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Accessing Country
This Fact Sheet provides information about Aboriginal people accessing different types of land in NSW as well as providing an overview of legislation relating to Aboriginal people hunting, fishing and gathering on Country.
It is one of a series of Culture and Heritage Fact Sheets which have been developed for Local Aboriginal Land Councils (LALCs) and the Aboriginal community by the NSW Aboriginal Land Council (NSWALC).
Please Note: While all care has been taken in the preparation of this document, it is not a substitute for legal advice. The information in this Fact Sheet is current as of February 2016.
Gaining access to land
The legal rights of Aboriginal people to access land and water depends on the legal status of that land or water. Prior to seeking access to lands it is important to find out who the lands or water are owned and/or managed by.
Making access agreements
The Aboriginal Land Rights Act 1983 (NSW) (ALRA) provides avenues for Local Aboriginal Land Councils to pursue access to land to hunt, gather or fish for domestic purposes. This can be both public and private land.
Section 47 of the ALRA allows LALCs to negotiate agreements with the owner, occupier or person in control of any land to permit specified Aboriginal community members or groups, to gain access to land to hunt, gather and fish.
There are also provisions under theNative Title Act 1993 (Commonwealth) that may allow for Registered Native Title claimants and Native Title holders to negotiate access agreements over places subject to native title claims i . Native title holders may also have the right to access country under traditional laws and customs.
Negotiating an Access Agreement under the ALRA
1. Find out who owns, controls or occupies the land: Information on land ownership may be accessed at your local council or through NSW Land and Property Information. Contact NSWALC for further assistance.
2. Approach the landholder with a request:
It is important to take into consideration that landholders may not be aware of the access provisions in the ALRA. It may be useful to provide the landholder with information about the ALRA and organise a meeting to discuss reasonable conditions for access. This may include suitable times to access specific locations, the number of people and vehicles, and preferred communication methods.
What does an access agreement under the ALRA allow?
An access agreement will allow entry and use of the relevant land for the purpose specified in the agreement. NOTE: There are a number of laws that may restrict hunting, fishing and gathering on certain lands and waters, and
licences or permits may be required. See below for further information.
What happens if an access agreement cannot be negotiated?
If the LALC and the landholder are not able to come to an agreement regarding access terms, the LALC may seek a permit from the NSW Land and Environment Court (the Court) to access the land, or a right of way across the land, for the purpose of hunting, or fishing, or gathering traditional foods for domestic purposes. ii
How does the Court issue access permits?
The LALC lodges an application for an access permit determination with the Registrar of the ALRA, who then lodges the application with the Court.
Any person who is likely to be affected by the issue of an access permit is provided notice by the Court, in order to assess the impact of granting access to the land in question.
The Court assesses the application and determines whether to issue an access permit. The access permit may be issued subject to conditions.
Key types of Public Land in NSW iii
Below is a summary of key types of public lands in NSW, and the government departments and agencies who can be contacted about accessing lands.
National parks are areas of land reserved by the NSW Government under the National Parks and Wildlife Act 1974 (NSW) (NPW Act), managed for conservation purposes and public enjoyment. They can protect ecosystems, native animals, areas of natural and cultural significance and aquatic reserves. National parks are generally managed by the National Parks and Wildlife Services (NPWS) area of the NSW Office of Environment and Heritage (OEH). Entry fees may be charged.
Local National Parks offices can be contacted to discuss accessing parks for cultural purposes, support for undertaking cultural or educations activities, waiving fees for accessing parks, and any approvals or licences that may be required.
Aboriginal areas reserved under the NPW Act are to be managed to allow the use of the area by Aboriginal people for cultural purposes. Most Aboriginal areas have unrestricted access, although some sites have been fenced. The local National Parks and Wildlife Office should be contacted to access fenced sites. There are currently 24 Aboriginal areas in NSW. iv
Aboriginal Places may be also be gazetted under the NPW Act, and are places that 'is or was of special significance with respect to Aboriginal culture'. v The Minister administering the NPW Act may declare any lands an Aboriginal Place. There are currently 104 Aboriginal Places listed in NSW. vi
Nature reserves are areas reserved under the NPW Act of special scientific and conservation interest, set up to mainly protect their native plant and animal communities. Nature reserves are generally managed by the NPWS/ OEH.
State conservation areas are areas reserved under the NPW Act, often containing important natural environments, which have been set aside for conservation, public enjoyment and potential exploration. State conservation areas are generally managed by the NPWS / OEH.
State forests are managed by the Forestry Corporation of NSW. Access to these lands is generally permitted with restrictions attached to certain activities.
Crown land is land that is owned by the NSW State Government. There are different types of Crown land that may be allocated to public uses such as camping and recreation areas that may be managed by different government agencies, Crown Reserve Trusts or corporations.
Crown Land that is not covered by a lease, license or has otherwise been dedicated, reserved or proclaimed for a specific purpose is generally controlled by the Crown Lands Division of Trade and Investment NSW.
Travelling Stock Reserves are parcels of Crown lands reserved under legislation for use by travelling stock and are generally managed by Local Land Services.
Leased Crown land owners such as an agricultural lease, or a western lands lease may be approached as a private landholder for negotiating access agreements.
Community land is land reserved by Local Government in a Local Environmental Plan (LEP) and includes areas such as beach foreshores, bushland reserve or sports grounds. It can also include areas of Aboriginal cultural significance. Community land is generally managed by Local or Shire Councils.
Waterways are generally managed by Local Councils according to the Coastal Protection Act 1979 (NSW) vii and include the coastal zone and public lands along streams and rivers. Generally, there is public access to rivers, lakes, streams and beaches for a variety of activities.
Marine parksare managed by the NSW Marine Parks Authority and have been established to protect biodiversity. There are 6 Marine Parks in NSW. Each park has different laws for activities permitted.
Hunting, Fishing and Gathering
The right to hunt, fish and gather is a significant component of Aboriginal culture. These rights have been recognised in legislation that generally permits these activities. However, it is important to note that some restrictions may apply.
Usually, animals and plants within a national park or similar area are protected. There are general restrictions on the carrying, licence and use of firearms and these apply to Aboriginal people when hunting. viii
Hunting: Aboriginal people and their dependents (whether of Aboriginal descent or not) are exempt from certain offence provisions in the NPW Act relating to to 'harming' animals, and using hunting devices when hunting for their own domestic purposes ix . This applies to areas within wildlife refuge, conservation area, wilderness area or area subject to a wilderness protection agreement. However, it is important to note that other offence provisions may still apply.
Please note: Licences for certain hunting devices such as firearms are still required as are licences from the OEH for taking threatened species x . A licence from the NSW Game Licensing Unit is required for hunting game on public land unless you are a member of a LALC, or in the company of such a member, undertaking cultural hunting within your LALC's boundaries xi .
Hunting in national park or historic sites requires a licence issued by OEH unless the hunting is carried out on lands jointly managed under Part 4A of the NPW Act and is carried out by an Aboriginal Owner of the lands (or by any Aboriginal person with the consent of such an Aboriginal Owner) for domestic, ceremonial or cultural purposes xii . Firearms restrictions will still apply.
Fishing: In general, fishing activities must be compliant with provisions of the Fisheries Management Act 1994 (NSW). In NSW, an Aboriginal person is exempt from permit and licensing requirements for both saltwater and freshwater fishing activities, if they are undertaking traditional cultural fishing for domestic use in line with the current Interim Compliance Policy. Cultural fishing is still subject to prescribed methods and bag/possession limits.
For further information see'Fishing Rights Fact Sheet 1: Aboriginal Cultural Fishing in NSW'. Some additional restrictions may apply when
fishing in Marine Parks or Aquatic Reserves. For more information see NSWALC 'Fishing rights Fact Sheet 2: Marine Parks and Aquatic Reserves'.
Gathering: Aboriginal community members and their dependents (whether of Aboriginal descent or not) are generally permitted to pick and possess flora for their own domestic purposes without obtaining licences or permits to do so, provided the gathering or harvesting does not unreasonably interfere with the plant's means of reproducing and where woody species are concerned does not significantly harm the plant xiii . This applies to areas within wildlife refuge, conservation area, wilderness area or area subject to a wilderness protection agreement. Please note: Where threatened species are concerned, a licence from OEH is required xiv .
Defence to prosecution: There is also a defence to prosecution for offences relating to threatened species, populations and ecological communities available to Aboriginal people undertaking traditional Aboriginal cultural activities under the NPW Act xv .
Native title defence:under the Native Title Act there is a defence available to native title holders who are charged with an offence of hunting, fishing, or gathering without a licence or permit. This defence is available to Aboriginal people exercising their native title rights in relation to land or waters. xv
Parks under Joint Management arrangements
Aboriginal owners of parks handed back under Part 4A of the NPW Act can hunt, fish and gather without a permit (for further information see Fact Sheet 3: Joint Management of National Parks (Part 4A).
Where can I get more information?
NSWALC
NSW Office of Environment and Heritage and National Parks and Wildlife Service
Website: www.environment.nsw.gov.au
Phone: 131 555 or 1300 361 967
The NSW OEH website threatened species profile search can assist in identifying threatened and non-‐ threatened species:
www.environment.nsw.gov.au/threatenedSpeciesA pp.
Office of the Registrar of the Aboriginal Land Rights Act 1983 (NSW)
Website: www.oralra.nsw.gov.au
Phone: 02 9562 6327
Email: firstname.lastname@example.org
Crown Lands (Trade and Investment NSW)
Website: www.crownland.nsw.gov.au
Phone: 1300 886 235
Email: email@example.com
Local Land Services
There are 11 Local Land Services across NSW.
Website: www.lls.nsw.gov.au
Phone: 1300 795 299
EDO NSW
EDO NSW is a specialist public interest legal centre that may be able to provide free legal advice, and have developed a number of legal guides and fact sheets for communities.
Website: www.edonsw.org.au
Phone: (02) 9262 6989
Marine Parks Authority
Website: www.mpa.nsw.gov.au
Phone: 1300 550 474
Email: firstname.lastname@example.org
NTSCORP – NSW native title service provider
Website: www.ntscorp.com.au
Phone: 02 9310 3188 or freecall 1800 111 844
Email: email@example.com
i For more information about native title claims, contact NTSCORP.
iiihttp://www.environment.nsw.gov.au/parktypes/typesofpar ks.htm
ii Aboriginal Land Rights Act 1983 (NSW), section 48.
Website: www.alc.org.au
Phone: (02) 9689 4444
Email: firstname.lastname@example.org
iv
A list of Aboriginal areas is available on the OEH website at:
http://www.environment.nsw.gov.au/nationalparks/parkt ypes.aspx?type=aboriginalarea
v National Parks and Wildlife Act 1974 (NSW), section 84
vii Soon to be replaced with a new coastal management legislative framework. See: theCoastal Management Bill 2015 (NSW).
vi A list of Aboriginal Places is available on the OEH website:http://www.environment.nsw.gov.au/aboriginalplac es/
viii Firearms Act 1996 (NSW).
x Threatened Species Conservation Act 1995,section 91.
ix National Parks and Wildlife Regulation 2009 (NSW) clause 72.
xi Game and Feral Animal Control Act 2002(NSW), s17(1)(c)
xiii National Parks and Wildlife Regulation 2009 (NSW) clause 75.
xii National Parks and Wildlife Act 1974 (NSW), section 45
xiv See footnote x.
xvNative Title Act 1993 (Cth)s 211.
xv National Parks and Wildlife Act 1974(NSW) Part 8, section 118G.
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BP 5030 Students
Student Wellness
The district's nutrition education and physical education programs shall be based on research, consistent with the expectations established in the state's curriculum frameworks, and designed to build the skills and knowledge that all students need to maintain a healthy lifestyle.
```
(cf. 6010 - Goals and Objectives) (cf. 6011 - Academic Standards) (cf. 6143 - Courses of Study)
```
Nutrition education shall be provided as part of the health education program in grades K-12 and, as appropriate, shall be integrated into core academic subjects and offered through before- and after-school programs.
```
(cf. 6142.8 - Comprehensive Health Education)
```
All students in grades K-12 shall be provided opportunities to be physically active on a regular basis.
```
(cf. 6142.7 - Physical Education) (cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6145.2 - Athletic Competition)
```
Opportunities for moderate to vigorous physical activity shall be provided through physical education, recess, school athletic programs, extracurricular programs, before- and after-school programs, and other structured and unstructured activities.
The Superintendent or designee shall encourage staff to serve as positive role models.
```
(cf. 1113 - District and School Web Sites) (cf. 6020 - Parent Involvement)
```
To encourage consistent health messages between the home and school environment, the Superintendent or designee may disseminate health information to parents/guardians through district or school newsletters, handouts, parent/guardian meetings, the district or school web site, and other communications. Outreach to parents/guardians shall emphasize the relationship between student health and academic performance.
Nutrition Guidelines for Foods Available at School
The Board shall adopt nutrition guidelines selected by the district for all foods available on each campus during the school day, with the objectives of promoting student health and reducing childhood obesity. (42 USC 1751 Note)
The Board believes that foods and beverages available to students at district schools should support the health curriculum and promote optimal health. Nutrition standards adopted by the district for all foods and beverages sold to students, including foods and beverages provided through the district's food service program, student stores, or vending machines, shall meet or exceed state and federal nutrition standards.
```
(cf. 3312 - Contracts) (cf. 3550 - Food Service/Child Nutrition Program) (cf. 3554 - Other Food Sales) (cf. 5148 - Child Care and Development) (cf. 6300 - Preschool/Early Childhood Education)
```
BP 5030 Students
Student Wellness
The Superintendent or designee shall encourage school organizations to use healthy food items or non-food items for fundraising purposes. He/she also shall encourage school staff to minimize the use of candy or other non-nutritious foods as a reward for students' academic performance, accomplishments, or classroom behavior. (cf. 1230 - School-Connected Organizations)
School staff shall encourage parents/guardians or other volunteers to support the district's nutrition education program by considering nutritional quality when selecting any snacks which they may donate for occasional class parties and by limiting foods or beverages that do not meet nutritional standards to no more than one food or beverage per class function.
