in their mother tongue as well as in English.
This makes the classroom diverse and more demanding to teach.
Levels of proficiency in the multilevel classroom
In order to teach English in a multilevel class, it is very important to know the different levels that may be present and their characteristics.
According to Roberts (2007), to plan instruction for a multilevel class, teachers must consider the different levels of their students, because some students perform at a similar level, but others at a below level and others at
an above level.
Below-level
. In this level the students need extra time to do the activities and, consequently, need the help of other students in order to succeed. Teachers may have in mind that these are students who may feel some kind
of frustration because they appreciate how other students learn more rapidly than they do. These students are struggling to keep up with instruction.
At-level. The students in this level are doing well in the process of learning.
Above-level
. In this level the students may be more proficient than the at-level students, or may be quicker in learning than their classmates. They are also at risk because they can feel some kind of frustration at not being
provided with the lessons they need, which should be more challenging. The teacher has to manage adequately with them because they may be bored, waiting for the rate of the below –level students.
What was stated previously demands from English teachers the design of methodologies and strategies to work with multi-level classes in order to keep the students learning.
International Congress on the Didactics of the English Language Journal. ISSN 2550-7036.
Director. PhD. Haydeé Ramírez Lozada. Phone: 2721459. Extension: 123/126
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65
firstname.lastname@example.org
Strategies to use in Multilevel Classes
With the aim to facilitate the learning process, the following strategies are recommended:
Needs assessment.
Teachers must find out what learners need and want to learn. In order to assess this, one-on-one interviews with learners, group discussions, and learner observations can be used, as pointed out by
Alexander, (1993); Holt, (1995); Isserlis, (2000); Wrigley & Guth, (1992). The needs assessment process permits students to express their individual needs and gives teachers clear information that permit the adjustment of
contents to teach.
Lesson planning.
Teachers can organize parallel lessons for learners at different levels. Planning should comprise strategies for directing diverse group, pair, and individual activities (Shank & Terrill, 1995).
Using native languages.
It is recommended to use learners' native language when an exercise or activity is going to be developed in order to clarify instructions. This facilitates students’ engagement. Besides, teachers
may provide students' negotiation of meaning by means of peers interchange (Condelli, Wrigley, Yoon, Cronen,
& Seburn, 2003; Wrigley, 2003).
Method
The investigation carried out followed the mixed paradigm: qualitative and quantitative, with the methods of analysis and synthesis and the hermeneutic method, and the technique of observation. A quasi-experiment was
done with the use of a pre-test and a post-test.
The population consisted of a family of refugees, from whom two were illiterate adults, two were adolescents and two were children. The adolescents and one child had different levels of schooling, Junior and
Senior High School. One child was in the first level of Basic Education. They were taught English for six hours a week in the Pontifical Catholic University of Ecuador in Esmeraldas, Ecuador, as part of a project of connection
of the university with the community.
The techniques were applied to the students, though in the observation, the role of the students-teachers were also assessed. Ten observation sections were carried out. The results obtained were written in the
investigator's diary. A diagnostic test was applied to the students at the beginning of the course and at the end.
The instruments used were the observation sheet (Appendix 1), and the test questionnaire with three items:
a) an oral interview to know general information in Spanish concerning the students' awareness of the importance
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of English, b) an oral interview in English for assessing knowledge of some basic communicative functions and c) an oral exercise for assessing knowledge of the alphabet and numbers (Appendix 2).
Results
The results of the observation revealed that the mother and father did not know how to express with the
English language. They were illiterate, not only in English, but also in their native language, Spanish. Fortunately, they were interested in the English-language teaching-learning process, so they participated actively in the
collaborative work, imitating their sons and elder daughter when they interacted with the students-teachers. They could repeat the words and phrases under the supervision and direction of the latter.
The students-teachers used the board to explain words and phrases, illustrating the meaning with pictures and drawings, also miming. They also used the native language to be understood, mainly when any grammatical
structure was explained.
The adolescents enjoyed participating in the class and helping their parents. The child who was in Basic
Education also liked to repeat together with his parents.
In order to achieve this collaborative work, the whole family worked together, as a group, and for some exercises the students-teachers organized the students in pairs, but never letting the parents be a pair. The students-
teachers intelligently placed each parent with one adolescent in order to benefit interaction and learning.
The students-teachers were always very much active in the classroom, promoting interaction, using material aids, realia, and mimes. They used a combination of the Ludic Methodology with the Grammar
Translation Method, the Direct Method, the Audio-Lingual Method and the Communicative Approach to
Language Teaching. As two student-teachers worked together, one of them was instructing and the other one was monitoring the students’ work. They used motivational activities as warm ups, as well as for the development of
the class.
Test (Needs Analysis)
The first part of the test revealed that the students were conscious of the importance of English for their resettlement; but they had difficulties in the language. The two adolescents referred that they had basic level; they
were in Senior High School. The children also reported they had basic level of English, what means that they
International Congress on the Didactics of the English Language Journal. ISSN 2550-7036.
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65
firstname.lastname@example.org
TEACHING ENGLISH TO REFUGEES
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could greet, introduce themselves, and talk about general topics. The adults did not know anything about English. They also expressed that they had never been to school, so they were illiterate in Spanish as well.
The second part of the test, which was applied in English in order to assess the students' knowledge of communicative functions before and after the course, as can be seen in table 1, showed that all the students, no matter the level, after being taught, passed the evaluation, which is shown by letter P (Passed). In the pre-test, it was noticed that although some students said that they had some knowledge of English from school, they failed the initial exam, what is indicated in the table as letter F (Failed).
Table 1 Test on communicative functions before and after the course
Source: pre-test and post-test applied
TEACHING ENGLISH TO REFUGEES
8
Something similar happened about the topics the alphabet and numbers (as shown in table 2). Before introducing the contents, the students who were illiterate failed, as expected. The students who had some level of English also failed, but after the course, all of them passed the post-test.
Table 2 Test on numbers and alphabet
Source: pre-test and post-test applied
Description of some activities the teachers used for teaching
Content: the Alphabet
First, the students-teachers presented the letters and the students repeated after them, then they started a kind of substitution drills, to practice and memorize the letters. Finally, with the ludic Methodology they practiced the alphabet by means of the song ABC. A video was played, the teachers helped the students repeat several times.
The other turn of lessons, the students-teachers used some cards with different letters to check if the students remembered the ABC. The students worked in pairs first, then the students-teachers asked and the students participated actively. The pairs were organized in the following way: each adult with each adolescent, and the two children.
9
Another exercise was "spelling your name", which consisted on spelling each one`s name, first in pairs, then individually. A guessing game was also carried out in the following way: one letter was presented, either at
the beginning or in the middle and the students had to guess the name of the student, also the names of famous personalities.
Regarding the topic of introductions to people, the students-teachers illustrated a conversation first, then started with an interaction with the students, finally they got the students to work in pairs and ask each other
similar questions. After about 40 minutes of practice, some pairs performed the conversation "meeting someone".
Discussion
The results obtained in this study coincided with those provided by Condelli, Wrigley, Yoon, Cronen, &
Seburn, (2003); Wrigley, (2003) in relation to the importance of negotiation of meaning by means of peers interchange in order to learn. In the investigation carried out, the teachers organized the class in pairs, always
sitting the elder students with the young ones who had studied English before at school. This permitted the development of interaction and the improvement of learning, in meaningful activities.
In relation to the importance of needs assessment by means of observations, the results of this investigation coincided with the ones provided by Isserlis, (2000); Holt, (1995); Alexander, (1993); Wrigley & Guth, (1992).
The needs assessment process allows the teacher to know the individual needs of the students and plan the lessons according to them. In this investigation with refugees, needs assessment was also carried out by means of
an interview.
In the case of this study, the assessment of the students' needs showed that they needed to learn English for survival: numbers, the alphabet, and the communicative functions: expressing origin, expressing abilities,
occupations, asking and talking about where they live, about their marital status, expressing how they feel, and likes and dislikes.
There was also coincidence with the results obtained by Shank & Terrill, 1995, who stated that planning should make use of some strategies that permit group, pair, and individual activities. In the present investigation,
the students-teachers always arranged the class into pairs, because there were only six students. They carefully placed the students with a very low level in the language with a more advanced student in the language, so that
they could interact. The activities were planned from basic to middle level.
In order to teach, the students-teachers used a combination of methods: the Ludic Methodology, by means of sons and videos, the Grammar-Translation Method, since it was necessary to explain the grammatical structure
International Congress on the Didactics of the English Language Journal. ISSN 2550-7036.
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65
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Vol.2, No.1 (2017)
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deductively so that the students could understand; the Direct Method because the students-teachers always asked questions and let the students talk the target language and give long answers; the Audio-Lingual Method, because drill repetition was carried out to benefit learning, and the Communicative Approach to language teaching because the students were encouraged to practice the four main skills of the language: listening, speaking, reading and writing, in pairs, trying to make use of the language.
Conclusions
The English-language teaching-learning process to refugees in a multilevel classroom demand creativity on the part of the teacher, motivation, needs assessment in order to find out the contents the students need to learn.
The contents refugees required more were related to the language of survival: numbers, the alphabet, expressing origin, abilities, occupations, asking and talking about where they live, about their marital status, and consequently others in the area of survival, what means looking for jobs.
The teachers used a combination of methodologies depending on the classroom situation: the Ludic Methodology, the Grammar-Translation Method, The Direct Method, the Audio-Lingual Method, and the Communicative Approach to Language Teaching.
In order to promote interaction, the students were organized in pairs, placing the students with different levels in the language together, so that the more advanced ones may help the others in the learning process.
References
Alexander, D. (1993). The ESL classroom as community: How self-assessment can work. "Adventures in
Assessment: Learner-Centered Approaches to Assessment and Evaluation in Adult Literacy," 4, 34-37.
Bell, J. (1991). "Teaching multilevel classes in ESL." San Diego, CA: Dominie Press.
Bell, J. & Burnaby, B. (1984). A handbook for ESL literacy. Toronto, Ontario: Ontario Institute for Studies in Education Press.
Condelli, L., Wrigley, H.S.,Yoon, K., Cronen, S., &. Seburn, M. (2003). What Works Study for Adult ESL Literacy Students: Final Report. Washington D.C.: American Institute for Research.
Ferlazzo, L (2014). Instructional strategies for multi-level classes of English language learners. Retrieved from https://www.teachingenglish.org.uk/blogs/larry- ferlazzo/larry-ferlazzo-instructional-strategies- multi-level-classes-english-language
International Congress on the Didactics of the English Language Journal. ISSN 2550-7036.
Director. PhD. Haydeé Ramírez Lozada. Phone: 2721459. Extension: 123/126
firstname.lastname@example.org. http://revistas.pucese.edu.ec/ICDEL/index
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Holt, G.M. (1995). "Teaching low-level adult ESL learners." ERIC Digest. Washington, DC: National Clearinghouse for ESL Literacy Education. Retrieved from https://www.ericdigests.org/1996-1/low.htm
Isserlis, J. (2000). Trauma and the adult English language student. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/caela/esl_resources/digests/trauma2.html
Roberts, M. (2007). Teaching in the Multilevel Classroom. Pearson Education. Retrieved from http://www.pearsonlongman.com/ae/download/adulted/multilevel_monograph.pdf
Shank, Cathy C. & Terrill, Lynda R. (1995). "Teaching Multilevel Adult ESL Classes." ERIC Digest No. ED383242. Washington, DC: National Clearinghouse for ESL Literacy Education. Retrieved from: http://www.ericdigests.org/1996-1/adult.htm
Wrigley, H.S. & Guth, G. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. San Mateo, CA: Aguirre International. (EDRS No. ED 348 896). Retrieved from http://files.eric.ed.gov/fulltext/ED348896.pdf
Director. PhD. Haydeé Ramírez Lozada. Phone: 2721459. Extension: 123/126
Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65
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The Trial of Mitsy-Bitsy Mosquito
A Puppet Show or Dramatization
Essential Question:
Who is a pest?
Background Information:
See Background Information for Garden Earth – Pest and Disease Control
Getting Ready:
Decide who will perform the puppet show. Will it be the students, the teachers or a classroom volunteer? This script, 'The Trial of Mitsy-Bitsy Mosquito' can be used either as a mock trial dramatization (with children reading the parts) or as a puppet show. Three puppeteers will be needed if you present it as a puppet show. One puppeteer will perform the judge and Mitsy, the second will perform both the attorneys while the third will perform the Bailiff and all of the other puppets.
Other characters can be added, depending on numbers of your group. For example, there could be six or twelve jurors. Or there could be some additional witnesses as long as numbers for both sides are balanced.
* NOTE: You can have Foreco play the judge. Ms. Mantis, representing the Population Control Department of the Ecoforest as the Plaintiff's Attorney. Mme Squirrel, representing the Food Services Department of the Eco-Forest as the Defense Attorney. Freddy Frog as the Bailiff. For your performance, you can keep these characters in the roles or you can use others. The Judge could appropriately be an owl or a mammal such as a cat without a vested interest. The Plaintiff's Attorney should probably be a predator. Note that there is a Plaintiff's attorney rather than a Prosecuting Attorney because this is a civil trial. The question of damages is not, however, probed.
** Witnesses can be kept as is or changed. One reason for a change would be to use existing puppets. HOWEVER, if you change witnesses, you will also have to alter the script slightly. It is important to keep the messages of the witnesses intact. It is also desirable to have one defense witness be a predator of mosquito larvae rather than adult mosquitoes.
Location: Puppet Theater
Objectives: Learners will:
1) identify advantages and disadvantages of having mosquitoes on Earth
Skills: communication, listening,
empathy, analysis
Supplies:
Script: The Trial of MitsyBitsy Mosquito
Puppets
Judge*
Bailiff (preferably a frog or other insectivore)
Plaintiff's Attorney*
Defense Attorney *
Mitsy-Bitsy Mosquito
Witnesses: **
Comet, the Reindeer
Wanda Woof
Dr. Wise Bird
Child from audience (can select and give scripted part beforehand, or select during the puppet show and let testimony be spontaneous)
Freddie Fish
Derek Dragonfly
B'linda Bat
Sir Knight Hawk
Props
long lists of paper for both attorneys
gavel for Judge
handkerchief for Plaintiff's Attorney
small 'diet' chart for B'linda Bat
Subjects: language arts, science
Time: 30 minutes
Mock Trial Dramatization
Staging: If performed as a mock trial, the most realistic arrangement of the stage would place the judge at a small table (judge's bench) in the center back with a chair beside it (witness box or stand). Looking at the stage, to the left of the judge's 'bench' and closer to the audience would be a table for the defense lawyer and defendant (Mitzi). To the right, would be another table for the plaintiff's attorney. If necessary, tables for the defense and plaintiff could be dispensed with, and just chairs used. Witnesses would move from audience to the witness box. The bailiff would be standing to the side of the witness box when on stage. Attorneys and Mitsy should face the judge when not speaking.
Puppet Show
If performed as a puppet show in a puppet theater, judge and witness box should be on stage all the time. Mitsy and the other characters would come and go as indicated in the script. Or a long, covered table could be used as a stage, with the judge in the center, Mitsy and her attorney at one side, and the plaintiff's attorney at the other. The witness box could be at one end of the table or a small table set on one side.
Learners can make simple puppets if needed or print templates for the puppets on card stock; color and laminate them. Set up a simple stage for performing the show. Assemble props as needed.
Procedure:
1. Assemble the students in front of the puppet stage or ready for the mock trial dramatization.
2. Perform the puppet show/mock trial dramatization.
Discussion/Assessment:
Why was Mitzy on trial? Who considered her a pest? Who appreciated her? What eco-service did she provide? Could we live without mosquitoes on Earth?
The Trial of Mitsy-Bitsy Mosquito
Poor Mosquito Victims (PMV) v. Mitsy-Bitsy and Kin Written by Ann Blum – printed with permission
Scene: Courtroom
On stage: JUDGE (center, behind a bench)
BAILIFF(standing to side of judge)
MITSY MOSQUITO (from audience perspective, to front and left of judge.)
BAILIFF: The Eco-court is now in session. Judge Name presiding. Our first case is Poor Mosquito Victims v. Mitsy-Bitsy Mosquito and her relatives. The plaintiff's attorney will be Name . (PLAINTIFF ATTORNEY stands, bows to audience and sits) Mitsy-Bitsy Mosquito and her relations will be represented by Defense Attorney Name . (DEFENSE ATTORNEY stands, bows to audience and then sits.) As Defense attorney stands, MITZY buzzes appreciatively.
BAILIFF: (to Mitsy) Hush! (to audience) The Poor Mosquito Victims claim that Mitsy-Bitsy and her relatives are MAJOR INSECT PESTS UP TO NO GOOD and SHOULD BE GOTTEN RID OF.
MITSY makes hissy buzzes. Ducks out of sight as BAILIFF moves towards her. Reappears shortly.
JUDGE: Mr. Bailiff, do we have jurors to hear this case?
BAILIFF: Yes, your honor. I've gathered some of the smartest people in the world (indicating audience) to be jurors. BAILIFF exits as judge speaks.
JUDGE: (looking over audience and nodding) Excellent. It is always sad, lady and gentleman jurors, to learn that some fellow creatures may be causing trouble. But I know. . .
DEFENSE ATTORNEY: (stands) Excuse me, your honor. Shouldn't we find out if any jurors might not be fair because of some..um.. past experience. I mean, I would object to having any jurors who had been bitten by my clients, Mitsy-Bitsy or her relatives.
JUDGE: Good point. Will any jurors who have ever been bothered by mosquitoes please raise your hands? (Presumably most of audience will.) Hmm. This is a problem. (Pauses to think about it.) You know, Miss (or Mr.) Attorney, these look like the kind of jurors who will listen fairly to each side of the case. (Looks over audience.) I'm sure they will. Let us proceed.
DEFENSE ATTORNEY sits.
JUDGE: Poor Mosquito Victims, you may present your case. (To Plaintiff's Attorney) You may call your witnesses.
PLAINTIFF'S ATTORNEY stands, and remains standing during plaintiff side of case.
PLAINTIFF'S ATTORNEY: Your honor, I have a list (waves long, narrow sheet of paper) with the names of thousands of people and animals who wanted to tell us what terrible pests mosquitoes are. In the interest of time, I asked just three of these possible witnesses to come here today-- Comet the Reindeer, Wanda Woof, and Dr. Wise Bird.
BAILIFF enters.
BAILIFF: Your honor, all the witnesses have already sworn to tell nothing but the truth.
JUDGE: Excellent. (To Plaintiff's Attorney) Please call your first witness.
BAILIFF exits.
PLAINTIFF'S ATTORNEY: I call Comet, the Reindeer.
COMET enters (perhaps to sound of sleigh bells).
COMET: (goes to witness stand) Ho! Ho! Ho! My name is Comet Claus. I just want to say ....
MITSY: (perks up) Looks like a reindeer meal. Must be time for lunch.
JUDGE: (bangs gavel) Order, order in the court. (DEFENSE ATTORNEY pushes MITSY out of sight.) Before you continue, Mr. Comet, may I ask if you are one of Santa's team.
COMET: Yes, I am.
JUDGE: Well, we certainly appreciate your coming so far to testify.
COMET: It is worth it for me to be able to say MOSQUITOES ARE AWFUL!!! I know that people are plagued by itchy bites and bumps. I know that sometimes mosquitoes drive people inside and they can't play or work out of doors. But animals like me don't have any inside to go to. Some of my cousins have lost so much blood to mosquito mobs that they died.
PLAINTIFF'S ATTORNEY: Thank you, Mr. Comet.
COMET: (leaves, waving to audience) You're welcome. Merry Christmas to all.
PLAINTIFF'S ATTORNEY: I call Wanda Woof to the stand. (WANDA WOOF enters.)
WANDA WOOF: Woof! My name is Wanda Woof and I want to explain that…
MITSY: (Bounces up again.) Looks like a hot dog. Must be time for lunch.
JUDGE: (bangs gavel) Mr. (or Miss) Defense Attorney, you must keep your client, Mitsy-Bitsy Mosquito in order.
DEFENSE ATTORNEY: (pushes Mitsy down) Yes, your honor.
JUDGE: Please continue Miss Woof.
WANDA WOOF: (clears throat) Did you know, jurors, that mosquitoes carry diseases such as heartworms that can kill dogs like me? My cousin, Laddie, died of heartworms. (Sniffs) It was so sad. We all cried and cried. (Wipes away tear) Then there was poor widow poodle, and the Labrador puppies, and (begins to sob) and...
PLAINTIFF'S ATTORNEY: (offers Wanda a handkerchief) It's OK, Miss Woof. Thank you for coming.
WANDA WOOF exits, crying.
PLAINTIFF'S ATTORNEY: Now, I call Dr. Wise Bird. Dr. Bird is a world famous research scientist who. . .
MITSY: (Appears, looks around, sees audience.) It IS lunch time. Look at all of those meals out there.
PLAINTIFF'S ATTORNEY: (to Judge) Your honor, would you please have the Defense Attorney do something about this mosquito. If not, I'll take care of her myself. (Moves toward mosquito menacingly)
DEFENSE ATTORNEY: (standing quickly) Your honor, the Plaintiff's Attorney is threatening the defendant -- threatening to eat her.
JUDGE: Mr. (or Miss) Plaintiff's Attorney. You must not eat the defendant. Such things are not supposed to happen at a trial. Mr. (or Miss) Defense Attorney, you must keep Mitsy Bitsy Mosquito from disturbing this trial.
DEFENSE ATTORNEY: I'll try your honor. (DEFENSE ATTORNEY tugs MITSY offstage.)
JUDGE: Please continue.
DR. WISE BIRD enters. DEFENSE ATTORNEY returns.
PLAINTIFF'S ATTORNEY: Dr. Wise Bird, please tell us about the diseases that mosquitoes carry to people.
DR. BIRD: In terms of the numbers of people infected, the worst disease is malaria. In 2003, 300 million people suffered from malaria and about three million died. These were mostly children in tropical countries. Mosquitoes can also carry yellow fever, encephalitis, West Nile disease....
DEFENSE ATTORNEY: (jumps up) May I ask a question, your honor? (JUDGE nods.) Isn't it true that only a few species of mosquitoes carry diseases?
DR BIRD: Yes, but those kinds are very dangerous. Most people can't tell one mosquito from another.
PLAINTIFF'S ATTORNEY: Thank you, Dr. Bird.
DR. BIRD exits.
PLAINTIFF'S ATTORNEY: Now, your honor, I would like to call one of the children in the courtroom. (Looks at audience.) Do I have a volunteer?
Hands wave. PLAINTIFF'S ATTORNEY selects the child given a part before play or randomly.
CHILD comes to stand by witness box.
PLAINTIFF'S ATTORNEY: Please tell the court your name.
CHILD does.
PLAINTIFF'S ATTORNEY: Have you ever been bitten by mosquitoes?
CHILD: Yes, it's terrible.
PLAINTIFF'S ATTORNEY: Can you explain that?
CHILD: Yes, sometimes you get lots of bites and they itch so bad that you scratch them and then they bleed. One time, my friends and I couldn't play outside because there were so many mosquitoes.
PLAINTIFF'S ATTORNEY: Thank you for telling us about your experience. You may return to your seat.
CHILD exits.
PLAINTIFF'S ATTORNEY: Your honor, we rest our case. (Sits down)
JUDGE: Those are serious charges indeed. Mr. (or Miss) Defense Attorney, do you have any witnesses to defend Mitsy-Bitsy Mosquito and her relatives?