Guidelines for Reimbursable Meals
Foods and beverages provided through federally reimbursable school meal programs shall meet or exceed federal regulations and guidance issued pursuant to 42 USC1758(f)(1), 1766(a), and 1779(a) and (b), as they apply to schools. (42 USC 1751 Note)
In order to maximize the district's ability to provide nutritious meals and snacks, all district schools shall participate in available federal school nutrition programs, including the National School Lunch and School Breakfast Programs, to the extent possible. (cf. 3553 - Free and Reduced Price Meals)
Program Implementation and Evaluation
The Board shall establish a plan for measuring implementation of the policy. The Superintendent shall designate at least one person within the district and at each school who is charged with operational responsibility for ensuring that the school sites implement the district's wellness policy. (42 USC 1751 Note) (cf. 0500 - Accountability)
The Superintendent or designee shall recommend for Board approval specific quality indicators that will be used to measure the implementation of the policy districtwide and at each district school. These measures shall include, but not be limited to, an analysis of the nutritional content of meals served; student participation rates in school meal programs; any sales of non-nutritious foods and beverages in fundraisers or other venues outside the district's meal programs; and feedback from food service personnel, school administrators, parents/guardians, students, and other appropriate persons.
Posting Requirements
Each school shall post the district's policies and regulations on nutrition and physical activity in public view within all school cafeterias or in other central eating areas. (Education Code 49432)
Legal Reference:
49430-49436 Pupil Nutrition, Health, and Achievement Act of 2001
EDUCATION CODE
49490-49493 School breakfast and lunch programs
49510-49520 Nutrition
49500-49505 School meals
49530-49536 Child Nutrition Act
49547-49548.3 Comprehensive nutrition services
49540-49546 Child care food program
49550-49560 Meals for needy students
49565-49565.8California Fresh Start pilot program
51222
49570National School Lunch Act
Physical education
adopted: July 6, 2006 Ramona, California
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q circus: WESTSIDE CIRCUS
Education Week 2017 Healthy Mind, Healthy Body Westside Circus is helping to make Victorian kids happier and healthier as part of Education Week 2017 This year's Education Week will be celebrated from 21 to 27 May
During the week, organisations will hold activities that relate to the Healthy Mind, Healthy Body theme.
Education Week will showcase activities going on at schools related to the Healthy Mind, Healthy Body theme, from sport, dance, mentoring, yoga, meditation, reading, and art, to camps, excursions, breakfast clubs, healthy canteen menus, stress management and resilience; and more.
Westside Circus is thrilled to be holding an activity during Education Week with support from the Victorian Department of Education and Training.
This year, Westside Circus is offering two programs: Acrobatics and Aerials with Westside Circus and Percussive Juggling with Westside Circus. Percussive Juggling introduces the fun that can be had challenging your own hand/eye coordination and learning some smart and catchy rhythms. Acrobatics and Aerials is just that, basic acrobatics (tumbling and handstands etc) and aerials (trapeze and tissu etc). Learn how to roll like a rock or fly like a bird!
This will help kids to engage in physical activity that also develops their confidence, persistence, team work skills and resilience (the basis of all activities in social circus), an experience that embodies the underlying concepts of the Education State target.
"… Education Week gives an opportunity for schools to access our workshops who may not have had the opportunity to do so otherwise; this is important as it means we can provide a fun and positive experience for many more children..." said Jafar AbdusSamad, Operations Coordinator at Westside Circus.
The overall goal of Education Week is to positively highlight the strengths and achievements of Victoria's government education sector. The Healthy Mind, Healthy Body theme aligns to the Education State target of Happy, Healthy and Resilient Kids, which recognises that the healthy development of our students helps to drive the future prosperity of Victoria.
Westside Circus is one of 17 activity providers hosting engaging and informative sessions across Victoria as part of Education Week.
Details of how schools can book for this, and other activities, are on the Education Week website http://www.education.vic.gov.au/ educationweek
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ESWS: The first European SignWriters Symposium.
Report by Kathleen Heylen.
The questions in this report were derived from the videotapes we made at the ESWS.
Summary of the questions:
Here are some of the questions and issues that came up during the symposium.
These questions can be a guideline for the next ESWS...
Education
.using SW to teach phonology and morphology: can SW show the different locations in the signingspace?
.if you teach Sign language which of the 3 text is possible:
1. a text in SW with some words next to specific signs.
2. a text in English with some signs below the word.
3. a full text in English with a sign below every word. (Signed English)
.SW for lefthanded or righthanded signers: the influence on reading and writing in SW
.using "quotes" in SW
.writing dialogues in SW
.different didactics to teach Sign language and SW
.do we use the top-bottom method or bottom-top method to teach SW?
.curriculum to teach Sign language and implement SW into such a curriculum
.SW should be researched by a Sign Linguist before we use it in education?
.how much detail do we need to write when we use SW in education?
.Is SW a written language? Does it have all the aspects of a written language?
Computer
.The difference of using a mouse or keyboard when using a programme for SW .is it possible to translate a text of any written language into a Sign language text, with the correct grammar of that SL?
.how much does a programmer need to know about SW to be able to create a SW programme?
.possibility to look up signs by typing a word/ and look up words by giving symbols .how to make documents containing SW smaller in MB?
.how can children use a programme to make SL sentences? NOT by typing in the words in the spoken language BUT using SL grammar...
.the possibility of transfering data from one programme to another.. saving a lot of time.
The participants came from all over Europe and some even further. Belgium, France, Ireland, United Kingdom, Germany, Italy, Norway, Poland, Holland, Switserland, Canada and Japan.
The first day started of with a BIG surprise for all the participants. We contacted Valerie Sutton with the use of a videophone 'D-link' that Daniel installed for us. Valerie greeted all 29 participants and wished us an informative and happy time.
*First talk on education was by Kathleen Heylen, who teaches VGT (Flemish Sign Language) at the Kasterlinden school for the Deaf. (Powerpoint presentation) This presentation contained:
.How do we work with SignWriting in the classroom?
.examples of how SignWriting is used to teach VGT to the pupils.
.DVD fragments from the classroom
.some personal questions regarding using SW to read and write VGT:
? The use of signing space is not always clear enough in SignWriting according to Kathleen,
The height of the sign can have morphological meaning, a dog is situated lower than a man.
?Kathleen also showed 3 examples of using SW in combination with the spoken language. 3 options showed
1. a text in SW with some words next to specific signs.
2. a text in English with some signs below the word.
3. Kathleen wanted to know if people agreed with a full text in English with a sign below every word. (Signed English)
She asked the participants which of these 3 options they prefered.
*The second talk was by Stefan Wöhrmann, who teaches Deaf children at a school for the Deaf in Osnabrück, Germany.
This presentation contained:
.a DVD section of a German tv program that was made by Deaf people on SignWriting. This gave an general idea how Stefan works with SW in his classroom.
Stefan added mouthmovement to SignWriting, he uses this to help the children practice articulation.
"Speed of reading is very important to understanding what you read", Stefan said. He uses SW to write Sign Language grammar as well as the grammar of the spoken language.
*The general discussion led by Ingvild Roald (Norway) raised some issues and questions.
Alessio (Italy) pointed out the difference in reading and writing: he had question about transcription of signs into SignWriting.
Different people raised questions about:
Dialogue?
Detail for reading?
How much difference should there be between actual signing and the written form?
Various usage for SignWriting:
-transcribing sign for research
-writing for education
-dictionary
On the first and second day we had a workshop: issues on using SW in education.
? Does it matter if the signer is lefthanded or righthanded? We questioned the influence on reading or writing SW according to the dominant hand. Are lefthanded signs mirrored or do they have a very different movement than righthanded signs? Is it easier for lefthanded children to read SW if it's written that way, or can they read the righthanded signs? And do they make mistakes reading the righthanded signs?
? Alessio possed a question on quotation in SW. In written English you have symbols for quotes like this: Mary says "hello, I'm Mary". How would this work in SW?
? This resulted in a discussion on how to write a dialogue between 2 or 3 or more people in SW?
You can have a dialogue with 'me' as a participant in the dialogue or 'me' as the observer of a dialogue. We came to some suggestions:
.color or difference in thick or thin writing
.use facial expression in SW (hair or facial expression to mark a person)
.first print the name of the person or maybe a new symbol to indicate 1 person or more
? We concluded that we also need to make a difference in how to teach Sign Language and Sign Writing to different groups:
-SW for little children (kindergarten) and primary school
-SW for older students (learning SW at a latter age)
-SW for adults and hearing students
These al require a different approach and didactics.
? Diane from Belgium had questions about at what age and in what stages you can teach Deaf children SW. The development of SignLanguage is not researched enough in many countries.
So at what age do you start teaching classifier handshapes?
Or when do you start teaching the handshapes of SW and in what order do you teach this?
What can you expect from the students and how to evaluate them (what is a normal development?)
? Should SW not be researched by Sign Linguïsts before we use it to educate Deaf children?
? Danny (Belgium) wondered if SW should be introduces by the 'top-bottom method' or 'bottom-top'?
(top-bottom: starting with whole sentences and ending with spelling – bottom-top: starting with spelling and ending with reading sentences)
? Danny also pointed out if we should write SW in extreem detail or do children pick this up very global (no need for to much detail and mouth pictures?) Should children be reading more in context in stead of focussing on the details.. as Stefan said – 'speed of reading is very important'.
There was a disscusion on the use of SW. For Deaf children who learn it as the written form of their first language is should not be a system to teach SL… first comes SL than comes SW.
? But is SW a written language?-Does it have all the aspects of a written language?
Louis-Félix (Canada) stated that a spoken language is not linked to written languages, we teach the children the meaning of these symbols we call 'letters'. SW is much easier according to Louis-Félix because the symbols of SW resemble the parts of a sign.
Kathleen noted that SW is also arbitrary because the handschapes do not look like actual hands, and the children have to learn these symbols and meaning for orientation, movement, facial expressions, ect...
? Juliette (France) signed that teaching with visual images or SW is very different and that teaching of culture and language is connected. How many cultures and languages can Deaf children take? And in which order?
*On the first and second day we also had a computer workshop.
? Daniel (Switzerland) showed the possibility of using the keyboard or mouse. He noted that the keyboard has the advantage of speed.
Suzanne (Holland) asked what problems to expect while making a programme for SW
Lars answered that translating DOS into a new programme can be a problem.
.DOS limited to 10.000 symbols
.Translating old symbol bank into a new programme
Daniel signed that Lars' programme is very interesting, but would he please translate it to English.
? The 'big' question of course is the possibility to translate text from a spoken language into a sign language and vice versa.
? there was a brief discussion on symbols and how to write tention in a handshape. Daniel thought this was not a topic to discuss in the computer workshop. LouisFélix noted that the symbols available and needed influence the creating of a programme and so should be discussed. Damien (Belgium) asked if you have to
know a language to be able to write it down or create programmes? He pointed out the difference between designers and users.
*Day 2: Daniel's talk on the Tiger programme.
(D-link ad) for further questions about Tiger please contact Daniel at email@example.com
Website? http://www.signwriter.org/
Questions or remarks following Daniel's talk (which is much better explained by Alessio ;)
? Claude (Belgium) asked if the D-link videophone was part of the presentation? Daniel sells these and we think he wanted to use this opportunity to make a buck or two ;)
Was D-link made by Deaf people? Is it for Deaf people or also for hearing people. Apparently it was made by Deaf people for Deaf/hearing people.
? Danny wanted to know if it's possible in the Tiger programme dictionary to convert SW text to it's spoken language? Or only one word to one sign? Daniel responded that for now it's one word to one sign translation.
? Ingvild wondered about printing possibilities.
? Barbara (Italy) asked Daniel if he did this as volunteer work? Daniel created this programme together with his brother, voluntary. Barbara also asked if she could use the programme on Mac and linux? And Daniel signed it shouldn't be a problem.
*Lars' talk on the Python programme.
http://signwriter.takdoc.de
Not all the subprogrammes are developed yet.
Questions:
? Juliette: Can you type in a word and have the sign pop up but not the other way around?
Stefan explaned that signpuddle has this search option that lets you search a sign by handshape and orientation. Different signs pop up if you seach general, more detail give you less signs as a result.
Danny showed this website http://ugent.gebaren.be the Flemish dictionary converts words into different variations of signs (different signs for rabbit).
Kathleen showed how she uses signpuddle to make lessons and how the students use it. http://signbank.org/signpuddle/sgn-BE-nl/
The problem here is that every gloss of a sign has to be linked to a word. So if you want to use the translation in signpuddle you have to know the word connected to the signs. How do you save different variations of signs in signpuddle. And how can it be easy for everyone to use this.
? She also possed the problem that using Word files with SW are 'big MB' files. And SW takes up lots more space on a paper than words do. Stefan has made some examples were SW documents are fitted on a page a lot 'smaller'.
? If the children want to make a text in VGT (Flemish Sign Language) they have to type in the text with Dutch words but in VGT grammar. That can be confusing, so we need a different way of working to make VGT texts with the pupils.
? Barbara: If I have a database already filled to convert it to Swnl. When will Lars be finished with his work?
? Danny: So it will be possible to be able to translate spoken language text into Sign Language grammar?
Their was a discussion on creating a European organisation the ESWO (European SignWriters Organisation)
Invild had the draft constitution handed out to everyone.
The questions the ESWS participants had when the ESWO was introduced.
? Do we need an ESWO? Why?
? What will this organisation provide?
? What is the difference between being on the commité and being a member, information where?
Reports from participants
Report by Lucy:
Well, before the symposium we were told via e-mail that there would be two workshops groups at the symposium, the spelling one held by Stefan and Sara, and the computer workshops held by Lars and Daniel. Well, I wanted to participate in all the workshops in order to write an article for Swiat Ciszy afterwards. But Kathleen informed me it wouldn't be possible as the spelling and the computer workshops would take place simultaneously, so I wrote to Kathleen I would be sitting on spelling the first day and on computers the second day.
But on place I saw a list at the white board with my name put under the spelling workshop for both the first and second days. I told Kathleen there was a mistake and she said I should correct it, so I transferred my name to the computer workshop that was to be held the second day.
Well, the first day I was sitting for the spelling lesson held by Stefan and Sara. I could follow Stefan very well but what he was teaching I and most of other participants were familiar with. Stefan was teaching so as if we were kids. It was valuable in a way as we could see how children are taught but for on the other hand it was boring to us. A film showing the teaching of SW to young pupils would be as valuable too but we (at least I) wanted to discuss some deeper issues.
Well, the same day there was also a computer workshop by Lars and I went to it as I just wanted to see what would happen there and so on and I hoped to learn something too as some time before I had downloaded Lars' program but it did not work on my computer. But it was so that Lars was speaking English, and one of the ISL interpreters was interpreting Lars but I could not follow him as both the interpreters spoke (signed) a language quite foreign to me. Daniel was sitting there by me and I asked him to do something with Python so that it could work but he failed.
(at last Lars helped me during a break - thank you, Lars!)
The next day there was new grouping but I had only a faint idea of it and in order to make sure of the groups (as far as I could understand, there were 3 groups then) I asked Stefan, using some signs and English words, if he was going the teach the basics again. He agreed so I followed another group as I didn't want to exercise the basics in the childish way again…
I know very well I was not prepared very well for the meeting but the fact was also that I did not know how I should be prepared as it was the first international SL users meeting in my life…
After all, I hoped for some more written English information as written English is the easiest way to communicate with foreigners. Those who could not understand the International Sign, could hear and understand spoken English and I could not understand either this or that. I felt adrift… (Val told me she was expected to prepare more materials in SW but do not forget: in order to read in ASL you must know ASL!)
I think, if I participated in the Maastricht congress, I would have some time to learn the International Sign as I did in Brussels but the symposium lasted only 2 days, too few to learn much although the third day, after the symposium, it was much easier to me to communicate with Daniel, Ingvild and Ulrike at the hotel and in the city of Brussels (I met Daniel in the city on Saturday). But communicating in person is not the same yet as "listening" to a speech...
Stefan, you were confused because I did not ask for more when you saw my signs written incorrect. Well, it was during the break and I did not want to take your time, I know we all were tired, more or less. Most of you came from Maastricht, some (including me) did not sleep very well at that hotel in Groot Bijgaarden and some few (especially me) came from afar, by air and I did not felt very well after the flight, especially after the flight from Brussels to Warsaw, unfortunately.
And now I have a problem.
I have promised my boss to write an article about the symposium for the Swiat Ciszy magazine. In order to do it I need your help (or does anyone want to be a coauthor of it?)
1. What is the exact number of participants and what countries did they represent? (I've got a list but it's incomplete or out of date, perhaps).
2. What about the European SignWriter Organisation? Has it been already established? Was it a SW or ESWO symposium at all?
3. When and where will be the next SW/WSWO symposium?
4. What were the main issues raised by the participants? I would be grateful if you answered these questions in brief. I may have some more questions later.
Lucy Dlugolecka
Report by Alessio:
21 JULY (1st day) --
In the morning, after the usual stuff (registration, opening and so on), Kathleen Heylen, from belgium, and Stefan Wohrmann, from germany (sorry stefan, I'm no good at hunting diacritic marks under linux), presented their talks on "education and sign writing techniques".
Ms. Kathleen's talk was centered mostly on her experience in teaching children how to write down belgian sign language, within the context of a bilingual primary school. She started 2 years ago, with the aim to give children the chance to learn how to read and write in their own sign language. It seems that the implicit objective of her project is to help them reinforce awareness and knowledge of their own sign language. In her talk she showed not only some of the exercises she gave children, but also 5 relevant points of her work with the children:
1) phonology (i.e. use of colors and "minimal couples" to mark different elements of a sign)
2) morphology (i.e. the use of polysyntactic signs, as kathleen defines what we'd call roughly "classifiers")
3) syntax (i.e. making visible the change of meaning between two slightly different SL sentences)
4) semantics (i.e. marking the differences between synonyms and/or homonyms)
5) pragmatics (i.e. awareness of different linguistic registers such as formal/informal signs)
Stefan Wohrmann's talk was apparently similar to kathleen's but his aims are a bit different: he uses signwriting and/or "mundbildschrift" to reinforce knowledge and understanding of written/spoken german, by using elements of german sign language as starting points for learning written/ spoken german as a second language.
After lunch (btw, the subs were good! :), two discussion groups were formed. One was focused on SW spelling,, led by Stefan Wohrmann and Sara Geudens, the other on SWTechnology and Computer, with Trevor Jenkins as moderator.
Alessio attended the first discussion group, Barbara the second.
SW Spelling discussion group:
Initially, the moderators (stefan and sara) tried to teach us how to read and write SW symbols, but since most of its participants already knew how to read and write SW, we split into 2 sub-groups: one for people that really didn't know much about SW and another for people with more experience in SW.
I (alessio) attended the latter group, where we discussed on what would be the best learning process for SW and children. Some people in the grouplet disagreed on using SW only as a "supporting code" for written languages. Then we discussed on how to write into SW a dialogue between 2 people, as in other written languages that have punctuation symbols. An agreement was somehow found: each sentence uttered should be preceded by the signer's sign-name.
During this discussion, Juliette from Toulouse (France) described her recent experience of working for about 1 or 2 months with a very small group of deaf children in a bilingual school in her town: the aims of her project were quite similar to Kathleen's project, but differing in the "educative process", as Juliette never used PC for printing or writing SW and, to make children more acquainted with SW, she gave them not only reading exercises but also lot of writing exercises.
SW Computer/Technology Group:
It initially started as a lesson by Daniel Noelpp on how to use SignWriter DOS to write down signs, since it shares a lot of features with SW Java and SW Tiger. But the lesson soon became a discussion in itself, since there were some participants that didn't know SW at all, while others already knew bot SW and SW-DOS. After the short afternoon break, those participants joined the abovesaid sub-group to learn more about SW itself, so the remaining people continued discussing on where and how is going software development for SW in the near future... (I, Barbara, must admit that I might have been a bit monomaniac on the problem of using SW software for Sign Language research purposes :p)
22 JULY (2nd day) --
Daniel has briefly explained what Sign Writer Tiger can do at the present stage of development (e.g.: it can read and write SW documents, but it can't yet print them and it can't manage dictionaries) and explained that this is due to the fact that it isn't YET finished. Then he described what would be the future features of SW Tiger, as its development proceeds. One of the "snags" of SW Tiger development, if I understood correctly, is the fact the symbol set of SW is still in evolution, it hasn't been carved into stone like Moses'tables.
The morning talks were given by Daniel Noelpp and Lars Majewski, who described their work on, respectively, Sign Writer Tiger and Sign Writer Python.
Lars Majewski, in presenting his SignWriter Python, has explained that this too is still under development, and for this reason his project has a "modular" nature, with 5 small programs, each doing a specific task related to SignWriting. Of those 5, only 2 are already ready and downloadable: the Dictionary Browser, a program that loads and displays SW dictionaries made with SW-DOS, and the SignFile Viewer, another programs that can load, display and export as graphic files old SignWriter files. The other 3 would be called SignFile Creator, SignEditor and SignWriter.
After lunch, we gathered back into the same discussion groups as yesterday.
The SW group discussed over the following topics:
- Why SW is already perceived as written language, even if it's not yet "recognized" by deaf community? Even if SW contact happens with deaf children first?
- How would SW evolve with its usage with one's own sign language within the deaf community?
Obviously, due to the nature of the topics raised, no conclusion was reached... yet :-)
The other group of discussion expanded upon the morning talks, especially on what would be necessary to help both Daniel Noelpp and Lars Majewski, who are actually working alone on their programs' development. Some betatesters (people that don't panic if their program freezes or crashes and can send back to developers what they did do to crash the program and what actually happened) and some other people that can write code in Java or Python would be surely appreciated by Lars and Daniel. We then discussed of the need not only of programs that can write/display/print SW texts, but also of programs that can ease up SL researchers's work (like transcribing and analyzing different features of signed texts, but using SW symbolset and not various conventions/artifices "borrowed" by roman alphabet).
Then, after group discussions, we gathered back together for a collective discussion on the idea of creating an european organization of sign writers (ESWO), but the discussion didn't reach a reliable conclusion maybe due to the apparent "suddeness" of this ESWO idea, in some of the participants' perception, and to the fact that we were all tired (some DID celebrate the 175th anniversary of belgium the evening before...). So the details and the nitty-gritty work of estabilishing ESWO and how will be discussed later, by email.
Another point of discussion raised was to decide how would be the frequency of subsequent european symposiums on SW, yearly or every 2 years. After some arguing and discussion, the majority of the participants agreed on "every 2 years". So there. Next symposium will be in 2007, probably in London. Not in august, hopefully :)
any error, omission, misunderstanding is solely our own responsibility, mine and of Alessio :-) And any error in translating is my responsibility only. So sue me :)
P.S.: our deepest thanks to Val for donating the cd-rom of "lessons in SignWriting"!!!
Alessio Di Renzo
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Basic Drill
Hang On
Defender tries to remain in contact with the attacker using one arm
Intermediate Drill
Zig-Zag Check (with ball)
Intermediate Drill B faces A and attempts to maintain the 'Check' position throughout
Game Play Drill
Check Mate
Attacker tries to progress to score while the
Checking
Key Points
1. Position the body between the opponent and goal.
2. Arms spread out. Use short steps
3. Keep one foot slightly ahead for balance
4. Attempt to intercept when given an opportunity
Head - Hands – Feet
STEP - Vary the activity
Vary Space VaryTask
Vary Equipment VaryPlayers
Advanced Drill
Grid Check
Defenders attempts to 'Check' the attacker after he has rounded the corner
Fun Game
Check Zone
Attackers attempt to pass the defenders who try to Check them and prevent them from scoring.
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Chinquapin oak (Quercus muehlenbergii)
Human Health and Trees
We think of discoveries as providing answers, but research also creates more questions and uncovers new mysteries. Human health and trees have strong links, some unrevealed at present, according to results obtained from following human populations in American cities with severe tree loss.
Trees near our homes can add beauty and value to property. For instance, shade can lower cooling costs. Leaves act as traps for dust and particles, filtering the air. Hospitalizations for childhood asthma are lowered in urban areas with denser street trees. In heavy rains, a mature tree can hold 100 gallons of water on its leafy surface, and allow water to evaporate or saturate the ground slowly. This process replenishes the ground water and will lessen flooding, especially in cities where large tree canopies exist. Roots also absorb runoff, helping cities avoid erosion and pollution, each tree often managing several hundreds of gallons of water yearly.
Trees provide even broader services that are less obvious, and our understanding of the full relationship between our quality of life and trees is incomplete. This became evident as the arrival of the invasive emerald ash borer beetle (EAB) * destroyed ash trees and stripped tree-lined streets bare in Midwest cities.
Researchers who studied human health in these communities found surprising results: Increases in deaths from vessel and heart disease; and lung illnesses or pneumonia. The numbers of additional deaths are significant; including 15, 000 extra from heart and vessel diseases, and 6,000 more from lung illnesses, supported by 18 years of data from over 1200 counties in 15 states. There was a natural skepticism about such high numbers, initially attributing differences to racial or ethnic variation, income or education, but these factors did not emerge as statistically relevant.
Scientists speculate that populations suffered from a number of consequences of tree loss, including poorer air quality, elevation of stress, loss of temperature modulation, and less attractive areas for outdoor exercise. ** While there is no certainty that the tree loss caused extra deaths or that trees provided protective benefits, past studies indicate that all of these connections are possibilities, and should be explored in further research. Other links between health and trees have been observed previously, including better recovery from illness in the presence of green space, and greater longevity where walkable green space is available. Low birth weight babies are less frequent in women who live near green space and trees. A number of other mechanisms, both physical and psychological, may be at work, and these are waiting to be discovered.
*The emerald ash borer has killed 100 million trees in the eastern and Midwestern states **Geoffrey H. Donovan, David T. Butry, Yvonne L. Michael, Jeffrey P. Prestemon, Andrew M. Liebhold, Demetrios Gatziolis, Megan Y. Mao. The Relationship Between Trees and Human Health. American Journal of Preventive Medicine, 2013; 44 (2): 139 DOI:10.1016/j.amepre.2012.09.066
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Energy and Environment
Alaska's terrifying wildfire season and what it says about climate change
323
By Chris Mooney July 26
Alaska's wildfire season of 2015 may be the state's worst ever
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Almost 5 million acres have burned, and scientists say the blazes are the latest sign of a region transformed.
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http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
FAIRBANKS, Alaska — Hundreds of wildfires are continually whipping across this state this summer, leaving in their wake millions of acres of charred trees and blackened earth.
At the Fairbanks compound of the state's Division of Forestry recently, workers were busy washing a mountain of soot-covered fire hoses, which stood in piles roughly six feet high and 100 feet long. About 3,500 smokejumpers, hotshot crews, helicopter teams and other workers have traveled to Alaska this year from across the country and Canada. And they have collectively deployed about 830 miles of hose this year to fight fires.
An hour north of the state's second-biggest city, firefighters were attacking flames stretching across more than 31,000 acres, including an area close to the Trans-Alaska pipeline system, which stretches from Prudhoe Bay to Valdez. And that's just one of about 300 fires at any given time.
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http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Alaska's terrifying wildfire season and what it says about climate change - The Washington Post
"People don't fathom how big Alaska is. You can have a 300,000-acre fire, and nobody knows anything about it, because nothing's been done about it, because of where it is," says Tim Mowry, spokesman for the Alaska Division of Forestry.
The staggering 2015 Alaska wildfire season may soon be the state's worst ever, with almost 5 million acres already burned — an area larger than Connecticut. The pace of the burn has moderated in the last week, but scientists say the fires are just the latest indicator of a climatic transformation that is remaking this state — its forests, its coasts, its glaciers, and perhaps most of all, the frozen ground beneath — more than any other in America.
[The world's most famous climate scientist just outlined an alarming scenario for our planet's future]
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Alaska has already warmed by more than 3 degrees http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Fahrenheit in the past half-century, much more than the continental United States. The consequences have included an annual loss of 75 billion metric tons of ice from its iconic glaciers — including those covering the slopes of Denali, the highest peak in North America — and the destabilization of permafrost, the frozen ground that underlies 80 percent of the state and whose thaw can undermine buildings, roads and infrastructure.
Also pummeled are the state's Arctic coastlines, which are facing intense erosion as seas rise and declining sea ice exposes shores and barrier islands to punishing waves. The situation has grown so bad that some native communities, including tiny Kivalina, Alaska, sitting on a barrier island along the Chukchi Sea, may now have to be relocated, given the dangerous loss of land to the sea.