DEFENSE ATTORNEY rises and stands for the defense side of case. MITSY-BITSY MOSQUITO returns to her seat.
DEFENSE ATTORNEY: Your honor, you may be surprised, but many animals wanted to speak on behalf of our need for mosquitoes. (Waves a long paper list.) Being from the department of Food Production, I myself know how important they are. Our witnesses will tell you more.
BAILIFF enters.
BAILIFF: Your honor, all the witnesses have already sworn to tell nothing but the truth.
JUDGE: Excellent. (To Defense Attorney) Please call your first witness.
BAILIFF exits.
DEFENSE ATTORNEY: We call Freddie Fish to the stand.
FREDDIE FISH enters and goes to witness stand.
FISH: In the pond where I live, mosquito larvae (those are baby mosquitoes) are a big part of our diet.
MITSY: Can you believe that? He has the nerve to brag about eating poor, helpless, little mosquito babies.
DEFENSE ATTORNEY: Be quiet, Mitsy-Bitsy! He's here to help you.
JUDGE: Are we going to need to cage the defendant?
MITSY: No, no. I'll be quiet. I won't interrupt this BABY EATER.
JUDGE: You may continue, Mr. Fish.
FISH: That's about it. Without mosquito larvae, many fish would starve to death. Fewer fish, fewer birds, maybe fewer people.
FREDDIE FISH exits.
DEFENSE ATTORNEY: We now call Derek Dragonfly to the stand.
MITSY: (in a low voice) Derek Dragonfly. Hah! Murderer Dragonfly would be better.
JUDGE glares or gestures at Mitsy, but doesn't speak as DRAGONFLY enters.
DEFENSE ATTORNEY: Mr. Dragonfly, could you please tell the court how important mosquitoes are to dragonflies?
DRAGONFLY: (looks at Mitsy) Important! Of course, they are important. Dragonfly children, who live in the water, too, love mosquito larvae. As for dragonfly adults like me, well, we find grown-up mosquitoes nutritious bits for breakfast, brunch, lunch time, snack time, tea time, dinner time, actually any time. If this one would just fly a bit, I could show you how we catch these buzzy nibbles and...
MITSY disappears during last sentence.
DEFENSE ATTORNEY: No, no. A demonstration is not necessary. Thank you very much, Mr. Dragonfly.
DRAGONFLY leaves and MITSY reappears cautiously.
DEFENSE ATTORNEY: We now call B'linda Bat.
MITSY: First a dragonfly, now a bat?!!! Dive for cover everybody! (to audience) Let me know when it's safe. (MITSY disappears.)
B'LINDA BAT enters.
BAT: My name is B'linda Bat. Some jurors may have seen me or my cousins hanging out by street lights, chomping down tasty mosquitoes. They are delicious!!!! And, see this chart. (Pulls up 'dietary' chart.) See how rich in proteins and other important nutrients mosquitoes are. They are vital not only to our diet, but those of other animals like frogs and many birds.
DEFENSE ATTORNEY: Thank you, Miss Bat, and speaking of birds, we now call Sir Knight Hawk to the stand.
B' BAT exits. KNIGHT HAWK enters and goes to stand.
KNIGHT HAWK: My name is ....
MITSY: (Emerges and says to audience.) Is it safe yet? (Sees Nighthawk and dives for cover, yelling to audience) You didn't warn me!
KNIGHT HAWK: I've written a little poem for the occasion.
On moonlit nights When you want to eat, Beaks full of mosquitoes Are a great treat.
DEFENSE ATTORNEY claps and encourages others to do so. KNIGHT HAWK bows.
BAILIFF enters.
BAILIFF: Here, now, order in the court! Exits.
KNIGHT HAWK: (clears throat) Nighthawks, like me, and other birds eat lots of mosquitoes. If there were none, I guess we'd be goners.
Without mosquitoes we would cry
Without mosquitoes, we might die.
Without ...
DEFENSE ATTORNEY: Thank you Sir Knight Hawk.
KNIGHT HAWK exits.
DEFENSE ATTORNEY: Finally, your honor, I call Mitsy-Bitsy Mosquito. (Looks around and doesn't see her.) Mitsy-Bitsy! Mitsy-Bitsy! Where is that mosquito?
JUDGE: Bailiff, will you please call Ms. Mosquito.
BAILIFF: (entering) The court calls Mitsy-Bitsy Mosquito! (No answer.) Mitsy-Bitsy Mosquito. (No answer. Says to audience) Have you seen Mitsy-Bitsy? (No, says audience. BAILIFF continues looking and calling.)
MITSY: (Appears where Bailiff is not looking.) Is it safe yet? Have that bat and bird gone?
As DEFENSE ATTORNEY and Audience say 'YES', BAILIFF, in exasperation, shakes his leg at Mitsy and exits.
JUDGE: Miss Mosquito, will you please take the stand?
MITSY: Your honor, I don't understand what's wrong. Most kinds of mosquitoes don't carry disease. None of us mean harm. We just need blood to have baby mosquitoes. That's the way we're made. (Sits down.)
JUDGE: Do you attorneys have any questions of Ms. Mosquito? (BOTH ATTORNEYS shake their heads.) All right, you may give your closing arguments.
PLAINTIFF'S ATTORNEY: Mosquitoes not only annoy people and animals, but also can make them sick. Some kinds of mosquitoes carry deadly diseases. Why should you (looking at jury and/or audience) have to suffer and even die because of mosquitoes? Who needs them? I hope you will agree that it would be a better world with no mosquitoes.
DEFENSE ATTORNEY: Many animals depend on mosquitoes for food. Scientists don't even know how many. Without mosquitoes, many fish and frogs and bats and birds would starve and die. What would then happen to people? Think of that! We may not like them, but we need mosquitoes.
JUDGE: Jurors: What do you think? Is the mosquito a friend? An enemy? Or both? Do we need them? Let's have a vote.
Raise your hands if you think mosquitoes are friends. Counts and says number.
Raise your hands if you think mosquitoes are enemies. Counts and says number.
Raise your hands if you think mosquitoes are both. Counts and says number.
MITSY disappears during vote.
JUDGE: It seems that.... Where did that mosquito go?
BAILFF: (enters, chewing) You needn't worry about her any more.
JUDGE: (horrified) You didn't eat ...
MITSY reappears and waves goodbye to all before exiting.
JUDGE: This case is dismissed. | <urn:uuid:b4ca0901-2c0d-4648-978b-08ff5a8604c9> | CC-MAIN-2017-39 | http://gen.uga.edu/documents/pest/The%20Trial%20of%20Mitsy%20Mosquito%20Puppet%20Show.pdf | 2017-09-20T18:11:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00211.warc.gz | 136,895,288 | 4,481 | eng_Latn | eng_Latn | 0.998354 | eng_Latn | 0.998585 | [
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Honey in the Flowers, "in the Air" and in … the Reeds
Many Greek authors focused on bees, but the one who made the most systematic research in antiquity on bees was Aristotle. In Book V of the Treaty on Animal Life, he includes his observations on the biology, physiology and habits of bees. Of course, Aristotle used the experience of other Greek researchers whose works influenced him. First there are Xenophon's works with very interesting details contained in his work "Economica".
As any road opener, the coryphaeus of antiquity made a series of mistakes of argumentation.
Undoubtedly, the hives used at the time were a serious obstacle in Aristotle's research. The primitive hives weren't as easy to study as the modern ones.
The first and greatest discovery by Aristotle was that of one individual out of the multitude of bees that was one and half the size of the others and that he called "king", which although it had a sting, didn't use it. Xenophon too had noticed this, hundreds of years before, but had said that the insect was female and called it "queen" (in the "Economica").
Similarly to Xenophon also, Aristotle discovered labor division inside the hive, the former attributing the organization of the hive to the "queen": if in the hive, she would not allow workers to get lazy and sent them foraging. In their view, the "queen" knew each bee's contribution to the honey crops and at the right time, divided the product as deserved. The "queen" also would oversee honeycombs building, keeping the pace and the right line, and was in charge with raising and accurate feeding of the brood. When the young bees became capable of work, the queen was careful to send them with a young queen to take a new location.
Aristotle noticed that the bees would kill the "kings" if more than one in the colony. Aristotle also knew that when the "king" disappeared, bees did not have the possibility to raise another, which was why the swarm was doomed to perish. Aristotle noticed too that bees would stop to the same flowers with each flight, that they avoided dirt and bad smells. He saw that bees would keep exemplary clean hives that they would never dirty with their excrements and that they would always choose very clean water sources. About the clean water, Calimahos (230 BC) concluded his ode to Apollo in the following sentence: "Bees bring water to Demetrius, not any kind of water but the water from the beautiful valley where water is fresh and clean and comes from the divine spring."
Related to weather forecast, Ailianos would say that bees could sense bad weather and would fly very little. He noticed that when bees flew against the wind, they would carry a little speck of rock between their legs not to lose balance and maintain course.
This information is taken over from Aristotle who had the merit of the former observations. The latter one referring to the little rock is questionable, more likely Ailianos made a mistake taking pollen for a rock.
But let us also see Aristotle's errors. One of them, especially, is that he did not realize the sex of the big imposing individual in the hive, the "king" master of the hive. He thought it to be male. Five centuries later, Pollux would also write: "the head of the colony is the king and everything depended on him". The error was the consequence of the result of a serious confusion between females and males in the hive, moreover as no contact was noticed between the two sexes, as with other animals or insects. At the end of the 2 nd century AD, the Greek author Athenaios expressed his amazement: "No one ever saw a bee or a drone to have sexual intercourse and therefore no one can say for sure which is the male and which is the female". Not knowing the drone's role led to erroneous conclusions. Thus,
Ailianos thought the drone's role was to bring water to the hive. Others believed that the drones' role was to keep eggs warm. But most of them thought drones were a useless lot". Finally, Plato believed drones were "a nuisance for the hive, as foreigners were to the City". According to Aristotle, the problem of bees coming to life was obscure, as no one saw how it was possible while no one saw sexual intercourse in the hive. Others believed that bees would bring the brood from certain flowers.
But let us not be unfair to Aristotle, for not knowing about the queen's mating flight, during which was fecundated by the strongest drone. The problem was clarified only in the 18 th -19 th centuries by scientists like the Dutch nature scientist I. Swammerdam, the French R. Reaumur, the Swiss F. Huber, and many others. So, not only Aristotle, others too, before and after him, were ignorant of the fact that bees are oviparous, their birth not being explained or explainable.
In time, the confusion about the distinction between the male and female bee led to the idea that warms appeared on the body of an ox only 7 days after death and that after other 31 days they would turn into adult bees. This belief persisted a long time and we find it with many authors. It originates in the old myth of Aristeus. Ailianos mentions that "when the ox, this precious useful animal, dies 9or is sacrificed), from its body bees come, very hard-working insects, that make for people the best food: honey."
Also about the origin of honey there were misconceptions for a long time. Aristotle could not understand how honey was produced. All his ideas about it are very confused. He thought that honey came from the air and deposited on plant leaves from which it was picked by bees. At the time nothing was known about nectar secretion of flower plants. Aristotle's statement that bees collected honey from trees was accurate although he had no argument for it. It was of course about a secretion of mildew on certain coniferous from which bees collect large amounts of honey, as Aristotle wrote, saying that only in two days the hive was full of honey.
Theophrastus, his contemporary and disciple, was interested in the origin of honey. According to his theory, honey had three origins: first the flowers, then the air that under the effect of sun rays would turn certain sweet juice into honey that fell on leaves, especially on oak and linden tree and bees collected it, and from … reed.
Due to an infallible instinct, from the oldest times, bees knew when flowers did not meet its life standards and went to others. Or… crossed to the threshold of poetry…
MARTA GIOGIA | <urn:uuid:e35968f6-2a1e-4eb6-a20e-a35f3ba5e029> | CC-MAIN-2017-39 | http://www.fiitea.org/foundation/files/martag/31mg.pdf | 2017-09-20T18:26:06Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00210.warc.gz | 447,583,840 | 1,390 | eng_Latn | eng_Latn | 0.999399 | eng_Latn | 0.999456 | [
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British Wool LEARNING
TAKE A SHEEP SELFIE!
You will need:
* Card or paper
* A pen or pencil
* A camera or a mobile phone with one
1. Use a piece of paper or card to draw your sheep face on. Start at the edge of the paper. You won't need to draw any eyes, you will just need to draw the face from the nose down.
2. Place the picture you've drawn against your own face, lining up your nose with the one you have drawn. You could write a sheepish message in a speech bubble!
3. Take your sheep selfie! Make sure you get your own eyes and then the sheep mouth and nose you have drawn in the picture.
4. Share your picture! Email it to a friend, post it on your favourite social networking website or just keep it for yourself to look at, whenever you fancy a chuckle!
#sheepselfie | <urn:uuid:ad391766-3c0e-4051-9528-6dbc9f897d10> | CC-MAIN-2017-39 | http://britishwoollearning.com/pdf/sheepselfie.pdf | 2017-09-20T18:10:59Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00211.warc.gz | 52,661,292 | 197 | eng_Latn | eng_Latn | 0.99398 | eng_Latn | 0.99398 | [
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Caring for your Habitat Structure GREAT CRESTED FLYCATCHER
Thank you!
By installing this habitat structure, you are providing an essential nesting area for wildlife in need. Landowners like you play a vital role in providing habitat for wildlife in the Credit River watershed.
Habitat
Great crested flycatchers are found in deciduous or mixed woodlands and breed in forest edges, secondary-growth forests, hedgerows and isolated woody patches. They perch on dead branches with good views near the top of the tree canopy. They scour the area for insects to swoop down and grab.
When to Expect Them
Early May to late July
Call
Sounds like: A loud, piercing “ Weee-eeep ”
Habitat Structure Placement
Caring for your Habitat Structure GREAT CRESTED FLYCATCHER
Care of the Habitat Structure
Clean out old nest material before the breeding season begins in May. To access the box, turn the latch near the bottom of the box and rotate the moveable panel upward.
Important Notes
European starlings are able to fit inside a flycatcher house. To deter them from nesting, hang the box from a live or dead tree rather than mounting it on a pole.
What Else Can You Do to Help?
Take action to provide natural nesting sites for flycatchers on your property, reducing the need for nest boxes. Leave dead standing trees that do not pose a hazard to people to provide shelter and breeding space.
Photo Credit: Kelly Colgan Azar | <urn:uuid:0949ba0c-f11e-472c-929b-8bc5cd2b68f4> | CC-MAIN-2017-39 | http://www.creditvalleyca.ca/wp-content/uploads/2017/03/Great-Crested-Flycatcher-Habitat-Structure-Care-Guide-1.pdf | 2017-09-20T18:19:56Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00210.warc.gz | 415,194,502 | 311 | eng_Latn | eng_Latn | 0.995195 | eng_Latn | 0.995187 | [
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You Have Normal Kidneys!
What do the kidneys do?
The kidneys are two fist-sized organs found in the middle of your back. When they are working well, they clean the blood like a filter: keeping the good things in the body, and getting rid of things the body doesn't need, like waste products, extra salt, and water. The kidney puts these into the urine to get them out of the body. When sick, the kidneys may leak things into the urine that the body needs to keep, such as blood cells and protein.
Your doctor has figured out that your child has normal kidneys. While this is great news, there are some things you should keep in mind to keep the kidneys healthy.
Get a yearly physical
Your child should have a physical with his or her doctor every year. They will check your child's blood pressure every year, and check the urine once every few years. Note to parents or older teenagers: if you're an adult, and/or have a history of high blood pressure or diabetes or family history of kidney disease, blood work should be completed to confirm the function of your kidneys once a year.
Strive to maintain a healthy weight
Obesity puts stress on the kidneys. This stress may lead to damage of the kidney.
Avoid medications that can harm kidneys
Avoid taking anti-inflammatory medicines--especially if dehydrated. These include ibuprofen (Advil, Motrin, Pamprin) and naproxen (Aleve). You can use acetaminophen (Tylenol) for pain without causing any damage to the kidneys.
Be careful with using herbal or over-the-counter medicines. Some of these medications may directly harm your kidneys, or cause other problems when mixed with other medications. Always discuss these products with your doctor and/or pharmacist.
Avoid dehydration
Getting dehydrated can cause damage to the kidneys. Make sure to have your child drink several cups of fluid each day--four to six 8oz cups per day under the age of 10, six to eight 8oz cups over the age of 10. Your child's urine should be light yellow or clear in color.
If your child has vomiting and/or diarrhea, make sure they drink small sips of Pedialyte every 5 minutes to stay hydrated. If they won't drink Pedialyte, try Pedialyte popsicles, available at your local drug store. Other drinks have too much sugar and not enough salt. If they won't drink anything, take them to the doctor to check how dehydrated they are. If they are very dehydrated, they might need IV fluids in the emergency room.
What if I have Diabetes or High Blood Pressure?
Diabetes that is not under good control (not keeping your blood sugar normal, or not taking your medicines) or high blood pressure that is not under control with a medication can damage kidneys and lead to kidney failure. If you develop diabetes or high blood pressure, take your medicines to control it. Kidney failure from these conditions can be prevented. | <urn:uuid:f0805487-3f3a-4fd5-8a8e-cb2625f8f2bf> | CC-MAIN-2017-39 | http://unckidneycenter.org/files/kidney-health-library-files/peds/you-have-normal-kidneys_peds | 2017-09-20T18:25:56Z | crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00213.warc.gz | 349,892,521 | 613 | eng_Latn | eng_Latn | 0.998251 | eng_Latn | 0.998251 | [
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Backcountry Lightning Risk Management
John Gookin
Curriculum & Research Manager, The National Outdoor Leadership School email@example.com
This paper is for people who work or recreate in remote backcountry settings where there are no buildings or vehicles in which to seek protection from lightning. Using these practices where buildings and vehicles are available is a gross violation of conventional lightning protocols. Risk management does not ensure safety, but by understanding the hazards and risks, then responding with appropriate actions, we can reduce the chance for harm. It cannot be emphasized enough, that being outdoors exposes people to random lightning hazard, no matter what actions are taken. No place outside is safe when thunderstorms are in the area.
Contents
How Lightning Strikes (typically)
Lightning strikes fast: the whole process usually takes less than 1/10 th of a second. Stepped leaders leave a cumulonimbus cloud and some leaders move toward the ground. They have many branches, but only 1-2 branches will reach the ground. Approximately every 50 meters (yards and meters can be used interchangeably) a new step leaves the previous step and heads in a fairly random direction. If a leader gets within about 100m from the ground, several positively-charged upward leaders (or streamers) start rising from the closest grounded objects towards the negatively-charged leader. This strike distance can vary tenfold (Uman, 1987). As soon as the downward leader is close enough to an upward leader, they attach to each other and "blaze a trail" for a significant electric current (a return stroke) to shoot from the ground to the cloud. . The return stroke heats the lightning channel to an extremely high temperature in a very short time, forming the visible lightning flash and causing thunder as the lightning channel expands rapidly. This step leader search distance concept is important to understand to avoid upward leaders and direct strikes.
Most ground strikes occur below the cumulonimbus cloud, but many still strike beyond the shaft of rain or beyond the edge of the cloud. This is important for lighting safety since it doesn't need to be raining or even cloudy overhead for you to be in danger from lightning. Occasionally, a stroke of lightning can move horizontally and strike somewhere "out of the blue" (out of the blue sky) as far as 10 miles (16km) away or further. These horizontal strikes are uncommon and unpredictable, so they shouldn't affect our decisions with one exception: we should avoid the highest risk areas if anywhere near a thunderstorm.
Using the 50m search distance of stepped leaders (see above) lightning tends to hit the closest object within that range at the end of the last step. Lightning tends to hit elevated sharp terrain features like mountain tops. Lightning tends to hit tall trees in open areas, with objects twice as high receiving roughly 4X the strikes (Byerley, et al, 1999). Lightning tends to hit bushes in the desert if the bush is sticking up higher than the flat ground around it. Lightning hits people that are higher up than their immediate surroundings. Lightning tends to hit a boat on the water, especially if it has a tall mast. Lightning can still hit flat ground or water, but more randomly than it hits elevated objects.
On the macro scale, lightning strikes more often at higher elevations in a dry (continental) climate like in the Rocky Mountains. Lightning density maps show more lightning at lower elevations than on the ridges in the Appalachian Mountains, which are more humid (a more maritime climate). Lightning density maps can show local patterns, which give you more specific information. On the local scale, you still need to avoid higher terrain in either climate: that is, avoid high knobs at any altitude. The 50m leader search distance concept should help you understand why this is important.
Lightning often hits long electrical conductors and gets channeled along them. Metal fences, power lines, phone lines, handrails, measuring tapes, bridges and other long metallic objects can conduct currents. Long conductors that are insulated from the ground theoretically can carry more current further from the strike point (see fig.5).
High voltage tends to travel across the surface of many conductors. A ground strike typically hits a primary object and then disperses until it dissipates. How it disperses depends on many factors but the voltage stays higher along better conductors. These conductors may even include wet terrain. In the absence of long conductors and surface arcs (below), data from lightning striking crowds suggests that a lightning strike is hazardous out to roughly 10 meters from the strike point, with 1-2 fatalities and dozens of injuries. Some people occasionally get injured 50-100' from a strike. This is roughly equivalent to the kill radius and injury radius of a hand grenade.
Lightning Injury Mechanisms: How Can Lightning Hurt Us?
Lightning throws an ensemble of deadly and injurious threats our way. All of these effects happen in the same few milliseconds, but none of the threats linger after each strike. These mechanisms are arranged below by order of how often they contribute to fatalities. Presenting them in order supports teaching their relative importance.
Ground Current/ Step Voltage: ground current occurs with each strike and causes roughly half of all lightning injuries. Ground currents are driven by the enormous potential differences that appear in the earth near the ground strike point (fig.3). Ground current is also referred to as earth potential rise (EPR). EPR is a more technically precise term but ground current may be easier for nonexperts to comprehend. High voltage isn't the main problem: what matters is if one part of your body contacts one voltage and another part of your body contacts a different voltage: the difference in voltage is what drives current through your body. Voltage is the potential for current to move through you, which is why it is also just called potential. The potential difference can drive an electric current up one leg and down the other of a person or animal, with the amount of current depending on the potential difference, the distance between the
feet, and the orientation of the difference between the feet – thus the term 'step' voltage.
Surface arcs are associated with ground currents and are more properly called ground surface arcs. High current surface arcs appear to be associated with some fraction of all cloud-to-ground discharges, during the return stroke. They appear in photographs as bright arcs of light radiating from a strike point like spokes of a wheel, in the air just above the ground's surface (see fig. 4C.) These long, hot horizontal currents have been measured up to 20 meters in length and can be longer. If you are in the path of a surface arc you are likely to conduct some of the surface arc current through or over your body.
Typical lightning-to-ground strikes inject roughly 20,000 amps into the Earth: since the Earth resists electrical flow, large potential differences will appear in the ground all around the strike point. How far the current flows varies widely since strike current and ground conductance easily vary by orders of magnitude. But the closer you are to the direct strike, the stronger the ground current. If you are standing with your legs separated, if you are on all fours, if you are in a prone position on the ground, or if you are touching a long metallic object, you maximize your exposure to potential differences that arise from ground currents. The term used for the
voltage difference one step (1m) apart is step voltage. The potential difference that appears between your legs or across your prone body can drive significant currents through and over your body. You can minimize your exposure to ground currents by keeping your feet close together, especially avoiding a prone position. These actions can help minimize the amount of ground current going through your body, but most experts think these efforts are moot compared to getting to a safer location. We need to be careful that we don't give people a false sense of security by getting in the lightning position. Ground current contributes to 40-50% of lightning fatalities (Cooper, 2008) so this is the primary mechanism we should be thinking of when reducing lightning risks.