Earlier snowmelt transforms the state further. In 2015, the starting place of the Iditarod sled dog race had to be relocated north, to Fairbanks, because there wasn't enough snow on the ground in some places.
But arguably the most dramatic change — threatening to transform the state's 126 million acres of forests and, perhaps, worsen climate change in the process — is occurring with the state's wildfires.
Alaska's forests make up 17 percent of the U.S. total, and while they've always burned, they may now be entering a major new combustive period. The blazes are so intense and extensive that they could transform an entire http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
ecosystem, even as the fires also hasten the thawing of permafrost — which itself contains vast quantities of ancient carbon, ready to be emitted to the air.
Stunning images from this summer's western wildfires
Firefighters continue to battle fires along the western coast of the United States.
"The more severe the fire, the deeper that it burns through the organic layer, the higher the chance it will go through this complete conversion," says Ted Schuur, an ecologist at Northern Arizona University who spends summers in Fairbanks and specializes in studying permafrost. "What happens in the summer of 2015 has the potential to change the whole trajectory of [the burned area] for the next 100 years or more."
The nearly 5 million acres burned in Alaska so far this year http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
dwarfs all burning across all states in the Lower 48. Three of Alaska's top five wildfire seasons have occurred since the year 2004, with 16 million acres burned between them (2004, 2005 and 2015).
Indeed, the 2015 fire season is a poster child for how strongly climatic factors influence wildfire dangers — it's one in which most fires have been caused by lightning, rather than people. The whole system was simply ready to burn.
[Scientists say the planet's weather is becoming more conducive to wildfires]
In May, Alaska experienced its hottest temperatures in 91 years of record-keeping, 7.1degrees Fahrenheit above average. As a result, seasonal snowmelt was well ahead of schedule, allowing the ground to dry out sooner.
In late June, 152 fires were lighted in a single weekend, mostly by lightning strikes. Since then, the number of acres burned has leapt forward by sometimes as much as 300,000 a day. The current record year, 2004, saw 6.59 million acres burned, but 2015 is ahead of its pace — although thanks to recent rainfall, the pace of burn has slowed.
This year is part of a trend that should continue as Alaska gets warmer and drier, says Scott Rupp, a professor of forestry at the University of Alaska at Fairbanks, who also heads the university's Scenarios Network for Alaska +
http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Arctic Planning. "What we've been seeing in the last two decades is an increase in the extent of area burned from year to year and a fairly substantial increase in the frequency of these very large fire years," Rupp says.
The result, in 2015, has been an influx of out-of-state firefighters who have had to get a crash course on the state's unique fire ecosystem: highly flammable black spruce forests in which a thick ground layer of mosses, lichens and other organic materials, which firefighters call "duff," can nourish fires and keep them smoldering even in damp conditions.
"A day or two after the precipitation . . . the fire will stand up and burn, just like it hasn't even rained," said Chad Martin, a "helitack" crew member from Rifle, Colo., stationed at the fire north of Fairbanks known as the Aggie Creek Fire.
Alaska has brought in a small army of firefighters and staff from Canada and the Lower 48 states to supplement 2,000 firefighters based here. The expected cost — a bill split between Alaska and federal agencies — is forecast to be $100 million, an unhappy wake-up call to a state that reduced staff at the McGrath, Alaska, fire outpost this year as a result of budget constraints. The state faces a massive $3.5 billion budget deficit, largely because of the declining price of oil.
http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Aside from the financial burden, there are other concerns, including risks to residents' health and the state's vital tourism industry.
When winds blow the wrong way, vast fires can lead to airquality dangers in cities such as Fairbanks — earlier this month, smoke caused a "hazardous" air-quality rating, and many outdoor activities in the area were canceled. Large wildfires and smoke hazards are also bad news for tourism. No one wants to have low visibility — or problems breathing — while visiting Denali.
More troubling to climate scientists, the fires could contribute to the worsening of climate change.
On a walk into an unburned black spruce forest south of Fairbanks recently, ecologist Schuur dug a foot down into the soft and spongy duff layer with his pruning saw, pulling out a long core of organic material. "This is, like, 50 percent carbon," he said. Reaching down half an arm's length into the hole, through the duff layer's cooling insulation, one http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
can then touch frozen Earth: the beginning of the permafrost layer.
Intense wildfires burn not only trees — sending the carbon they contain into the atmosphere — but also deep into the duff layer, sending up still more carbon. Sometimes, fires burn all the way down to the mineral soil. When that happens, the frozen ground loses its insulation, even as the scorched earth then absorbs more heat from Alaska's steady summer sun — and permafrost can thaw, sometimes so much that the ground sinks and becomes bumpy and hilly as it loses solid ice mass.
"Everything's connected," says Bob Bolton, a hydrologist at the University of Alaska at Fairbanks. "The climate, the permafrost, the water, the fires. You can't look at one without looking at the other. Changes in one changes everything else. It's a really, really sensitive system."
That's why changing it can have such big effects. Indeed, the trees that return after an intense Alaskan fire tend to be aspens and birches, which are more fire-resistant, rather than evergreen spruces. The change could have major consequences, such as harming habitats for iconic species such as caribou, which feed on lichen that grow at the bases of black spruce. But it also means that vast Alaska wildfires may not only be worsening because of climate change — but also have climate change consequences.
"What's happening here really is affecting everyone in the world, because we're all linked by our atmosphere," says http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
Nancy Fresco, a researcher at the University of Alaska at Fairbanks, who studies Arctic ecosystems and climate adaptation.
Across the global north, it is estimated that permafrost contains twice as much carbon as the planet's atmosphere. If wildfires in Alaska — or Canada or Siberia — hasten its already expected thawing, that could make global warming worse. "The permafrost that we degrade now in these forest fires might never return in our lifetimes," Schuur said.
Granted, scientists are still trying to figure out how fast this could unfold and to what extent it will be offset by another key effect of Arctic warming. Plants pull carbon dioxide out of the atmosphere through photosynthesis, including as forests regrow after fires. And as the Arctic warms up dramatically, there will be a longer growing season and also more carbon dioxide in the air — which, along with other nutrients and water, boosts plant growth.
And there are experts, including University of Alaska Fairbanks ecologist Dave McGuire, who think that new plant growth could offset the carbon lost by the combustion of more intense fires and emissions from permafrost, at least to the year 2100.
Out at the Alaska pipeline, meanwhile, the oil continues to flow. It has been well protected.
"The pipeline is the economic artery of the state, so that's very significant," says Jeff Andrews, the third in command http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
at the Aggie Creek Fire.
"People keep wanting to pin the paradox on people who live in the Arctic," said Mead Treadwell, Alaska's former lieutenant governor and a Republican who ran unsuccessfully for Senate in 2014. "And the fact is that, yes, we make our living from developing oil and gas, and yes, we're seeing effects of climate change."
Humans' staggering effect on Earth
Images of consumption are the theme of the book, "Overdevelopment, Overpopulation, Overshoot." It addresses environmental deterioration through subjects including materialism, consumption, pollution, fossil fuels and carbon footprints.
Also in Energy & Environment:
Scientists have discovered that living near trees is good for your health http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
One more reason why polar bears are not going to be okay
New clash with Big Coal set as Obama proposes curbs on water pollution,
For more, you can sign up for our weekly newsletter here and follow us on Twitter here.
Chris Mooney reports on science and the environment.
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323 Comments
Trending on Social Media http://www.washingtonpost.com/...y-environment/wp/2015/07/26/alaskas-terrifying-wildfire-season-and-what-it-says-about-climate-change/[7/29/2015 10:10:09 AM]
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13 OCTOBER
1 In the 1800s, as European settlers moved further west in the United States of America, attempts were made to restrict the Native Americans to 'Indian Reservations'. Chief Seattle of the Suquamish Tribe (in what is now the State of Washington) spoke about his people's love of and respect for the land. We'll hear part of "Chief Seattle's Testimony":
2 "The Great Chief in Washington sends word that he wishes to buy our land. We will consider your offer, for we know that if we do not sell, the white man may come with guns and take our land.
3 "How can you buy or sell the sky, the warmth of the land? The idea is strange to us. If we do not own the freshness of the air and the sparkle of the water, how can you buy them?
4 "Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every humming insect is holy in the memory and experience of my people.
5 "The perfumed flowers are our sisters. The deer, the horse, the great eagle - these are our brothers.
6
"So, when the Great Chief in Washington sends word that he wishes to buy our land,
he asks much of us, for this land is sacred to us.
7 "The earth is not the white man's brother but his enemy, and when he has conquered it he moves on. He kidnaps the earth from his children and does not care.
66
He treats his mother, the earth, and his brother, the sky, as things to be bought, plundered, sold like sheep or bright beads. His appetite will devour the earth and leave behind only a desert.
8 "This earth is precious to God, and to harm the earth is to heap contempt on its Creator. Preserve the land for your children with all your strength, with all your mind, and with all your heart, and love it - as God loves us all."
9 We'll use as our prayer some words written by a Native American:
10 Great Spirit, whose voice I hear in the winds, and whose breath gives life to all the world, hear me! I am small and weak; I need your strength and wisdom.
11 Let me walk in beauty, and may my eyes always see the red and purple sunset. May my hands respect the things that you have made, and my ears be sharp to hear your voice.
12 Make me wise so that I may understand the things that you have taught my people. Let me learn the lessons that you have hidden in every leaf and rock.
13 Make me always ready to be with you with clean hands and straight eyes. So, when life fades as the fading sunset, my spirit may come to you without shame.
This is an excerpt from the page of this date in 'Praying Each Day of the Year', a 3-volume book
by Nicholas Hutchinson, FSC.
For details:
http://www.matthew-james.co.uk/
Could make use of a search engine to research this topic further.
This material is part of the prayer and education website of the De La Salle Brothers in Great Britain: www.prayingeachday.org
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10 IEP Myths
by Charmaine Thaner firstname.lastname@example.org
Myths can create negative realities. Charmaine Thaner
Myth #1: Progress on last year's goals don't have to be mentioned in the new IEP.
If you don't know where you have been, how do you know where to go? In the Present Level of Performance section of the IEP it should summa rize the progress (or lack of) on each goal. This will help the team know what could be appropriate goals for the new IEP.
Myth #3: Measurable goals are always written.
Believe it or not, most IEP goals are NOT specific or measurable. Make sure each goal tells who is going to do what, given what materials, under what conditions, and with what accuracy.
Myth #2: Each need has to have an IEP goal.
Some students' needs can be met with an IEP goal, an accommodation, or modifica tion. Just make sure there are no dangling needs - a need with no means to address it.
Myth #4: Short term objectives are no longer required.
Check with your own state's regulations about short term objectives. On the federal level, short term objectives/benchmarks are required if the student will be taking an alternative assessment.
Myth #5: Progress Reports can only be given when regular report cards are.
This is what happens most often, but this is only one example of the frequency of progress reports. Some schools only send report cards home twice per year. It is not helpful to wait until half the year is over to see how well a student is performing on his IEP goals. It is permissible to ask for more frequent progress reports. Monthly re ports are not unreasonable.
10 IEP Myths continued
email@example.com
Myth #6: Extended School Year (ESY) services don't have to be individualized.
You should NOT hear, "This is what we students get for ESY." ALL the services a child receives must be based on their unique needs.
Myth #8: IEP team members don't have to stay for all of the meeting.
Myth #7: The IEP meeting has to be completed in one meeting.
Many IEP meetings are scheduled for one hour, which is rarely enough time for a team to write a quality IEP. If there are disagreements, an additional meeting (s) will be necessary.
Myth #9: IEPs can't be implemented until parents sign it.
Unless a parent gives approval to excuse a required IEP team member everyone needs to participate in the entire meeting.
Check with your own state's regulations. Many states only require a parent's signature on the initial IEP.
Myth #10: If it is written in the IEP it will happen.
If only this was true! A well written IEP is only the first step. If the IEP is not implemented with fidelity it is not worth much. Ongoing conversations between families and educators is critical to ensure the plan developed actually gets put into action.
Check out additional IEP resources on my website. http://www.visionsandvoicestogether.com/resources/ieps
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APR
1
4
A reflective look at 2011
APRIL PHENOLOGY
by Jim Gilbert, Naturalist
Mild days with occasional rain or snow and a greening landscape characterize the month of April. Listed below are a few observations from a year ago in the Twin Cities Metro area, Waconia and areas beyond when indicated. These events can be used to anticipate upcoming happenings and will help you compare this year with last.
The landscape is about three-fourths snow-free now and people rake and clean up their yards. Bald Eagles incubate their eggs, and the first female American Robins return.
Apr. 12 ❈ The first Brown Thrashers arrive. Some Canada Geese, Common Mallards and Wood Ducks incubate eggs. Bloodroots bloom.
Apr. 2 ❈ Today's high of 54°F in the Twin Cities is the warmest so far in 2011, contributing to excellent maple sap runs. The first garter snakes are out sunning, and the first Purple Martins arrive.
Apr. 3 ❈ Today is the ice-out date for small ponds. Great Egrets arrive and the first western chorus frogs call. Canada Geese pairs claim their wetland nesting territories. More first arrivals include: Hermit Thrushes, Red-breasted Mergansers and Black-crowned Night Herons. The first migrating Yellow-bellied Sapsuckers arrive in Minneapolis, Eagan, Burnsville and Avon.
APR
Apr. 13 ❈ Today is the ice-out date for Lake Waconia (average is April 12). Gardeners plant onions, potatoes, peas, beets, carrots and lettuce. Observers record the first Eastern Bluebird egg in Faribault (about 5 days ahead of normal).
Apr. 17 ❈ Dutchman's-breeches, forsythia and vernal witchhazel shrubs bloom. It's the last day of skiing this season at Lutsen Mountains.
Apr. 18 ❈ The first rhubarb is ready to harvest.
Migrating Yellow-rumped Warblers, Northern Flickers and Ospreys first arrive; then 14 Common Loons appear on Lower Sakatah Lake in Rice County.
Apr. 6 ❈ The season's first painted turtles sun themselves on a pond log. Tree Swallows flit over marshes.
Apr. 10 ❈ The temperature reaches above 70°F today. The last snow pile remnants melt. Wood ticks emerge from hibernation and pasqueflowers bloom on prairies as the maple sap/syrup season ends.
Snow! The spring landscape whitens from an inch of fresh snow. Song and Chipping Sparrows, American Robins and Red-winged Blackbirds sing as snow falls. A few verylate-to-migrate Dark-eyed Juncos linger.
Apr. 25 ❈ Homeowners dust off their lawn mowers for the first time today. White-throated Sparrows and Rubycrowned Kinglets pass through the Twin Cities area. Large-flowered bellworts begin blooming.
Apr. 26 ❈ As ice retreats from northern Minnesota lakes, Common Loons arrive.
Apr. 30 ❈ The first Baltimore Orioles, Rose-breasted Grosbeaks and Chimney Swifts return today.
BLOOMINGTON952.884.4103 |EAGAN651.459.0084 | MINNETONKA 952.935.5892|WAYZATA 952.473.4283|WHITE BEAR LAKE 651.653.8705
WILDBIRDSTORE.COM
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Storm Drainage Easements
What are storm drainage easements?
An easement is a right granted from a property owner to another for a specific use of a portion of the owner's land. Utility operators (gas, electric, sewer, etc.) often have easements for the purpose of installing and maintaining their utility lines and structures. As with most utility easements, storm drainage easements are permanent and run with the land (i.e. survive any sale of the property). They generally require the property owner to give up certain rights such as building permanent structures (additions, decks, certain types of fences, etc.) within the easement to allow for proper function of the system and unimpeded maintenance access.
Who maintains the storm drainage easement?
Property owners are responsible for routine grounds maintenance such as grass mowing and trash or debris removal, and should ensure that systems are kept free of yard waste such as grass clippings, tree trimmings and leaves that may block the flow of water. Trees, shrubs, and other growth in easements belong to and are maintained by the property owner. The parish maintains the drainage system and structures within the easement to allow for proper function of the system.
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The brief life and times of snowshoe hares By NED ROZELL
March 10, 2009 Tuesday
Here on this March morning, in the forested floodplain of the Tanana River, snow is falling with vigor. Even the paddle-feet of snowshoe hares press several inches into the new fluff.
Knut Kielland wears metal-frame snowshoes as he zigzags through alders and willows near the frozen river. He stops when he sees a snowshoe hare, right where he expects it-inside a wirescreen metal box.
The hare, which ventured into the live trap in pursuit of alfalfa chunks and a carrot, wears a collar with a tiny transmitter the size of a triple-A battery. Kielland, an ecologist at the University of Alaska Fairbanks, and his colleague Karl Olson have captured this animal before.
http://www.sitnews.us/0309news/031009/031009_ak_science.html (1 of 3) [3/12/2009 12:03:42 PM]
Knut Kielland of the Institute of Arctic Biology at the University of Alaska Fairbanks prepares to release a snowshoe hare from a live trap near the Tanana River. Photo by Ned Rozell.
Kielland coaxes the hare into a game bag, then weighs the three-pound, snow-white creature, checks numbers on its ear tags, and releases it into the forest. The hare then bounces away, seeming to disappear into the winter world. But Kielland can find it anytime he wants, using a binocular-size radio receiver and a handheld antenna that resembles a TV antenna.
Kielland and Olson have fitted 50 transmitters onto the necks of hares and often recover them again and again. Once a transmitter was recovered from high in a spruce tree where a goshawk carried its meal. Using a receiver and all of those transmitters, Kielland is trying to find out the fate of the average hare. He wants to answer a simple but elusive question: how long does a boreal forest hare live in Alaska, and how does a population of hares fluctuate?
"(With methods such as ear tags), you don't know whether the hares dispersed out of your area or died," he said. "This is an attempt to really find out what happens to them."
Biologists think hares probably live for about a year, with old-timers reaching three or four, but there are few ways to judge that. Kielland's study, which is the extension of a project he's been working on in his backyard of the Tanana River for a decade, should provide some answers.
The transmitters now carried by about 30 hares in the Bonanza Creek Experimental Forest emit a steady beep when hares are on the move. When one stops moving for about six hours, which means it's probably dead, the beep rate doubles. Then, Kielland and Olson turn on the receiver, unfold the antenna, and go on a search for the collar. Not long ago, they found that a lynx they had been tracking with a satellite collar had intersected the path of a hare, the collar of which then started beeping rapidly.
"Our collared lynx ate our collared hare," Kielland said.
http://www.sitnews.us/0309news/031009/031009_ak_science.html (2 of 3) [3/12/2009 12:03:42 PM]
Why study hares? The little creatures with the boom-and-bust cycles (which are currently near a peak in the Tanana valley) are food for just about every predator out there, from owls to lynx to coyotes to red squirrels, which hit the hares surprisingly hard just after young (leverets) are born, researchers in the Yukon found.
Hares produce lots of offspring, dropping litters of as many as five leverets up to three times each summer. That's a potential 15 little hares from one female, but hares disappear fast under pressure from predators and from starvation. Seven out of ten hares collared in June 2008 are no longer alive.
"They do bite the bullet in winter," Kielland said.
In a patch of the Interior he has studied, trapped, and hunted in for many years, Kielland monitors the hares each year for intense four-day periods in June, August, November, and March to learn more about one of the most important little creatures out there, a substantial meal for carnivores in the hungry country of the boreal forest.
NOTE:
The granddaughter of Alva Wisdom, a Seward man killed by a tsunami resulting from the 1964 earthquake, wants to know if anyone out there remembers Alva and his wife Mabel. If you do, send Ned Rozell [firstname.lastname@example.org] an e-mail.
This column is provided as a public service by the Geophysical Institute, University of Alaska Fairbanks, in cooperation with the UAF research community.
Ned Rozell [email@example.com] is a science writer at the institute.
E-mail your news & photos to firstname.lastname@example.org
Publish A Letter in SitNews Read Letters/Opinions
Contact the Editor
SitNews ©2009 Stories In The News Ketchikan, Alaska http://www.sitnews.us/0309news/031009/031009_ak_science.html (3 of 3) [3/12/2009 12:03:42 PM]
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Watch Your Paws!
A Young Person's Guide to Respecting Nature
Written and Illustrated By Steve Reid
Watch Your Paws
It can be fun to play outdoors. There is lots of room to run around, and there is so much to do out in nature. There is also so much to see, if you stop and look. There are many types of trees, flowers, animals and birds that you might find if you look very carefully.
It is a beautiful and interesting world
outdoors, but it sometimes needs your help to stay that way. That is what I want to talk to you about. I want to share with you some ways that you can help the outdoors stay healthy and beautiful. So, you ask, how can you help? The answer is simple … watch your paws.
What are paws? Well, everyone knows that animals have paws. Sometimes we call them feet. Sometimes we call them hands. But they are all paws, and you have them, too. And one of the secrets of helping nature is paying attention to what you do with your hands and feet when you are outdoors. And that is why I want you to watch your paws.
Flowers
Wildflowers are pretty. They come in a wide variety of colours, sizes and shapes. Sometimes they grow in large groups, and sometimes they are found all by themselves. Did you know that wildflowers are important to nature? Birds and insects (and butterflies, too) sometimes use flowers for food. So, what should you do when you see flowers outside?
Watch your paws!
Be careful where you step. If you step on a flower, it might die.
Then, nobody else will be able to see that flower, and the bees will be hungry.
And please don't pick it. You might think it would be nice to take it home and show it to your parents. If you do that, it might not grow there again. Instead, go get your parents and bring them to the flower. Then everyone can enjoy the flower, and the flower can stay where it is. (Maybe you could tell your parents that they should watch their paws, too.)
Berries
There are lots of different types of fruit and berries growing outdoors. There are the ones you are familiar with – things like apples and wild strawberries. Then there are the ones that you don't know what they are. And what should you do when you don't know what it is?
Watch your paws!
Wild berries may grow on the ground or on trees, and you may see birds and squirrels eating them. Some of these berries, however, may make you sick if you eat them. So don't pick them,
and don't eat them. Leave them in the trees for the animals to enjoy, and then everyone will be safe and happy.
Mushrooms
Maybe you have had mushrooms in your spaghetti. They can be really tasty, if cooked right. And maybe you have seen mushrooms outside, growing on the ground or on the sides of trees. What you should know, however, is that the ones you see outside are not the same type of mushroom that you have eaten for supper.
Mushrooms have an important job to play in nature. They help by recycling the dead material in old trees. They are also food (and
sometimes homes) for some types of animals.
If you see mushrooms outside … watch your paws!
Do not pick and eat wild mushrooms. Some of them can make you very, very, VERY sick. Leave them alone and let them do their job. [Let your parents choose which mushrooms you eat.]
Trees
There are more types of trees growing around us than you can shake a stick at. Tall trees. Short trees. Trees with big, green leaves. Trees with prickly needles. Fruit trees. Nut trees. The list goes on and on. Trees are some of the most important things in nature. They help keep our air and water clean and fresh. They provide shade for plants and animals (and humans, too). They make food, like berries and nuts, for many animals. Many animals and birds make their homes in trees, sometimes on the branches and sometimes inside the tree trunk itself. So, when you see a tree … watch your paws!
Sometimes it is fun to have a stick in your hands, for playing or to help you walk. Look on the ground for a good stick – don't tear a living branch off a tree. Taking branches off trees in the wrong way can hurt the tree (and nobody likes to hurt). Also, if you do have a stick in your hand, be careful what you do with it.
Leaf collecting can be interesting, and so is collecting nuts and pinecones. But you don't have to try to climb a tree to get
them. Look under your paws and I'm sure you can find some good ones already on the ground.
Have you ever seen a birch tree? Those are the large ones that look like they are all wrapped up in white paper. That white paper is called bark, and it protects the tree, in the same way that your skin protects you. If you see a birch tree, take a good look at it, but don't take off its skin.
If you watch your paws around trees, they will grow big and healthy, and help you grow big and healthy, too.
Animals
Animals are fun to watch, whether they have feathers, fur, or scales. Always remember, however, that no matter how big or small they are, you should be careful around them. It is easy for you to hurt them, and it is also easy for them to hurt you.
If you ever get close to a wild animal, watch your paws!
Baby animals are really cute, but you shouldn't get too close to them. If a baby bird falls out of a tree, tell one of your parents. Maybe they can help you put it back into its nest. And if you see a baby deer or bear, don't go near them, because their mothers don't like them to play with humans.
Good things to do with your paws
Walk on your paws.
Walking is good exercise, and can be fun. Take your parents for a hike. Explore parks and other places, maybe even in your own back yard. You will feel better and you might even see some interesting animals and plants.
Use your paws
When you are out walking, sometimes you see that someone has dropped some garbage on the ground. If you see bags or cans or other stuff that doesn't belong, pick it up and find a garbage can to put it in.
The animals will thank you for it.
Count on your paws
There are many different types of plants and animals to be seen outside. Try counting the different types of birds you see, or count the flowers and trees.
Write with your paws
Write a story about a walk you have taken and about something you have seen or done. Did you talk to a bird, and did it talk back? Did you watch a pair of squirrels play tag? Tell me a story.
Draw with your paws
Draw a picture of what you have seen outside. Your drawing could have animals, or trees, or rivers and rocks, or maybe other things. Use your imagination and make a nice picture that you and your family can enjoy, to remember your adventures in nature.
And finally, there is one thing that I want you to remember – nature is a wonderful thing, but it needs your help to stay the way it is. So …
Please watch your paws!
Thank you.
This booklet has been produced as part of the ParkWatch program of CPAWS NB. For further information about us or any of our programs, please contact us at:
CPAWS NB 180 St. John St. Fredericton, NB E3B 4A9
Or check us out on the internet at www.cpawsnb.org
CPAWS New Brunswick would like to thank our generous sponsors for supporting this program: The NB Environmental Trust Fund and the Shell Environmental Fund.
Your Environmental
Trust Fund at Work
Printed on 100% recycled paper
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Tickborne Illness - Prevention and Control
Limiting exposure to ticks is the most effective way to reduce the likelihood of Rocky Mountain Spotted Fever, Colorado Tick Fever, and Tularemia infections. In persons exposed to tick-infested habitats, prompt careful inspection and removal of crawling or attached ticks is an important method of preventing disease. It may take extended attachment time before organisms are transmitted from the tick to the host. Currently, no licensed vaccines are available for the prevention of any tickborne disease found in Montana.
Personal Protection Against Ticks
It is unreasonable to assume that a person can completely eliminate activities that may result in tick exposure. Therefore, prevention measures should emphasize personal protection when exposed to natural areas where ticks are present:
Wear light-colored clothing which allows you to see ticks that are crawling on your clothing.
Tuck your pants legs into your socks so that ticks cannot crawl up the inside of your pants legs.
Apply repellents to discourage tick attachment. Repellents containing permethrin can be sprayed on boots and clothing, and will last for several days. Repellents containing DEET (n, n-diethyl-m-toluamide) can be applied to the skin, but will last only a few hours before reapplication is necessary. Use DEET with caution on children. Application of large amounts of DEET on children has been associated with adverse reactions.
Conduct a body check upon return from potentially tick-infested areas by searching your entire body for ticks. Use a hand-held or full-length mirror to view all parts of your body. Remove any tick you find on your body.
Parents should check their children for ticks, especially in the hair, when returning from potentially tickinfested areas. Ticks may also be carried into the household on clothing and pets and only attached later so both should be examined carefully to exclude the ticks.
To Remove Attached Ticks:
1. Use fine-tipped tweezers or notched tick extractor, and protect your fingers with a tissue, paper towel, or latex gloves (see figure). Persons should avoid removing ticks with bare hands.
2. Grasp the tick as close to the skin surface as possible and pull upward with steady, even pressure. Do not twist or jerk the tick; this may cause the mouthparts to break off and remain in the skin. (If this happens, remove mouthparts with tweezers. Consult your health care provider if illness occurs.)
3. After removing the tick, thoroughly disinfect the bite site and wash your hands with soap and water.
4. Do not squeeze, crush, or puncture the body of the tick because its fluids may contain infectious organisms. Skin accidentally exposed to tick fluids can be disinfected with iodine scrub, rubbing alcohol, or water containing detergents.
5. Save the tick for identification in case you become ill. This may help your doctor make an accurate diagnosis. Place the tick in a sealable plastic bag and put it in your freezer. Write the date of the bite on a piece of paper with a pencil and place it in the bag.