Side flash: (see fig. 4D) When lightning hits a tree or other tall object, the main current follows the tree trunk to the ground, but some current may arc across the air to a path of least resistance (like people) that can help conduct the current to the ground. This is similar to surface arcs, but off the ground. Side flash is more significant in tall objects with higher resistance than with low resistance (Uman, 2008, p.81) so it happens more significantly with trees than with towers. Since side flash emanates from trees or other tall objects struck by lightning, never seek shelter near a tree, other tall object, or tall vertical surface. Side flash contributes to 20-30% of lightning fatalities (Cooper, 2008). Side flash is one of the reasons that the "cone of protection" is a myth.
Upward streamer currents (upward leaders): fast high current pulses are launched from the tops of many elevated objects
near each downward leader as it approaches the ground (see fig.1, 4A, & 4B.) These are launched in response to the tremendously high electric field that exists, momentarily, under each tip of the stepped leader. Since the tips of several or many leaders may approach the ground at about the same time, you do not have to be very near the actual ground strike point to be involved in a streamer current. Streamer currents, while much smaller than the return stroke current, are still large enough to cause injury or death to humans. You suppress the tendency to launch streamer currents from your person by crouching into a tight ball as close to the ground as possible. You avoid this possibility by avoiding high locations. Upward streamers contribute to 10-15% of lightning fatalities (Cooper, 2008).
Touch voltage: touch or contact voltage occurs when we touch an electrified object like a fence or a corded telephone. This doesn't have the current of a direct strike but can be fatal. An Internet search easily finds images of groups of dead animals (like fig.5) that were touching fences when lightning struck the wire. Contact injuries contribute to 15-25% of lightning fatalities (Cooper, 2008).
Direct strike: this means the stepped leader connected with a streamer coming out of your body, then the return stroke passed through you or over your body's surface. The return stroke is the most significant electrical event of a lightning strike and has a typical current of 20,000 amps. You greatly reduce the chances of receiving a direct strike by being inside a substantial building or a metal-topped vehicle. In the backcountry you should avoid high places and open ground to decrease risk of a direct strike. Direct strikes comprise about 3-5% of lightning fatalities (Cooper, 2008) so we should primarily focus our efforts on avoiding ground current, side flash, and other mechanisms of injury. Unfortunately past lightning education dwelled on direct strikes as the primary mechanism of injury, so people laid down to get lower, thereby increasing the chances of getting injured by the primary lightning injury mechanism which is ground current.
Reducing Lightning Risk In The Backcountry
The U.S. has had about 40 lightning fatalities and 400 lightning injuries per year over the past decade (per NOAA annual summaries). Here at NOLS we have had six lightning incidents (close calls) reported, with no injuries or fatalities, in our last 963,000 backcountry (away from buildings or vehicles) user days. Ranging from the Arctic to the Amazon, roughly 3/4ths of NOLS user days are exposed to a climate with lightning hazards. A typical NOLS expedition spends 30 days in the wilderness, many miles from the nearest road or building. This paper uses the term backcountry to mean away from civilization and frontcountry to mean near roads and buildings. A public campground is in the frontcountry because it is near roads and buildings.
Backcountry lightning safety data is sparse, so these suggestions are "best hunches," not objective scientific deductions. Random circumstance is a significant factor in determining where lightning strikes, meaning that these behaviors help reduce your "Las Vegas" odds of lightning injury, but can never make you safe. Bill Roeder (2009) says these "last minute" precautions lower your odds of injury to 47% of what your odds would be if you took no precautions at all. There are things you can do to reduce risk during a thunderstorm, but you can never get as safe as you could be in town. There are four actions that can reduce your risk. These behaviors are in order and each one is roughly twice as important as the next one:
* time visits to high risk areas with weather patterns
* find safer terrain if you hear thunder
* avoid trees and long conductors once lightning gets close
* get in the lightning position if lightning is striking nearby.
Timing activities with safe weather requires knowledge of typical and recent local weather patterns. There is no such thing as a surprise storm. You need to set turnaround times that will get you off of exposed terrain before storms hit. You need to observe the changing weather and discuss its status with your group. If you have logistical delays you may need to change your plan rather than summiting a peak or crossing open ground during a thunderstorm.
Begin your turnaround if you hear thunder (which means lightning is less than ten miles away.) In a flat quiet windless location you can hear thunder for about ten miles. In windy conditions you might be able to hear the thunder for about five miles or less. In hard rain you may only hear thunder out to one mile. Some parties in rain storms have been struck by lightning before they heard any thunder at all. (People wearing iPods or any other devices with earbuds can't be expected to hear the warning sounds of thunder.)
You can try to use the flash-bang ranging system to measure how far away a thunderstorm is. It is easy to make mistakes with this tool because sometimes you can't tell which flash is associated with which bang. The flash of light travels fast enough that it is virtually instantaneous. The sound travels a mile every 5 seconds (1km/3 sec) so ideally you just count the number of seconds between the obvious flash and the obvious bang, divide by 5, and see how many miles away the storm is. Do not stake your life on the reliability of this ranging system.
One safety system that utilizes this tool is the 30/30 rule: if there is less than a 30 second delay from flash to bang, then you should be indoors. Be sure to allow time to get to safety before the time between lightning and its thunder reaches 30 seconds. Stay in the safe location for 30 minutes or more after the last thunder heard. Since backcountry travelers have no safe building to go, they need to be even more cautious than this and head to a safer location long before the storm gets close.
Safer terrain in the backcountry can decrease your chances of being struck. Lightning tends to hit high points and the terrain around it. Avoid peaks, ridges, and significantly higher ground during an electrical storm. If you have a choice, descend a mountain on the side that has no clouds over it, since strikes will be less frequent on that side until the clouds move over it. Once you get down to low rolling terrain, strikes are so random you shouldn't worry about terrain as much. Move to safer terrain as soon as you hear thunder, not when the storm is upon you. Be cautious of flash floods– NOLS has had more serious near misses with flash floods in dry camps (from distant storms) than we have had from lightning.
Tents may sometimes increase the likelihood of lightning hitting that spot if they are higher than nearby objects. Tent poles conduct ground current and may generate upward leaders. Use your understanding of terrain and lightning to select tent sites that may reduce your chances of being struck or affected by ground current. If you are in a tent in "safer terrain" and you hear thunder, you at least need to be in the lightning position to possibly reduce ground current effects. But if your tent is in an exposed location, such as on a ridge, in a broad open area, or near a tall tree, you need to get out of the tent and get to safer terrain before the storm starts, and stay out until it has passed. It would be wise to anticipate additional hazards of getting out of tents in the dark of night during a storm. Determine a meeting spot, have rain gear and flashlights accessible, and have a plan for managing the group during this time.
In gently rolling hills the lower flat areas are probably not safer than the higher flat areas because none of the gentle terrain attracts leaders. Strikes are random in this terrain. Look for a dry ravine or other significant depression to reduce risk.
Wide open ground offers high exposure during an electrical storm. Avoid trees and bushes that rise above the others, since the highest objects around tend to generate streamers. Your best bet is to look for an obvious ravine or depression before the storm hits. When the storm is over you, spread out your group at 50' intervals to reduce multiple injuries and assume the lightning position.
Naturally wet ground, like damp ground next to a stream, isn't any more dangerous than dry ground. It used to be said that wet ground was more dangerous, because it conducted more ground current, but wet ground actually dissipates ground current faster. Neither wet nor dry is considered more dangerous than the other. Standing in water is very dangerous during a thunderstorm.
Cavers should avoid cave entrances during thunderstorms. Small overhangs (rock shelters, as in fig.6) can allow arcs to cross the gap. Natural caves that go well into the ground can be struck, either via the entrance or through the ground. People who have been shocked standing in water deep inside caves cite weak charges, indicating that deep within a cave is safer than being on the surface (Gookin, 2002). If you are caving near an entrance during electrical activity, don't stand in water, avoid metal conductors, and avoid bridging the gap between ceiling and floor. Move quickly through the entrance (in or out) to minimize the time of your exposure. If you are stopped waiting for others near a cave entrance area, rest in the lightning position, but stay far from the entrance.
Boaters should monitor the weather forecast (if available) and schedule their activities to avoid thunderstorms. While on the water, boaters need to
watch the skies diligently for approaching or locally developing clouds threatening thunderstorms and get off the water before the storm arrives. If you wait until you hear thunder, you may have inadequate time to get to safety. There are fewer incidents of lightning accidents on rivers in canyons, probably because the higher terrain above the canyon attracts the leaders. But there is ample lightning injury data for boaters on rivers in flat terrain, on lakes, and on the ocean. When you get to shore, look for protective terrain to wait out the storm. Be especially cautious of trees at the edge of the water because they might be the tallest objects around the body of water. Boats that can't get off the water in lightning-prone areas should have lightning protection: see this website for information:
http://nasdonline.org/document/209/d000007/boating-lightning-protection.html.The bottom line is that boaters need to start getting off the water long before a storm arrives and they need to be especially cautious of tall trees at the edge of the water (Gookin, 2007).
Avoid trees because they are taller than their surroundings. Tall trees are especially adept at generating streamers that attract strikes. If you need to move through a forest while seeking safer terrain, stay away from the tree trunks as you move. You should also avoid open areas that are 100 m wide or wider. Lone trees are especially dangerous: the laws of probability say you are hundreds of times safer in a forest with hundreds of trees than you are near a lone tree in an open space.
"Cone of protection" from trees and cliffs is a myth and has no place in lightning safety education anymore. It is still used in lightning protection systems built with low resistance materials specifically engineered for conducting lightning strikes into the ground (Uman, 2008, p.58). The cone of protection is the area under a 45° cone drawn downward from the tip of a lightning rod. But trees and cliffs have high resistance so rather than channeling the pulse into the ground like a good lightning rod, they splash electricity all over the place. People that try to use trees as a cone of protection inadvertently place themselves near some of the most common strike injury mechanisms which are ground current and side flash (see fig.7). Lightning has been photographed striking 100 m from 200 m towers, and surface arcs have been photographed exactly where "cones of protection" inferred we were all safe. Instead we need to teach the 50 m leader search distance concept (fig.1) and avoid tall trees.
Avoid long conductors. Lightning discharges and electrostatic fields tend to pass in long electrical conductors — particularly ones that are on or near the surface of the Earth. Metal fences, power lines, phone lines, railway tracks, handrails, measuring tapes, bridges, and other metal objects can carry significant lightning current even if these objects are at some distance from the lightning ground strike point. Near the ground strike point of a lightning discharge, wet ropes can conduct lethal currents. During a thunderstorm, wet, extended ropes should be regarded as equivalent in risk and danger to metal wires.
The lightning position (fig.8) is for waiting out a storm in stationary situations when it is impossible to move to a safer location. It may do more harm than good if you stop your movement to a less risky location to get in this position. In a stationary situation, keeping your feet together definitely reduces step voltage. If you are stuck in a tent on a dark rainy night, balling up is much better than being prone. Many people sit Indian style because it is more comfortable. Some other considerations are to wrap your arms around your legs, close your eyes, and/or cover your ears to help reduce the effects of both the lightning's current and the thunder's blast trauma.
The lightning position reduces the chances of lightning injuring you as badly as if you had your feet further apart, but is no substitute for getting to safer terrain or a structure if it is immediately available. But in wide-open country, or gentle rolling terrain, there are no simple terrain advantages, so use this position to reduce exposure (slightly). If you are concerned enough to get in the lightning position, disperse your group spaced several body lengths apart (~20') to reduce the chances of multiple injuries, and so survivors can do first aid on lightning victims.