Removal of an embedded tick using fine-tipped tweezers
Folklore Remedies Don't Work!
Folklore remedies, such as the use of petroleum jelly or hot matches, do little to encourage a tick to detach from skin. In fact, they may make matters worse by irritating the tick and stimulating it to release additional saliva or regurgitate gut contents, increasing the chances of transmitting the pathogen. These methods of tick removal should be avoided.
Tick Control
Strategies to reduce populations of vector ticks through area-wide application of acaricides (chemicals that will kill ticks and mites) and control of tick habitats (e.g., leaf litter and brush) have been effective in small-scale trials. New methods being developed include applying acaricides to animal hosts by using baited tubes, boxes, and feeding stations in areas where these pathogens are endemic. Biological control with fungi, parasitic nematodes, and parasitic wasps may play supportive roles in integrated tick control efforts. Community-based, integrated, tickmanagement strategies may prove to be an effective public health response to reduce the incidence of tick-borne infections. However, limiting exposure to ticks is currently the most effective method of prevention of ticktransmitted diseases.
Date last reviewed: 05/20/2005
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Conflict Resolution Worksheets For Children
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10 LESSONS FOR TEACHING CONFLICT RESOLUTION SKILLS
student safety and wellness > conflict resolution 10 lessons for teaching conflict resolution skills ... joan packer, specialist, conflict resolution, fcps
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CREATE YOUR O C MANAGEMENT P - IDEBATE
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COVENANT UNIVERSITY NIGERIA
TUTORIAL KIT OMEGA SEMESTER
PROGRAMME: BIOCHEMISTRY
COURSE: BCH 224
DISCLAIMER
The contents of this document are intended for practice and leaning purposes at the undergraduate level. The materials are from different sources including the internet and the contributors do not in any way claim authorship or ownership of them. The materials are also not to be used for any commercial purpose.
BCH 224: INTRODUCTORY MOLECULAR BIOLOGY
CONTRIBUTORS: Dr. Chinedu S.N., Mrs. Iyanda-Joel W. O. and Miss. Okuboyejo T.M.
1. Describe the process by which plasmids serve as important tools in DNA technology.
2. How does Biochemistry relate to Molecular Biology?
3. Compare and contrast the prokaryotic and the eukaryotic genome and cell.
4. Describe in detail the following terms with appropriate diagrammatic illustrations: genes, genome, chromosome, transposons and viruses.
5. Classify histone proteins and describe in detail how they function in packaging DNA into chromosomes of eukaryotic cells.
6. Describe the replication cycle of Ebola virus (a retrovirus); why is it a retro virus?
7. Discuss in detail five (5) experiments that led to the discovery and establishment of deoxyribonucleic acid (DNA) as the genetic material of living organisms.
8. Describe the processes involved in lytic and lysogenic cycles of bacteriophages; differentiate between these two cycles.
9. Classify plasmids based on their function and enumerate five (5) characteristics that make them suitable vectors in DNA technology.
10. Compare and contrast mitochondrial and chloroplast DNA; what class of DNA are they by location?
ANSWERS
1. Describe the process by which plasmids serve as important tools in DNA technology.
A plasmid is an independent, circular, self-replicating DNA molecule that carries only a few genes.
Plasmids serve as vectors (vehicle/carrier) in DNA manipulation. They are cut open at specific sites (genes that code for antibiotic resistance) by specific restriction enzymes used in cutting the genomic DNA containing the gene of interest. The gene of interest to be cloned is then incubated with the plasmids for the formation of recombinant DNA to take place. The sticky ends of the genes anneal with complimentary strands on the sticky ends of plasmids and DNA ligase catalyzes the formation of the phosphoester bond. Not all plasmids pick up DNA. After the reaction, the mixture is transferred from test tube to be incubated with a selected host organism e.g. Escherichia coli. After incubation, many copies of the organisms are made in order to multiply copies of genes. The bacterial molecules are then grown on media containing antibiotics to identify the bacteria that picked up DNA (transformed bacteria). These are then further isolated and cultured for multiple copies to attain the purpose for which the gene is being cloned.
NB: This is only a summary; explore textbooks and journal articles for more details.
2. Compare and contrast the prokaryotic and the eukaryotic genome and cell. Both prokaryotic and eukaryotic DNA are double stranded and supercoiled or compacted into chromosome. Both contain functional genes which code for vital products in the cell. Both are negatively supercoiled (twisted upon itself).
Table 1: Differences between prokaryotic and eukaryotic genome
Prokaryotic versus eukaryotic cell
Similarities: Both are cells of organisms. They are composed of genetic material (DNA). They possess cell membrane, cytosol and enzymatic machinery for DNA replication, transcription and translation.
Differences
| Prokaryotic cell | Eukaryotic cell |
|---|---|
| No true nucleus | Possess true nucleus |
Figure 3: Prokaryotic and eukaryotic cell
| No membrane-bound organelles | Possess membrane-bound organelles |
|---|---|
| Flagella lack 9+2 array of microtubules | Possess 9+2 array of microtubules |
| Smaller in size | Larger in size |
5. Classify histone proteins and describe in detail how they function in packaging DNA into chromosomes of eukaryotic cells.
Histone proteins are of five types: H1/H5, H2A, H2B, H3 and H4. H1/H5 are linker histones while the remaining 4 are core histone proteins; 2 molecules each of these 4 form the histone octamer in a nucleosome.
Figure 3: A nucleosome
7. Discuss in detail five (7) experiments that led to the discovery and establishment of deoxyribonucleic acid (DNA) as the genetic material of living organisms.
i. Friedrich Miescher (1868): first to isolate a phosphorus-containing substance the nuclei of pus cells (leukocytes) obtained from discarded surgical bandages, which he called "nuclein".
ii. Erwin Chargaff (1940s): demonstrated that there is a relationship between the number of Adenine and Thymine; and Guanine and Cytosine in various species of organisms (A≈T and G≈C).
iii. Avery, McCleod and McCarty (1944): found that DNA extracted from a virulent (disease-causing) strain of the bacterium Streptococcus pneumoniae, also known as pneumococcus, genetically transformed a nonvirulent strain of this organism into a virulent form.
iv. Rosalind Franklin and Maurice Wilkins (1950s): showed that DNA produces a characteristic x-ray diffraction pattern and deduced from this that DNA molecules are helical with two periodicities along their long axis,a primary one of 3.4 Å and a secondary one of 34 Å.
v. Hershey and Chase (1952): show that when the bacterial virus (bacteriophage) T2 infects its host cell, Escherichia coli, it is the phosphorus-containing DNA of the viral particle, not the sulfur-containing protein of the viral coat, that enters the host cell and furnishes the genetic information for viral replication.
vi. James Watson and Francis Crick (1953): postulated a three-dimensional model of DNA structure that accounted for all the available data. It consists of two helical DNA chains wound around the same axis to form a right-handed double helix
9. Classify plasmids based on their function and enumerate five (5) characteristics that make them suitable vectors in DNA technology.
Classification of plasmids based on their function
i. Fertility F-plasmids, which contain tra genes, which are capable of conjugation and result in the expression of sex pilli.
ii. Resistance (R) plasmids, which contain genes that provide resistance against antibiotics or poisons. Historically known as R-factors, before the nature of plasmids was understood.
iii. Col plasmids, which contain genes that code for bacteriocins, proteins that can kill other bacteria.
iv. Degradative plasmids, which enable the digestion of unusual substances, e.g. toluene and salicylic acid.
v. Virulence plasmids, which turn the bacterium into a pathogen.
Five (5) characteristics of a plasmid. Plasmids are
i. Small (1-200 kb)
ii. Circular
iii. Self replicating
iv. Capable of independent existence
v. Carry only a few genes
vi. Extrachromosomal
vii. Easily moved out of and into bacterial cells
viii. Carry functions advantageous to the host
11. Compare and contrast DNA replication and transcription
DNA replication and transcription both utilize the base pairing mechanism to copy sequence information from a DNA template strand to produce a complementary strand using polymerase enzymes
12. Describe the process of translation and RNA modification
13. What is RNA processing in eukaryotes?
* In eukaryotes, chemical modification both during and, after transcription are made to the RNA before it can function in the cell. These transcripts are often cleaved at a specific site before transcription is actually terminated. The cleavage site is 10–35 nucleotides downstream from a special AAUAAA sequence in the growing RNA chain. Capping is addition of the poly(A) tail. Splicing is done to remove the introns from within the gene leaving the exons (the coding regions) of the sequence. Spliceosomes Remove Introns from Pre-mRNA and splice together the remaining RNA segments (exons).
14. What are transcription factors, how can they be used to control transcription?
15. What is gene expression, how can this be used to control activities of an organism
Gene expression is the process by which a gene's coded information is converted into the structures operating in cells. It is the interpreting of DNA information i.e. from RNA to protein which produces a particular trait is called gene expression. Regulation of gene expression, protein synthesis and protein levels are controlled during transcription, this is a mechanism used by all organisms to produce biomolecules used to adapt for developmental and environmental changes.
16. CUU, CUC, CUA, CUG codes for Leucine, what is this phenomenon called.
17. What is genetic code: It is the genetic information stored on the RNA read as a set of three bases that codes for a protein. E.g. in an amino acid sequence, ACC directs addition of threonine and CCC of proline.
18. What is mutation, describe the different types of mutations
19. What are mutagens: a mutagen is a physical or chemical agent that changes the genetic material, usually DNA. Mutagens can be environmental factors.
Chemicals e.g. Hydroxylamine NH2OH, Base analogs, reactive oxygen species
Radiation e.g. Ultraviolet radiation (non-ionizing radiation)which can alter cytosine and thymine in DNA
Alkylating agents e.g., N-ethyl-N-nitrosourea which intercalates DNA
Oxidative reagents e.g. Nitrous acid converts amine groups on Adenine and Cytosine to diazo groups.
20. What are recombinant DNA techniques, discuss how one of such techniques can be used to detect an infective pathogen in a host.
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1. Energy and Power
and the physics of explosions
At the end of the Cretaceous period, the golden age of dinosaurs, an asteroid or comet about 10 miles in diameter headed directly towards the Earth with a velocity of about 20 miles per second, over ten times faster than our speediest bullets. Many such large objects may have come close to the Earth, but this was the one that finally hit. It hardly noticed the air as it plunged through the atmosphere in a fraction of a second, momentarily leaving a trail of vacuum behind it. It hit the Earth with such force that it and the rock near it were suddenly heated to a temperature of over a million degrees Centigrade, several hundred times hotter than the surface of the sun. Asteroid, rock, and water (if it hit in the ocean) were instantly vaporized. The energy released in the explosion was greater than that of a hundred million megatons of TNT, 100 teratons, more than ten thousand times greater than the total U.S. and Soviet nuclear arsenals… Before a minute had passed, the expanding crater was 60 miles across and 20 miles deep. It would soon grow even larger. Hot vaporized material from the impact had already blasted its way out through most of the atmosphere to an altitude of 15 miles. Material that a moment earlier had been glowing plasma was beginning to cool and condense into dust and rock that would be spread worldwide.
-- adapted from Nemesis (1987)
Few people are surprised by the fact that an asteroid the size of Mt. Everest could do a lot of damage when it hits the Earth. And it is not really surprising that such
1 Image taken by Peter McGregor at the ANU 2.3m telescope at Siding Spring, Research School of Astronomy and Astrophysics. Copyright Australian National University. Used with permission.
bodies are out there. The danger has been the subject of many movies, including Deep Impact, Meteor, and Armageddon. Asteroids and comets frequently come close to the Earth. Every few years, there is a newspaper headline about a "near miss" in which an object misses the Earth by "only a few million miles." That is hardly a near miss. The radius of the Earth is about 4000 miles. So a miss by, say, four million miles would be a miss by a thousand Earth radii. Hitting the Earth is comparable to hitting an ant on a dartboard.
Although the probability of an asteroid impact during your lifetime is small, the consequences could be huge, with millions or maybe even billions of people killed. For this reason, the US government continues to sponsor both asteroid searches, to identify potential impactors, and research into ways to deflect or destroy such bodies.
But why should an asteroid impact cause an explosion? The asteroid was made of rock, not dynamite. And why would it cause such a big explosion? But then--what is an explosion, after all?
Explosions and energy
An explosion occurs when a great deal of stored energy is suddenly converted into heat in a confined space. This is true for a grenade, an atomic bomb, or an asteroid hitting the Earth. The heat is enough to vaporize the matter, turning it into an extremely hot gas. Such a gas has enormous pressure, that is, it puts a great force on everything that surrounds it. Nothing is strong enough to resist this pressure, so the gas expands rapidly and pushes anything near it out of the way. The flying debris is what does the damage in an explosion. It doesn't matter what the original form of the energy is; it could be kinetic energy (the result of motion) like the energy of the asteroid, or chemical energy like the energy in the explosive TNT (trinitrotoluene). It is the rapid conversion of this energy into heat that is at the heart of most explosions.
You may have noticed that I used a lot of common terms in the previous paragraph that I didn't explain. Words such as energy and heat have everyday meanings, but they also have precise meanings when used in physics. Physics can be derived in a deductive way, just like geometry, but it is hard to learn in that manner. So our approach will be to start with intuitive definitions, and then make them more precise as we delve deeper into the physics. Here are some beginning definitions that you may find helpful. The precise meanings of these definitions will become clearer over the next three chapters.
Definitions (donʼt memorize)
Energy is the ability to do work. (Work is defined numerically as the magnitude of a force multiplied by the amount the force moves in the direction of the force.)
Alternative definition for Energy: anything that can be turned into heat. 2
Heat is something that raises the temperature of a material, as measured by a thermometer. (It will turn out that heat is actually the microscopic energy of motion of vibrating molecules.)
2 It is likely, as the Universe evolves, that virtually all energy will be converted into heat. This idea has spawned numerous essays by philosophers and theologians. It is sometimes called the "heat death" of the Universe, since heat energy cannot always be converted back to other forms.
These definitions sound great to the professional physicist, but they might be somewhat mysterious to you. They don't really help much since they involve other concepts (work, force, energy of motion) that you may not precisely understand. I'll talk more about all these concepts in the coming pages. In fact, it is very difficult to understand the concept of energy just from the definitions alone. Trying to do so is like trying to learn a foreign language by memorizing a dictionary. So be patient. I'll give lots of examples, and those will help you to feel your way into this subject. Rather than read this chapter slowly, I recommend that you read it quickly, and more than once. You learn physics by iteration, that is, by going over the same material many times. Each time you do that, it makes a little more sense. That's also the best way to learn a foreign language: total immersion. So don't worry about understanding things just yet. Just keep on reading.
Amount of Energy
Guess: how much energy is there in a pound of an explosive, such as dynamite or TNT, compared to, say, a pound of chocolate chip cookies? Don't read any more until you've made your guess.
Here's the answer: it is the chocolate chip cookies that have the greater energy. Not only that, but the energy is much greater--eight times greater in the cookies than in TNT!
That fact surprises nearly everybody, including many physics professors. Try it out on some of your friends who are physics majors.
How can it be? Isn't TNT famous for the energy it releases? We'll resolve this paradox in a moment. First, let's list the energies in various different things. There are a lot more surprises coming, and if you are investing in a company, or running the U.S. government, it is important that you know many of these facts.
To make the comparisons, lets consider the amount of energy in one gram of various materials. (A gram is the weight of a cubic centimeter of water; a penny weighs 3 grams. There are 454 grams in a pound.) I'll give the energy in several units: the Calorie, the calorie, the watt-hour, and the kilowatt-hour.
Calorie
The unit you might feel most familiar with is the Calorie. That's the famous "food calorie" used in dieting. It is the one that appears on the labels of food packages. A chocolate chip (just the chip, not the whole cookie) contains about 3 Calories. A 12-ounce can of Coca Cola™ has about 150 Calories.
Beware: if you studied chemistry or physics, you may have learned the unit called the calorie. That is different from the Calorie! A food Calorie (usually capitalized) is 1000 little physics calories. That is a terrible convention, but it is not my fault. Physicists like to refer to food Calories as kilocalories. Food labels in Europe and Asia frequently say "kilocalories", but not in the U.S. So 1 Cal = 1000 cal = 1 kilocalorie. 3
Kilowatt-hour
Another famous unit of energy is the "kilowatt-hour", abbreviated kWh. (The W is capitalized, some say, because it stands for the last name of James Watt, but that doesn't explain why we don't capitalize it in the middle of the word kilowatt.) What makes this unit famous is that we buy electricity from the power company in kWh. That's what the meter outside the house measures. One kWh costs between 5
3 I got into trouble in a cake recipe once because I didn't know the difference between a Tsp and a tsp of baking powder. In fact, 1 Tsp = 3 tsp. Ask a cook!
and 25 cents, depending on where you live. (Electric prices vary much more than gasoline prices.) We'll assume the average price of 10 cents per kWh in this text.
It probably will not surprise you that there is a smaller unit called the watthour, abbreviated Wh. A kilowatt-hour consists of a thousand watt-hours. This unit isn't used much, since it is so small; however my computer battery has its capacity marked on the back as "60 Wh". Its main value is that a Wh is approximately 1 Calorie 4 . So for our purposes, it will be useful to know that:
Wh = 1 Calorie (approximately) 1kWh = 1000 Calories
Joule. Physicists like to the use energy unit called the joule (named after James Joule) because it makes their equations look simpler. There are about 4000 joules in a Calorie, 3600 in a Wh, 3.6 million in a kWh.
The energy table below shows the approximate energies in various substances. I think you'll find that this table is one of the most interesting ones in this entire textbook. It is full of surprises. The most interesting column is the last one.
Energy per gram
Note: many numbers in this table have been rounded off.
Stop reading now, and ponder the table of energies. Concentrate on the last column. Look for the numbers that are surprising. How many can you find? Circle them. My answers are below.
I think all of the following are surprises:
the very large amount of energy in chocolate chip cookies the very small amount of energy in a battery (compare to gasoline!) the high energy in a meteor, compared to a bullet or to TNT the enormous energy available in uranium, compared to anything else in the table
4 to an accuracy of 16%.
Try some of these facts on your friends. Even most physics majors will be surprised. These surprises and some other features of the table are worthy of much further discussion. They will play an important role in our energy future.
Discussion of the table of energies
Let's pick out some of the more important and surprising facts shown in the energy table and discuss them in more detail.
TNT vs. chocolate chip cookies
Both TNT and chocolate chip cookies store energy in the forces between their atoms. That's like the energy stored in compressed springs; we'll discuss atoms in more detail soon. Some people like to refer to such energy as chemical energy, although this distinction isn't really important. When TNT is exploded, the forces push the atoms apart at very high speeds. That's like releasing the springs so they can suddenly expand.
One of the biggest surprises in the energy table is that chocolate chip cookies (CCCs) have eight times the energy as the same weight of TNT. How can that be true? Why can't we blow up a building with CCCs instead of TNT? Almost everyone who hasn't studied the subject assumes (incorrectly) that TNT releases a great deal more energy than cookies. That includes most physics majors.
What makes TNT so useful for destructive purposes is that it can release its energy (transfer its energy into heat) very, very quickly. The heat is so great that the TNT becomes a gas that expands so suddenly that it pushes and shatters surrounding objects. (We'll talk more about the important concepts of force and pressure in the next chapter.) A typical time for 1 gram of TNT to release all of its energy is about one millionth of a second. Such a sudden release of energy can break strong material. 5 Power is the rate of energy release. CCCs have high energy, but the TNT explosion has high power. We'll discuss power in greater detail later in this chapter.
Even though chocolate chip cookies contain more energy than a similar weight of TNT, the energy is normally released more slowly, through a series of chemical processes that we call metabolism. This requires several chemical changes that occur during digestion, such as the mixing of food with acid in the stomach and with enzymes in the intestines. Finally, the digested food reacts with oxygen taken in by the lungs and stored in red blood cells. In contrast, TNT contains all the molecules it needs to explode; it needs no mixing, and as soon as part of it starts to explode, that triggers the rest. If you want to destroy a building, you can do it with TNT. Or you could hire a group of teenagers, give them sledgehammers, and feed them cookies. Since the energy in chocolate chip cookies exceeds that in an equal weight of TNT, each gram of chocolate chip cookies will ultimately do more destruction than would each gram of TNT.
Note that we have cheated a little bit. When we say there are 5 Cal per gram in CCCs, we are ignoring the weight of the air that combines with the CCCs. In contrast, TNT contains all the chemicals needed for an explosion, CCCs need to combine with air. Although air is "free" (you don't have to buy it when you buy the CCCs), part of the reason that CCCs contain so much energy per gram is that the weight of the air was not counted. If we were to include the weight of the air,
5 As we'll see in Chapter 3, to calculate the force, you can take the energy of a substance like TNT and divide it by the distance over which it is released (from chemical to kinetic energy).
the energy per gram would be lower, about 2.5 Calories per gram. That's still almost four times as much as for TNT.
The surprisingly high energy of gasoline
As the energy table shows, gasoline contains significantly more energy per gram than cookies, butter, alcohol or coal. That's why it is so valuable as fuel. This fact will be important when we consider alternatives to gasoline for automobiles.
Gasoline releases its energy (turns it into heat) by combining with oxygen, so it must be well mixed with air to explode. In an automobile, this is done by a special device known as a fuel injector; older cars use something called a carburetor. The explosion takes place in a cylindrical cavity known, appropriately, as the cylinder. The energy released from the explosion pushes a piston down the axis of the cylinder, and that is what drives the wheels of the car. An internal "combustion" engine can be thought of as an internal "explosion" engine. 6 The muffler on a car has the job of making sure that the sound from the explosion is muffled, and not too bothersome. Some people like to remove the muffler-especially some motorcyclists--so that the full explosion is heard; this can give the illusion of much greater power. Removing the muffler also lowers the pressure just outside the engine, so that the power to the wheels is actually increased, although not by very much. We'll talk more about the gasoline engine in the next chapter.
The high energy per gram in gasoline is the fundamental physics reason why it is so popular. Another reason is that when it burns, all the residues are gas (mostly carbon dioxide and water vapor) so there is no residue to remove. In contrast, for example, most coal leaves a residue of ash.
The surprisingly low energy in batteries
A battery also stores its energy in chemical form. It can use its energy to release electrons from atoms (we'll discuss this more in Chapters 2 and 6). Electrons can carry their energy along metal wires and deliver their energy at another place; think of wires as pipes for electrons. The chief advantage of electric energy is that it can be easily transported along wires and converted to motion with an electric motor.
A car battery contains 340 times less energy than an equal weight of gasoline! Even an expensive computer battery is about 100 times worse than gasoline. Those are the physics reasons why most automobiles use gasoline instead of batteries as their source of energy. Batteries are used to start the engine because they are reliable and fast.
Battery-powered cars
A typical automobile battery is also called a lead-acid battery, because it uses the chemical reaction between lead and sulfuric acid to generate electricity. The table shows that such batteries deliver 340 times less energy than gasoline. However, the electric energy from a battery is very convenient. It can be converted to wheel energy with 85% efficiency; put another way, only 15% is lost in running the electric motor. A gasoline engine is much worse: only 20% of the energy of gasoline makes it to the wheels; the remaining 80% is lost as heat. When you put
6 Engineers like to make a distinction between an explosion, in which an abrupt front called a shock wave is generated which passes through the rest of the material and ignites it, and a deflagration, in which there is no shock wave. There is no shock wave in the detonation of gasoline in an automobile, so by this definition, there is no explosion in an automobile engine. Newspapers and the general public do not make this fine distinction, and in this book, neither will I.
in those factors, the advantage of gasoline is reduced from 340 down to a factor of 80. So, for automobiles, batteries are only 80 times worse that gasoline. That number is small enough to make battery-driven autos feasible. In fact, every so often you'll read in the newspaper about someone who has actually built one. A typical automobile fuel tank holds about 100 pounds of gasoline. (A gallon of gasoline weighs about 6 pounds.) To have batteries that carry the energy in 100 pounds of gasoline would take 80 times that weight, that is, 800 pounds of batteries. But if you are willing to halve the range of the car, from 300 miles to 150, then the weight is down to 400 pounds. If you only need 75 miles to commute, then the weight is only 200 pounds.
Why would you trade a gasoline car for one that could go only 75 miles? The usual motivation is to save money. Electricity bought from the power company, used to charge the battery, costs only 10 cents per kWh. Gasoline costs (as of this writing) about $2.50 per gallon. When you translate that into energy delivered to the wheels, that works out to about 40 cents per kWh. So electricity is 4 times cheaper! Actually, it isn't quite that good. When most people work out those numbers, they ignore the fact that standard lead-acid car batteries have to be replaced after, typically, 700 charges. When you include the battery expense, the cost per kWh is about 20 cents per kWh. It beats the cost of gasoline by a factor of two. But because batteries take so much space, it's not an attractive option for people who value trunk space.
Batteries have additional advantages in some circumstances. In World War II, when submarines had to submerge and could not obtain oxygen, their energy source was a huge number of batteries stored beneath the decks. When on the surface, or "snorkeling depth," the submarines ran on diesel fuel, a form of gasoline. The diesel fuel also ran generators that recharged the batteries. So during WWII, most submarines spent most of their time on the surface, recharging their batteries. Watch an old World War II movie, and they don't show that; you get the misimpression that the subs were always below water. Modern nuclear submarines don't require oxygen, and they can remain submerged for months. That greatly increases their security against detection.
Electric Car Hype
Suppose we use better batteries, ones that hold more energy per gram. A student drew my attention to an article that appeared in a magazine about such a car called the "Tesla Roadster." It is powered by 6,831 rechargeable lithium-ion batteries, similar to those found in laptop computers. The car range is 250 miles. They claim, if you charge the batteries from your home power plug, that driving the car costs 1 to 2 cents per mile. Top speed: 130 miles per hour. Wow! Can't wait to get one? The cars will be built in a factory in England and they were supposed to be available by 2008.
The catch is in the cost of the batteries. Lead-acid batteries, the ones that we considered for the electric car calculation above, cost about a dollar per pound of battery. ($50 for $50 pounds.) A good computer battery costs about $100 per pound ($100 for a one pound battery). When we included replacement costs, the lead-acid batteries cost 10 cents per kWh; a similar calculation shows that computer batteries cost about $4 per kWh. That's ten times as much as the cost of gasoline! So, when you consider the cost of replacing the batteries, electric cars are far more expensive to operate than our standard gasoline cars.
There is a lot of hype about "who killed the electric car." Some people say it was the oil industry, because they didn't want a cheaper alternative. But the electric car is not cheaper, unless you are willing to live with the very short range (and heavy) version that uses lead-acid batteries.
Hybrid autos
Despite the limitations of batteries, there is a fascinating new technology called hybrid automobiles. In a hybrid, a small gasoline engine provides energy to charge a battery; the car then gets its energy from the battery. This has more value than you might guess: the gasoline engine can be run at a constant rate, under ideal conditions, and as a result, it is two to three times as efficient as the engine in ordinary cars. In addition, hybrid engines can convert some of the mechanical motion of the automobile (e.g. its extra speed picked up when descending a hill) back into stored chemical energy in the rechargeable battery. It does this instead of using brakes – which only turn the energy of motion into heat. Hybrid engines are becoming very popular, and in a few years, they may be the most common type of automobile, particularly if gasoline prices stay high or rise. Hybrid autos can get about 50 miles per gallon (that's what I get with my Toyota Prius, if I drive with low accelerations), considerably better than the 30 miles per gallon that similar non-hybrid autos get.
Many people complain that their hybrids do not have the facility to charge up from the wall plug. The American version of the Prius can only get its energy from its own gasoline engine. Apparently in Japan people can charge the battery from the electric grid, and on the internet you can find clubs that show you how to change your Prius to accomplish just that too. The people who do this mistakenly think they are saving money. They aren't, for the same reason I articulated when discussing all electric autos. It is likely that the batteries in the hybrid can only be charged about 500 times. After that, they will have to be replaced, and that will make the average cost per mile much higher. In the current Prius, the batteries are used only during moments when the gasoline engines would be inefficient, such as during rapid acceleration. With this limited use, the batteries will last much longer. It is not clear how much longer that will be, but it could conceivably affect older cars.
Hydrogen vs. gasoline -- and the fuel cell
Notice from the energy table that hydrogen gas has 2.6 times more chemical energy per gram than gasoline. Popular articles about the future "hydrogen economy" are partially based on this fact. In 2003, President George W. Bush announced a major program with the goal of making hydrogen into a more widely-used fuel.