Corona: During any stage of a thunderstorm, the electrostatic field can be enhanced enough around grounded objects to cause brush or point discharge (corona). At night, you may be able to see corona as a faint glow from sharp rock outcrops or the tops of bushes or trees — sometimes even from the fingers of your outstretched hand. You may hear corona as a sizzling or buzzing sound. Even if you can't see or hear corona, you might smell ozone, one of the chemical products of point discharge in air. Ozone has an irritating, acrid "swimming pool" smell.
On land it is unusual to have optimum conditions for sensing corona. If you feel hairs on your head, leg, or arms tingling and standing on end, you are in an extremely high electric field. If you or any member of your group experiences any of these signs, it should be taken as an indication of immediate and severe danger. The response to any of these signs should be to instantly (seconds matter) move away from long conductors, tall trees, or high points, spread out, and adopt the lightning position. Do not ignore these signs and do not try to run to safety, unless safety is literally seconds away. If any of these signs are detected, the probability of a close discharge is high and every effort should be made to minimize injuries and the number of injured.
One possible strategy if you are trying to cross to safer ground and you experience corona is to stop and drop into the lightning position. If there is a nearby strike you often have a little time before the electrical field rebuilds itself. Rise up slowly. If you can rise without seeing any new corona, continue rushing to the safest location available.
Pathophysiology: The Effects Of Lightning Strikes On Humans
There are three ways lightning hurts us:
Electrical shock Secondary heat production Explosive force (Cooper, 2007).
Neuro-electrical Damage: Current through the torso or brain can stop the heart or stop breathing. Hearts often restart themselves quickly, but it can take the breathing control center longer to recover. Cardiac or respiratory arrest, that isn't restarted quickly, will eventually cause anaerobic conditions that make recovery problematic. Current through the tissues can also lead to numbness, paralysis, or other nervous system dysfunction.
Burns: Lightning victims can get burned from the high current electricity that turns into heat in conductors that resist its flow. Strike victims can get linear burns from head to feet along the skin, punctate (spotted) burns, or feathering skin marks (not really burns) from the charge flowing over their skin. They can get secondary burns from metallic objects like belt buckles and jewelry that heat up from the current. Burns can also occur from lightning-ignited clothing.
Large entry and exit burn wounds from lightning strikes are rare. Most victims have a flashover effect (current travels over their skin) that saves them from the more severe wounds: these people can get linear or punctate burns or feathering patterns. But flashover can also travel into orifices, which may explain the many ear and eye problems that result from lightning strikes.
Wet people may carry more current over their skin, instead of through their bodies, reducing their injuries. It is not suggested that you intentionally get wet in case you are struck, but it does mean you shouldn't be scared that being wet would increase your risk.
Trauma: The explosive force of lightning can result in direct or indirect trauma resulting in fractures or soft tissue injuries. Watch for explosive injuries at the feet. The high current can also trigger significant muscle spasms that may lead to involuntary jumping (Turner, 2000, p.107), falling, or even fractured bones. These spasms sometimes result in falls from heights and other mechanisms of secondary trauma that may render the person unconscious or injure them in other ways.
Psychological Effects: Electrical injury can injure the brain. Immediate problems may include altered consciousness, confusion, disorientation, or amnesia. Long-term problems may include anything from headaches and distractibility to persistent psychiatric disorders and dementia (Primeau, et al, 1995).
First Aid For Lightning Victims
Medical aspects of lightning injury are covered in the Wilderness Medicine Field Guide and NOLS Wilderness Medicine. This overview does not supersede those more comprehensive documents.
Treatment Principles
* Scene Safety: Avoid further injury to survivors, rescuers, and the patient. You may have to wait for the storm to pass to treat some patients if they are in extremely hazardous locations.
* Basic Life Support: Rescuers should be prepared to provide prolonged rescue breathing.
* Triage: Unlike normal triage protocols in multi-casualty situations, attend first to those who are in cardiac or respiratory arrest without obvious lethal injury.
* Assessment: All patients require a complete body survey and careful evaluation for head, spinal, long bone, or cardiac injuries. Peripheral pulses, and sensory and motor status, should be assessed. Check the skin for small hidden burns.
* Monitor closely for cardiovascular, respiratory and neurological collapse.
* Evacuate any patient obviously injured by lightning, and be alert for lingering physical or neurological issues from exposure to lightning that should be evacuated for further evaluation and treatment.
Teaching Backcountry Lightning Risk Management
Teaching backcountry lightning safety has the risk that our students will inappropriately defer to these techniques when civilization offers significantly better options. There are five things we can do to mitigate this possibility.
1) Be sure graphics and other abbreviated information includes urban choices for calibration of relative risks. This reduces the likelihood that people will use the information out of context, like choosing the "best" trees to be under instead of going inside of a building or car.
2) Explain the relative importance of the basic lightning heuristics. If people dwell on backcountry techniques when more urban techniques are available, tell them this is like asking whether to cover your face or not during a car crash in which you are not wearing your seatbelt: it is much, much, much more important that you learn to wear your seatbelt, than it is to learn what might be a little more helpful when you aren't wearing it. Educators need to emphasize the most important aspects of lightning safety, not the
most interesting aspects.
3) If lightning hazards present themselves in town, it is important that we model the reaction to seek safety in buildings or vehicles. Once inside, we need to avoid pipes, wires, computers, hard-wired video games, and other metal objects that could conduct a strike. If you aren't sure whether to "do the drill," err on the side of caution for the sake of having your students practice the routine. Just like CPR, emergency actions are best learned in the kinesthetic mode rather than an intellectual one, so they will be more memorable in times of stress. Remember to unplug the computer and other electronics BEFORE the storm gets overhead -- Not because the computer is valuable but because the hard drive contents and time setting a new one up are.
4) We can easily teach non-wilderness lightning safety techniques during a wilderness program, since the intown choices are so simple and so effective. Getting in a modern building or inside a car during an electrical storm are the only reasonable options when they are available. Indeed, we can use the relative ease of good choices while in town, and the comparatively high risk of backcountry options, to help our backcountry students default on the side of conservatism when it comes to getting up peaks by noon, getting off the water, choosing safe campsites, and generally avoiding exposed terrain when storms threaten us.
5) Be clear about objective and subjective aspects of lightning risk management (fig.10). A hazard is anything that has potential for harm. An objective hazard exists in a specific environment without regard to a person's presence. Severe weather happens. Lightning happens. We should have a reasonable amount of fear (deBecker, 1997) and respect for these hazards. A subjective hazard is the human behavior that puts people at greater risk of objective hazards. Wilderness risk managers sometimes refer to this as the human factor, and often use a Venn diagram to show the intersection of objective and subjective hazards that contribute to the typical accident. For instance, backcountry skiers often cross avalanche paths (objective hazard): skiers who don't recognize an avalanche path (subjective hazard) and stop to eat lunch in one greatly increase their risk by increasing their time of exposure to the hazard. Reinhold Niebuhr's serenity prayer says it well:
"Grant me the serenity to accept the things I cannot change (objective hazards),
The courage to change the things I can (subjective hazards),
And the wisdom to know the difference."
Record Keeping For Lightning Incidents
Normal near-miss forms used by camps and outdoor programs need to be completed quickly to accurately document any near miss. Near misses are used to inform others what hazards to be careful of, and to help predict accident types. Any lightning incident also needs a record of actions taken to avoid the hazard before the incident, i.e. weather observations, and thunder and lightning observations before the incident. You should sketch who was where relative to surrounding terrain and vegetation, with estimated distances, heights and elevations, a North arrow, and at least one definitive landmark. If you have time for a detailed sketch, measure using paces that you can convert to meters later. Be sure to record people who were and were not injured by the strike. A precise record of the time and location of the ground strike may help lightning scientists at Vaisala Lightning Strike Data www.vaisala.com give you some data about that actual strike. An easy way to do this is to take a photo of a GPS at the scene, so the coordinates are documented. Written documentation should include coordinates and map datum used.
Report any lightning strike that results in a fatality, injury and/or property and crop damage to your local National Weather Service office so they can enter it into the storm events database. This will enter it into the system that allows you to look up lightning events according to your US state at http://www4.ncdc.noaa.gov/cgi-win/wwcgi.dll?wwEvent~Storms .
Thank you to Ron Holle, Mary Ann Cooper, MD, William Roeder, Martin Uman, and others for their tremendous contributions to the field and to this collection of information. Lightning scientists do not all agree on these adaptations of their careful scientific studies. Any misrepresentation of their material is my fault, not theirs. JTG
References
Byerley, LG; Brooks, WA; Noggle, RC; & Cummins, KL. Towers, Lightning & Human Affairs. (1999). 11th Intl Conf on Atmospheric Electricity.
Cooper, M.A., Andrews, C.J., Holle, R.L. (2007). Lightning Injuries in Wilderness Medicine, 5 th ed., Auerbach, P., Mosby.
Cooper, M.A., Holle, R.L.,& Andrews, C. (2008). Distributions of lightning injury mechanisms. Preprints, International Lightning Detection Conference, April 21-23, Tucson, Arizona, Vaisala, 4 pp.
Cooper, M.A., & Holle, R.L. (2010). Mechanisms of lightning injury should affect lightning safety messages. Preprints,
International Lightning Meteorology Conference, Orlando, FL.
deBecker, Gavin (1997). The Gift Of Fear. Dell.
Gookin, J. (2003). Lightning safety for cavers. Australian Caver, December, 2003. Also in Geo2: the journal of the section of cave geology and geography of the National Speleological Society, V29, N1&2, 2002.
Gookin, J. (2007). Lightning safety on rivers. In Ostis, N. & Gookin, J. NOLS River Educator Notebook. Lander, WY: NOLS.
Holle, R.L. (2008). Lightning-caused deaths and injuries in the vicinity of vehicles. Preprints, 3 rd Conference on Meteorological Applications of Lightning Data, January 20-24, New Orleans, Louisiana, American Meteorological Society, 10 pp.
Holle, R.L. (2009). Lightning–caused deaths and injuries in and near dwellings and other buildings. Preprints, 4th Conference on the Meteorological Applications of Lightning Data, January 11-15, Phoenix, Arizona, American Meteorological Society, 20 pp.
Leemon, D. & Schimelpfenig, T. (2005). Risk management for outdoor leaders. Lander, WY: NOLS.
National Oceanic and Atmospheric Administration (annual). Summary of natural hazard statistics for 2005 (typical) in the United States. Asheville, NC: NOAA. Available at http://www.ncdc.noaa.gov/oa/climate/sd/#SUMMARIES
Padgett, J. & Schimelpfenig, T. (2009). Wilderness medicine field guide. Lander, WY: WMI.
Primeau, M., Engelstatter, G., & Bares, K (1995). Behavioral Consequences of Lightning and Electrical Injury. Seminars in Neurology, V15, N3, Sept 1995.
Roeder, W. (2009). Last minute outdoor lightning risk reduction— A method to estimate its effectiveness and comments on its utility in public education. Fourth Conference on the Meteorological Applications of Lightning Data.
Schimelpfenig, T. (2000). NOLS Wilderness Medicine, 3 rd ed. Stackpole.
Turner, J. (2000). Teewinot: Climbing and Contemplating the Teton Range. NY: St. Martin's Press.
Uman, M. (1987). The Lightning Discharge. UK: Cambridge U. Press.
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Your name:
Your grade:
Exercise 1. 1 point. A family photo contained: one grandfather, one grandmother, two fathers, two mothers, six children, four grandchildren, two brothers, two sisters, three sons, three daughters, one father-in-law, one mother-in-law, one daughter-in-law.
29 people you may think, but no! What is the fewest number of people that could have been in the photo?
Answer:
Exercise 2. 1 point. Half of zero is still zero. What other number can be halved to make zero?
Answer:
Exercise 3. 1 point. A ship is docked in the harbour. Over the side hangs a rope ladder with rungs a foot apart. The tide rises at a rate of 9 inches per hour. At the end of six hours, how much of the rope ladder will still remain above water, assuming that 9 feet were above the water when the tide began to rise?
Answer:
Exercise 4. 1 point. How can you make the following equation correct without changing it at all? 8 + 8 = 91.
Test
Tanya Khovanova
June 2, 2014
Answer:
Exercise 5. 1 point. At noon, you look at the clock in your bedroom. The big hand is on the five and the little hand is in between the 3 and the 4. What time is it?
Answer:
Exercise 6. 1 point. There are 2 hourglasses measuring 7 and 4 minutes respectively. How do you measure 5 minutes? Explain.
Answer:
Exercise 7. 1 point. How many numbers between 1 and 1000 are not divisible by 3 or 7?
Answer:
Exercise 8. 1 point. How many 5-digit numbers are there with at least one odd digit?
Answer:
Exercise 9. 2 point. A faulty car odometer proceeds from digit 4 to digit 6, always skipping the digit 5, regardless of position. For example, after traveling one mile the odometer changed from 000049 to 000060. If the odometer now reads 002917, how many miles has the car actually traveled?
Answer:
Exercise 10. 2 points. Count the number of subsets of {1, 2, . . . , 10} that contain no consecutive integers. Explain why.
Answer:
Exercise 11. 2 points. The 100 game: two players start from 0 and alternatively add a number from 1 to 10 to the sum. The player who reaches 100 wins. List all P-positions.
Answer:
Exercise 12. 2 points. There are two people, A and B, each whom is either a knight or a knave. A makes the following statement: "At least one of us is a knave." What are A and B?
Answer:
Exercise 13. 2 points. Is number 21 10 − 1 divisible by 2200? Explain.
Answer:
Exercise 14. 2 points. Tanya decided to buy balloons for her math party. There are 4 colors of balloons at the Star Market and Tanya needs 6 balloons. In how many ways can Tanya buy her balloons?
Answer:
Exercise 15. 4 points. A group of five friends decide to exchange gifts as secret Santas. Each person writes their name on a piece of paper and puts it in a hat and then each person randomly draws a name from the hat to determine who has them as their secret Santa.
What is the probability that at least one person draws their own name?
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"It felt good serving people. I was helping people who didn't have food and money to buy food." Kaitlyn- 3 rd Grade Character Club Member after serving at a local soup kitchen
Students at Blades initiated and participated in a school-wide donation drive for a local homeless shelter. As a staff we have encouraged and fostered this spirit of goodwill
"We wanted to help people so we planned for a month. We all decided to do Homes for the Homeless."
Peyton- 5 th Grade Student who helped create a donation drive
"I felt sad giving away my stuffed animals, but happy to know I would be making someone else feel better." Drew a 2 nd grade student donated stuffed animals to the St. Louis County Police Department during Blades 40 minutes of service project.
The Bobcat Mile strengthens the home to school connection. 100% of the donations impact the classroom and school
First grade student Ethan wrote an essay about healthy lifestyles in the Dierbergs contest "Kids Bee Healthy". As a prize Ethan chose to purchase new soccer goals for recess because he saw a need to contribute to the Blades recess equipment to promote a healthy lifestyle.
"We run to raise money for our school to make the school better. We use the money for Smart Boards and laptops for our classrooms. We made a goal and we passed it!" Ellie and Kylie- 4 th grade students reflecting on the Bobcat Mile
Blades Elementary School Touchstone
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M A Sorbus spp.
MOUN TA I N A S H
There are two native species of mountain ash found in Maine: the American mountain ash Sorbus Americana Marsh, also called roundwood, and the showy or Northern mountain ash Sorbus decora (Sarg.) Schneid.
American mountain ash occurs statewide; it is not a true ash, but is closely related to the apple. It rarely reaches over 20 feet in height. It is particularly common in mountainous regions and along the coast.The leaves are alternate, compound 13–17 inches long, tapered, and have 11–17 finely toothed leaflets. The leaflets are 2–4 inches long, ⅝–1 inch wide, and without hairs.
The small creamy-white flowers are borne in cymes. The berry-like fruit is bright red, and about ¼ inch in diameter.These remain on the tree late into the winter; they make good bird food. In the past, they were sometimes used as an astringent in medicine. The bud scales are hairless and sticky. The pale brown wood has little value because it is soft and weak.
Showy mountain ash is most commonly found in northern and western parts of the state. It is usually better balanced in outline than the American mountain ash and has a well-rounded crown. The leaves are alternate, compound, and differ from the preceding species in having leaflets which are only 1½–3 inches long, and ⅝–1⅝ inches wide. The fruit is larger, up to ½ inch in diameter, and matures later in the season. The outer bud scales are sticky; the inner scales are hairy.
This photo is of American mountain ash fruit. Showy mountain ash fruit is larger.
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Saving Water Starts with You!!!
Listed below are several suggested ways to save water and money...
In General:
G Check your water meter and bill to track your water usage.
G Make sure you know where your master water shut-off valve is located. This could save gallons of water and damage to your home if a pipe were to burst.
G Listen for dripping faucets and toilets that flush themselves. Fixing a leak can save significant amounts of water.
G Grab a wrench and fix that leaky faucet. It's simple and inexpensive.
G We're more likely to notice leaky faucets indoors, but don't forget to check outdoor faucets, pipes, and hoses for leaks.
G Make sure there are low-flow aerators on all of your faucets.
G Teach your children to turn the faucets off tightly after each use.
G Insulate hot water pipes so you don't have to run as much water to get hot water to the faucet.
G When you shop for a new appliance, consider one offering cycle and load size adjustments. They are more water and energy-efficient than older appliances.
G Choose new water-saving appliances, like washing machines that save up to 20 gallons per load.
G Do one thing each day that will save water. Even if savings are small, every drop counts.
G If you accidentally drop ice cubes when filling your glass from the freezer, don't throw them in the sink. Drop them in a house plant instead.
G When you have ice left in your cup from a take-out restaurant, don't throw it in the trash, dump it on a plant.
G Bathe your pets outdoors in an area in need of water.
G When you give your pet fresh water, don't throw the old water down the drain. Use it to water your trees or shrubs.
G When you clean your fish tank, use the water you've drained on your plants. The water is rich in nitrogen and phosphorus, providing you with a free and effective fertilizer.
G Encourage your school system and local government to help develop and promote a water conservation ethic among children and adults.
G Pick-up the phone and report significant water losses from broken pipes, open hydrants and errant sprinklers to the property owner or your water department.
G
Use a commercial car wash that recycles water.
Save Water In the Laundry Room:
G When doing laundry, match the water level to the size of the load.
G Wash clothes only when you have a full load.
Save Water In the Kitchen:
G When washing dishes by hand, don't let the water run while rinsing. Fill one sink with wash water and the other with rinse water.
G Use the garbage disposal sparingly. Compost instead and save gallons every time. Throw trimmings and peelings from fruits and vegetables into your yard compost to prevent from using the garbage disposal.
G Keep a pitcher of water in the refrigerator instead of running the tap for cold drinks, so that every drop goes down you not the drain.
G Wash your produce in the sink or a pan that is partially filled with water instead of running water from the tap.
G Collect the water you use for rinsing produce and reuse it to water houseplants.
G Designate one glass for your drinking water each day. This will cut down on the number of times you run your dishwasher.
G Don't use running water to thaw food.
G Soak your pots and pans instead of letting the water run while you scrape them clean.
G Install an instant water heater on your kitchen sink so you don't have to let the water run while it heats up. This will also reduce heating costs for your household.
G Cut back on rinsing if your dishwasher is new. Newer models clean more thoroughly than older ones.
G Run your dishwasher only when it is full
G Select the proper size pans for cooking. Large pans require more cooking water than may be necessary.
G Cook food in as little water as possible. This will also retain more of the nutrients.
Save Water In the Bathroom:
G Turn the water off while you brush your teeth, shampoo and condition your hair or while you shave.
G When you are washing your hands, don't let the water run while you lather.
G To save water and time, consider washing your face or brushing your teeth while in the shower.
G Time your shower to keep it under 5 minutes.
G If your shower can fill a one-gallon bucket in less than 20 seconds, then replace it with a water-efficient showerhead.
G Install low-volume toilets.
G Put food coloring in your toilet tank. If it seeps into the toilet bowl, you have a leak. Toilet flappers should be replaced with the proper model-specific flapper.
G Before you lather up, install a low-flow showerhead. They're inexpensive and easy to install.
G Make sure your toilet flapper doesn't stick open after flushing.
G Bathe your young children together.
G
Drop that tissue in the trash instead of flushing it and save gallons every time.
G If your toilet was installed prior to 1994, replace it with a new low-flush volume toilet of 1.6 gallons or less per flush.
G Keep a bucket in the shower to catch water as it warms up or runs. Use this water to flush toilets or water plants.
Save Water In the Pool/Water Feature:
G When back-washing your pool, consider using the water on your landscaping.
G Install covers on pools and spas and check for leaks around your pumps.
G Use a grease pencil to mark the water level of your pool at the skimmer. Check the mark 24 hours later. Your pool should lose no more than 1/4 inch each day.
G Periodically check your pool for leaks if you have an automatic refilling device.
G Make sure your swimming pools, fountains, and ponds are equipped with recirculating pumps.
Save Water In the Yard:
G Minimize evaporation by watering during the early morning hours, when temperatures are cooler and winds are lighter.
G Divide your watering cycle into shorter periods to reduce runoff and allow for better absorption.
G Check your sprinkler system frequently and adjust sprinklers so only your lawn is watered and not the house, sidewalk, or street.
G Only water your lawn when needed. You can tell this by simply walking across your lawn. If you leave footprints, it's time to water
G Use the sprinkler for larger areas of grass. Water small patches by hand to avoid waste.
G Use porous materials for walkways and patios to keep water in your yard and prevent wasteful runoff.
G Direct down-spouts and other runoff towards shrubs and trees, or collect and use for your garden.
G Install a rain shut-off device on your automatic sprinklers to eliminate unnecessary watering.
G Choose a water-efficient drip irrigation system for trees, shrubs and flowers. Watering at the roots is very effective, be careful not to over water.
G Remember to check your sprinkler system valves periodically for leaks and keep the heads in good shape.
G Don't water your lawn on windy days. After all, sidewalks and driveways don't need water.
G Water your plants deeply but less frequently to create healthier and stronger landscapes.
G
Set a kitchen timer when watering your lawn or garden with a hose.
G Use a screwdriver as a soil probe to test soil moisture. If it goes in easily, don't water. Proper lawn watering can save thousands of gallons of water annually.
G Place an empty tuna can on your lawn to catch and measure the water output of your sprinklers. For lawn watering advice, contact your local extension office.
G Bermuda grasses are dormant (brown) in the winter and will only require water once every three to four weeks or less if it rains.
G Use sprinklers that throw big drops of water close to the ground. Smaller drops of water and mist often evaporate before they hit the ground.
G More plants die from over-watering than from under-watering. Be sure only to water plants when necessary.
G Adjust your watering schedule to the season.
G Buy a rain gauge to track how much rain or irrigation your yard receives. Check with your local extension office to see how much rain is needed to skip an irrigation cycle.
Save Water In the Yard (Continued):
G Avoid planting turf in areas that are hard to water such as steep inclines and isolated strips along sidewalks and driveways.
G Plant during the spring or fall when the watering requirements are lower.
G Use a layer of organic mulch around plants to reduce evaporation and save hundreds of gallons of water a year.
G Group plants with the same watering needs together to get the most out of your watering
G Remember to weed your lawn and garden regularly. Weeds compete with other plants for
G While fertilizers promote plant growth, they also increase water consumption. Apply the minimum amount of fertilizer needed.
G Next time you add or replace a flower or shrub, choose a low water use plant for year-round landscape color.
G Landscape with Xeriscape trees, plants and groundcovers. Call your local extension office for more information about these water thrifty plants.
G Adjust your lawn mower to a higher setting. Longer grass shades root systems and holds soil moisture better than a closely clipped lawn.
G Avoid over-seeding your lawn with winter grass. Once established, ryegrass needs water.
G When the kids want to cool off, use the sprinkler in an area where your lawn needs it the most.
G Aerate your lawn. Punch holes in your lawn about six inches apart so water will reach the roots rather than run off the surface.
G Avoid installing ornamental water features and fountains that lose water to evaporation.
G For hanging baskets, planters and pots, place ice cubes under the moss or dirt to give your plants a cool drink of water and help eliminate water overflow.
G Start a compost pile. Using compost when you plant adds water-holding organic matter to the soil.
G Use a broom instead of a hose to clean your driveway or sidewalk and save 80 gallons of water every time.
G Wash your car on the grass. This will water your lawn at the same time.
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LIMPOPO
READING FOR MEANING IMPROVEMENT PLAN
AN OVERVIEW
2020-2025
Be part of the Reading Revolution!
1 Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025 The heartland of southern Africa - development is about people
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Limpopo Reading for Meaning Improvement Plan:
An Overview
Be part of the Reading Revolution!
2020-2025
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
ACRONYMS
GLOSSARY
Reading: Reading is an "intentional thinking during which meaning is constructed through interactions between text and reader". (Harris & Hodges 1995)
Reading for academic purposes: Reading for academic purposes is aimed at achieving the set academic learning outcomes.
Reading for pleasure: Reading for pleasure refers to the type of reading that is done of one's free will in order to fulfil the satisfaction that is derived from the act of reading.
Reading revolution: Reading revolution refers to an organized course of transformative action comprising a series of related activities whose main aim is to inculcate the culture of reading in schools, school communities and society at large.
Reading with meaning: Reading with meaning refers to the type of reading that promotes the type of thinking that constructs understanding when the reader interacts with the text.
Writing: It is a medium of communication. It is a process of using graphic symbols (letters and characters) to convey thoughts and ideas.
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
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DURATION OF THE READING PLAN
The duration of this Reading for Meaning Improvement Plan is five years. It is designed to be rolled out between 2021 and 2025, and coincides with the term of office of the sixth administration. Is, therefore, aligned to the 2020/2021-2024/2025 mediumterm strategic framework of the education sector.
TARGET AUDIENCE
This Reading for Meaning Improvement Plan is targeted at learners who are in Grades R to 7. While the primary target is learners, parents, teachers, managers and subject advisors who support these learners are also targeted as they will need to exploit their capacities and capabilities to ensure efficient and effective roll out of this plan.
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
FOREWORD
In his 2019 State of the National Address, President Ramaphosa indicated that by 2030, all 10 year old learners in the country should be able to read for meaning. The President followed up this pronouncement with the launch of a virtual book club on 25 September 2019 as an effort to demonstrably promote and give resonance to reading across the country. In the same year, the President became the patron of the National Reading Coalition (NRC) which was established as the umbrella body to coordinate the delivery of the National Reading Strategy.
"Reading for Meaning across the Curriculum" is one of the six priorities of the Education Sector. This priority focuses on developing capabilities among young learners to be able to read for pleasure and for academic purposes. We welcome the Minister's launch of reading resources in Limpopo on 4 November 2020 and view it as a foundation on which this Reading for Meaning Improvement Plan will be built. It will indeed go a long way.
In my Budget Vote Speech of 7 May 2020, I indicated that the Limpopo Department of Education will promote reading for meaning through, among others, reading competitions in Home Languages, advocacy events such as the World's Read Aloud Day and campaigns such as establishment of reading clubs. These activities are but distinguishable components of the Limpopo Reading for Meaning Improvement Plan which comprises the following two thrusts:
o Reading for Pleasure and
o Reading for Academic Purposes
The detailed activities that form part of the above-mentioned thrusts are described in detail in a separate five year plan. The intended 2025 outputs for the above-mentioned thrusts are:
o 5% annual increase in the number of GET (General Education and Training band) learners who read and write for pleasure and
o 5% annual increase in the number of Foundation and Intermediate pupils who are able to read for academic purposes, especially in African languages.
I invite all officials, teachers, learners, school governing bodies, parents, communities, sister departments, teacher unions and professional bodies to work with Government in ensuring that this Limpopo Reading for Meaning Improvement Plan is efficiently and effectively implemented, monitored and supported. Education is a societal matter! Be part of the Reading Revolution and dare to make our province and indeed our nation a winning nation!
MEC for Education in Limpopo
Ms Polly Boshielo, MPL
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
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BACKGROUND
International studies such as PIRLS (2016) reveal alarmingly low levels of reading ability in, among others, South African children. Calling it a crisis is no overstatement. The Limpopo provincial education system sketch is no different. Learners have great difficulty in reading and writing for meaning. In order to alleviate this lamentable situation, the Limpopo Department of Education developed a Provincial Reading for Meaning Improvement Plan (hereafter referred to as the Reading for Meaning Plan – RMIP).
When 2016 PIRLS results were analysed according to languages, the outcomes demonstrated that, for example 93% of grade 4 learners cannot read for meaning in Sepedi, 90% in Setswana, 89% in Tshivenda, 88% in Xitsonga, cannot read with comprehension.
READING REVOLUTION
The RMIP, therefore, strives to advocate for a reading revolution in the Limpopo Province by mobilising all members of society, young and old, to take part in the reading activities outlined in the Limpopo Reading for Meaning Improvement Pan. The key thrusts of this Plan are:
a) Reading for Pleasure/Leisure and
b) Reading for Academic Purposes.
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
Reading for pleasure
Reading is an essential part of one's life. Past decades have seen steady decline in the number of people who regularly read for pleasure, enjoyment and leisure. Reading a book prescribed by the Department as part of the official curriculum is a completely different experience to reading a book you have chosen for yourself. The benefits of reading a book of your choice compared to reading a book one is compelled to read, bring a different learning experience to children and learners.
Figure 1: 2018 Spelling Bee Winner
When a child or learner reads for pleasure or enjoyment, they choose what they read and therefore learn to see books as appealing or enticing. On the other hand, mandatory reading for academic purposes (as it will be discussed in the next section) takes away that choice and can create a resentment for books that could stay with the child forever and discourage reading completely. In order for the learners to experience the full benefits of reading throughout school and into adulthood, they must maintain their love of reading. Activities under this thrust are designed to build this love at an early age.
In order to create a conducive environment for activities in this thrust, children and learners will be given free reign over reading choices. In order to achieve this goal, abundance of reading materials such as cartoons, newspapers, story books, in either hard or soft copies must be ascertained. Once the children and learners have chosen reading materials, they must be given space to read at their own pace and time. Such a leisurely atmosphere can do wonders to a child's learning development and give them a love for reading that will stay with them for the rest of their lives.
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
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Reading for academic purposes
The reading activities that comprise this thrust are usually confined to formal spaces such as classrooms and libraries. Such reading activities are designed to ensure learners attain the standards prescribed in the annual teaching plans of the official curriculum. These could include preparing answers for possible questions that may come up in a test, sourcing information for an assignment, learning how other nations solved problems in South Africa, and so on.
Figure 2: Reading for academic purposes
When reading for academic purposes, characters become stereotypes with list of traits, relationships, and themes, instead of complex people who are real to you that they leap off the page at you. You don't feel a connection to the characters which is vital to appreciating and identifying with a piece of fiction.
This is not to say that mandatory reading for school destroys the enjoyment of reading for everybody. Some schools and educators do a wonderful job of encouraging independent reading. However, the restraints caused by standardized testing, grades, and the different "hoops" learners are required to jump through at different levels in their schooling can damage their appreciation for independent reading.
READING PLAN IMPLEMENTATION/ ACTION PLAN
The activities of the Reading for Meaning Improvement Plan are organised according to the two thrusts: namely, reading for pleasure and reading for academic purposes.
Reading for pleasure -5-year deliverables
A multifaceted approach for this thrust comprises the following key deliverables:
- Setting up and reviving reading corners in schools. The process of setting up these reading corners will be managed by reading champions and educators.
- Appointing reading champions in all schools and they will be trained to assist on reading activities.
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
- Formation of reading clubs in schools and communities.
- Organising reading festivals by teachers and reading champions in schools once a year. Reading champions, together with community libraries and NGOs (NonGovernmental Organisations) will also organise community reading festivals.
- Mobilising reading resources from organisations that are ready to donate readers. These reading resources will be in all languages spoken in the province and housed in reading clubs.
Figure 3: Reading for leisure
- Promoting digital reading to at least four schools (two primary and two secondary schools) in each district per
year. The number of schools will be incrementally increased over the period of five years.
Reading for academic activities
A multifaceted approach for this thrust comprises the following key deliverables:
- Convene reading seminars/webinars
- Introduce project-based learning approach to reading prescribed materials
- Promote research-driven teaching and learning approach to reading mandatory texts
- Use reading and writing centres to asses reading abilities
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
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INDICATORS OF SUCCESS
Reading for pleasure
Output: 5% annual increase in the number of GET (General Education and Training band) learners who read and write for pleasure.
Annual targets/deliverables: In order to achieve the annual increase of the number of GET learners who read and write for pleasure, the reading for pleasure deliverables are outlined in Figure 5:
- Establish baseline (2021)
- Appointing reading champions (2021-2025)
- Setting up and reviving reading corners (2021-2025)
- Formation of reading clubs (2021-2025)
- Mobilising reading resources (2021-2025)
- Organising reading festivals (2021-2025)
- Promoting digital reading (2023-2025)
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
Reading for academic purposes
Output: 5% annual increase in the number of Foundation and Intermediate pupils who are able to read for academic purposes, especially in African languages.
Annual targets/deliverables: In order to achieve the annual increase of the number of GET learners who read and write for pleasure, the reading for academic purposes deliverables are outlined in Figure 6:
- Establish baseline (2021)
- Introduce project-based learning linked to official curriculum (2023-2025)
- Convene reading seminars/webinars linked to annual teaching plans (20222025)
- Promote research-driven teaching/learning approaches (2024-2025)
- Use reading/writing centres that assess reading abilities according to official standards (2025)
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
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CONCLUSION
The Limpopo Department of Education, in all its enthusiasm, embarks on a reading revolution to revitalise and rejuvenate children, youth and community to become a Nation of Readers. It is incorrect to suppose that there is one simple and single approach which, if taken correctly, will turn around the reading deficiency crisis. Becoming a skilled reader is a journey that involves multi-faceted strategies and approaches. Strengthening one element yields small gains. For large gains, a concerted effort must be in place. Everyone has to join hands and work together for South Africa to become a Nation of Readers. Let reading be a popular way to spend one's leisure time.
Be part of the Reading Revolution. Who Dares Wins!
REFERENCES
Harris & Hodges (1995) The Literacy Dictionary: The Vocabulary of Reading and Writing (Book).
PIRLS (2016) Progress in International Reading Literacy Study.
President Ramaphosa (2019) State of the National Address
President Ramaphosa (2019)
Launch of the Virtual Book www.nrc.org.za
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(downloaded from
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
Limpopo Reading for Meaning Improvement Plan: An Overview | 2021-2025
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Cnr 113 Biccard & Excelsior Street, Polokwane, 0700 Private Bag X9489, Polokwane, 0700
Tel.: (015) 290 7600
Fax: (015) 297 6920/4220/4494
www.edu.limpopo.gov.za
@edu_limp
Limpopo Department of Education
limpopoeducation
Designed at:
Limpopo Reading for Meaning Improve
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