Another attractive feature of hydrogen is that the only waste product it produces is water, created when the hydrogen is chemically combined with oxygen from the air to make H2O (water). Moreover, the conversion can be done with high efficiency by using an advanced technology called a fuel cell to convert the chemical energy directly into electricity.
A fuel cell looks very much like a battery, but has a distinct advantage. In a battery, once the chemical is used up, you have to recharge it with electricity produced elsewhere, or throw it away. In a fuel cell, all you have to do is provide more fuel (e.g. hydrogen and oxygen). The figure on the left shows a setup to demonstrate "electrolysis" in which electricity is passed between two terminals through water, and hydrogen and oxygen gas are produced at the terminals.
A fuel cell is very similar to an electrolysis apparatus, but it is run backwards. Hydrogen and oxygen gas are compressed at the electrodes, they combine to form water, and that makes electricity flow through the wires that connect one terminal to the other. So the diagram on the left can also represent a fuel cell
The main technical difficulty of the hydrogen economy is that hydrogen is not very dense. Even when liquefied, it has a density of only 0.071 grams per cubic centimeter (cc), a factor of 10 times less than gasoline. As we saw in the energy table, per gram, hydrogen has 2.6 times more energy than gasoline. Put these together, and we find that liquid hydrogen stores only 0.071 x 2.6 = 0.18 times as much energy per cubic centimeter (or per gallon) as gasoline. That is a factor of 5 times worse. However, many experts say the factor is only 3 times worse, since hydrogen can be used more efficiently than gasoline. It is useful to remember the following approximate numbers; you will find them valuable when discussing the hydrogen economy with other people.
Remember this: Compared to gasoline, liquid hydrogen has
3 x more energy per gram (or per lb)
3 x less energy per gallon (or per liter)
Here's another approximate rule that is easy to remember. In terms of energy that can be delivered to a car:
1 kilogram of hydrogen ≈ 1 gallon of gasoline
Hydrogen liquid is dangerous to store since it expands by a factor of a thousand if warmed. If you protect against that with a thick-walled tank, you might as well store the hydrogen as a high-pressure gas. At a pressure of 10,000 pounds per square inch (66 times atmospheric pressure) the gas is almost half as dense as hydrogen liquid. But that factor of half makes it even harder to fit hydrogen into a reasonable space.
Compared to gasoline, compressed gas hydrogen has 6 x less energy per gallon (or per liter)
And the tank to contain the hydrogen typically weighs 10 to 20 times as much as the hydrogen itself. That takes away the weight advantage too.
Because hydrogen takes up so much space (even though it doesn't weigh much) it may be used for buses and trucks before it is used for automobiles. It is also possible that hydrogen will be more valuable as a fuel for airplanes, since for large airplanes the low weight of the hydrogen may be more important than the fact that it takes more volume than gasoline. Fuel cells first achieved prominence in the space program as the energy storage method used by the astronauts. For the mission to the Moon, low weight was more important than the space that could be saved in the capsule. Moreover, the water that was produced could be used by the astronauts, and there was no waste carbon dioxide to eject.
Fuel cell developed by NASA. Hydrogen gas enters through the inlet on the top. Air enters though some of the circular openings, and carbon dioxide leaves through the others. The electric power comes from the wires in the back.
A technical difficulty with liquid hydrogen is that it boils at a temperature of – 423 degrees Fahrenheit. This means that it must be transported in special thermos bottles (technically known as dewars). Either that, or it can be transported in a form in which it is chemically or physically combined with other materials at room temperature, although that greatly increases the weight per Calorie. A more practical alternative may be to transport it as compressed gas, but then the weight of the pressure tank actually exceeds the weight of the hydrogen carried.
You can't mine hydrogen! There is virtually no hydrogen gas (or liquid) in the environment. There's lots of hydrogen in water and in fossil fuels (hydrocarbons) – but not "free" hydrogen, the molecule H2. That's what we want for the hydrogen economy. Where can the hydrogen we need come from? The answer is that we have to "make" it, that is, release it from the compounds of water or hydrocarbons. Hydrogen gas must be obtained by electrolysis of water, by reacting fossil fuels (methane or coal) with water to produce hydrogen gas and carbon monoxide. Doing any of these takes energy.
A typical hydrogen production plant of the future would start with a power plant fueled by coal, gasoline, nuclear fuel, or solar energy. That power plant might use this energy to convert ordinary water into hydrogen and oxygen (through electrolysis, or though a series of chemical reactions known as "steam reforming"). Then, for example, the hydrogen could be cooled until it is turned into a liquid, and then transported to the consumer. When hydrogen is obtained in this manner, you only get back out of the hydrogen some the energy that you put in to make it. A reasonable estimate is that the fraction of the original energy (used to create the hydrogen) that gets to the wheels of the car is about 20%. Thus:
hydrogen is not a source of energy. It is only a means for transporting energy.
Many people who favor the hydrogen economy believe that the source of hydrogen will be methane gas. Methane molecules consist of one carbon atom and four hydrogens. That's why the chemical formula is CH4. When methane is heated with water to high temperatures, the hydrogen in the methane is released, along with carbon dioxide. Since carbon dioxide is considered an air pollutant (see the section on the greenhouse effect and global warming), this method of production may not be optimum, but it is probably the cheapest way to make hydrogen.
Although the fuel cell produces no pollution (only water), it is not quite right to say that a hydrogen-based economy is pollution-free unless the plant that used energy to produce the hydrogen is also pollution-free. Nevertheless, the use of hydrogen as a fuel is expected to be environmentally less harmful than gasoline for two reasons: a power plant can, in principle, be made more efficient than an automobile (so less carbon dioxide is released); and the power plant can have more elaborate pollution-control devices than an automobile. If we use solar or nuclear power to produce the hydrogen, then no carbon dioxide is released.
Hydrogen can also be produced as a by-product of "clean coal" conversion. In some modern coal plants, coal is reacted with water to make carbon monoxide and hydrogen. These are then burned. In such a plant, the hydrogen could be transported to serve as fuel elsewhere, but the energy stored in it originated from the coal.
Other people like the idea of hydrogen as fuel because it moves the sources of pollution away from the cities, where a high concentration of pollutants can be more dangerous to human health. Of course, it is hard to predict all environmental effects. In June 2003 some environmentalists argued that significant hydrogen gas could leak into the atmosphere and drift to high altitudes. There it could combine with oxygen to make water vapor; that could affect both the Earth's temperature and delicate atmospheric structure such as the ozone layer (see Chapters 8 and 10).
The United States has enormous coal reserves. About 2 trillion tons of coal are "known" reserves, but with more extensive searching, geologists expect that about twice as much is likely to be present. Coal could be used to produce all the energy that we would need (at current consumption rates) for hundreds of years. Of course, the environmental consequences from strip mining and carbon dioxide production could be very large. Coal can be converted to liquid fuel for easy pumping by a technology known as the Fisher-Tropsch process.
Gasoline vs. TNT
In most movies, when a car crashes, it explodes. Does this happen in real life? Have you ever witnessed the scene of a car crash? Did an explosion taken place? The answer is: usually not. Cars explode in movies only because they load them with TNT or other explosives for dramatic visual effects. Unless mixed with air in just the right ratio (done in the automobile by the fuel injector or carburetor) gasoline burns but doesn't explode.
In the Spanish revolution, the rebels invented a device that later became known as a "Molotov cocktail." It was a bottle filled with gasoline, with a rag stuck in the neck. The rag was soaked with gasoline, ignited, and then the bottle was thrown at the enemy. It broke upon impact. It usually didn't explode, but it spread burning gasoline, and that was pretty awful to the people who were the targets. This weapon quickly achieved a strong reputation as an ideal weapon for revolutionaries.
I hesitate to give examples from the unpleasant subject of war, but it is important to future presidents and citizens to know of these. On Nov. 6, 2002, the U.S. started dropping "fuel-air explosives" on Taliban soldiers in Afghanistan. You can probably guess that this was a liquid fuel similar to gasoline. Fifteen thousand pounds of fuel is dropped from an airplane in a large container (like a bomb) that descends slowly on a parachute. As it nears the ground, a small charge of high explosive (probably only a few pounds worth) explodes in the center, destroying the container and dispersing the fuel and mixing it with air--but not igniting it. Once the fuel is spread out and well-mixed with air, it is ignited by a second explosion. The explosion is spread out over a large area, so it doesn't exert the same kind of intense force that it takes to break through a concrete wall, but it has enough energy released to kill people and other "soft" targets. What makes it so devastating is the fact that 15,000 pounds of fuel, like gasoline, contains the energy equivalent of 225,000 pounds of TNT. So although 15,000 pounds sounds bad, in fact it is much worse than it sounds. Once the soldiers had seen the fuel-air explosive from a distance, the mere approach of a parachute induced panic.
Uranium vs. TNT
The most dramatic entry in the table is the enormous energy in the form of uranium known as U-235. The amount of energy in U-235 is 30 million times that of the energy found in TNT. We will discuss this in detail in chapters 4 and 5. For now, there are only a few important facts to know. The enormous forces inside the uranium atom's nucleus provide the energy. For most atoms, this energy cannot be easily released, but for U-235 (a special kind of uranium that makes up only 0.7% of natural uranium), the energy can be released through a process called a "chain reaction" (discussed in detail in Chapter 5). This enormous energy release is the principle behind nuclear power plants and atomic bombs. Plutonium (the kind known as Pu-239) is another atom capable of releasing such huge energy.
Compared to gasoline, U-235 can release 2 million times as much energy per gram. Compared to chocolate chip cookies, it releases about 3 million times as much. The following approximation is so useful that it is worth memorizing.
For the same weight of fuel, nuclear reactions release about a million times more energy than do chemical or food reactions.
More surprises: coal is dirt cheap
There are also some amazing surprises in the cost of fuel. Suppose you want to buy a Calorie of energy, to heat your house. What is the cheapest source? Let's forget all other considerations, such as convenience, and just concentrate on the cost of the fuel. It is not easy for the consumer to compare. Coal costs about $40 per ton, gasoline about $3.00 per gallon, natural gas (methane) costs about $10 per million cubic feet, and electricity costs about 10¢ per kilowatt-hour. So which gives the most Calories per dollar? It isn't obvious, since the different fuels are measured in different units, and they provide different amounts of energy. But if you put all the numbers together, you get the following table. The table also shows the cost of the energy if it is converted to electricity. For fossil fuels, that increases the cost by a factor of 3, since motors convert only about 1/3 of the heat energy to electricity.
| fuel | market cost | cost per kWh (1000 Cal) | cost if converted to electricity |
|---|---|---|---|
| coal | $40 per ton | 0.4¢ | 1.2¢ |
| natural gas | $10 per million cubic feet | 3¢ | 9¢ |
| gasoline | $3 per gallon | 9¢ | 27¢ |
| electricity | $0.10 per kWh | 10¢ | 10¢ |
| car battery | $50 to buy battery | 21¢ | 21¢ |
| computer battery | $100 to buy battery | $4.00 | $4.00 |
| AAA battery | $1.50 per battery | $1000.00 | $1000.00 |
The wide disparity of these prices is quite remarkable. Concentrate on the third column, the cost per kWh. Note that it is 25 times more expensive to heat your home with electricity than with coal! Gasoline costs 3 times as much as natural gas. That has led some mechanics to modify their autos to enable them to use compressed natural gas instead of gasoline.
Note that for heating your home, natural gas is 3 times cheaper than electricity. Back in the 1950s, many people thought that the "all electric home" was the ideal – since electricity is convenient, clean, and safe. But most such homes have now been converted to use coal or natural gas, just because the energy is considerably cheaper.
Most dramatic on this list is the low price of coal. If energy per dollar were the only criterion, we would use coal for all our energy needs. Moreover, in many countries that have huge energy requirements, including the United States, China, Russia and India, the reserves of coal are huge, enough to last for hundreds of years. We may run out of oil in the next few decades, but that does not mean that we are running out of cheap fossil fuel.
So why do we use oil instead of coal in our automobiles? The answer isn't physics, so I am only guessing. But part of the reason is that gasoline is very convenient. It is a liquid, and that makes it easy to pump into your tank, and from the tank to the engine. It was once much cheaper than it is now, and so in the past the cost was not as important an issue as convenience. It does contain more energy per gram than coal, so you don't have to carry as many pounds – although it is less dense, so it takes more space in the tank. Coal also leaves behind a residue of ash which has to be removed.
The low price of coal presents a very serious problem for people who feel we need to reduce the burning of fossil fuels. Countries with substantial numbers of poor people may feel that they cannot switch to more expensive fuels. So the incredibly low price of coal is the real challenge to alternative fuels, including solar, biofuels, and wind. Unless the cost of these fuels can match the low cost of coal, it may be very difficult to convince developing countries that they can afford to switch.
It is odd that energy cost depends so much on the source. If the marketplace were "efficient," as economists sometimes like to postulate, then all these different fuels would reach a price at which the cost would be the same. This hasn't happened, because the marketplace is not efficient. There are large investments in energy infrastructure, and the mode of delivery of the energy is important. We are willing to spend a lot more for energy from a flashlight battery than from a wall plug because the flashlight is portable and convenient. Locomotives once ran on coal, but gasoline delivers more energy per pound, and it does so without leaving behind a residue of ash, so we switched from steam to diesel locomotives. Our automobiles were designed during a period of cheap oil, and we became accustomed to using them as if the price of fuel would never go up. Regions of the world with high gas prices (such as the countries of Europe) typically have more public transportation. The United States has suburbs—a luxury that is affordable when gas is cheap. Much of our way of living has been designed around cheap gasoline. The price we are willing to pay for fuel depends not only on the energy that it delivers, but also on its convenience.
The real challenge for alternative energy sources is to be more economically viable than coal. When we talk about global warming (in Chapter 10), we'll discuss how coal is one of the worst carbon dioxide polluters that we use. To reduce our use of coal, we could, of course, tax it. But doing that solely in the developed nations would not accomplish much, since the ultimate problem will be energy use by nations such as China and India. Leaders of such countries might choose to get their energy in the cheapest possible way so that they can devote their resources to improving the nutrition, health, education, and overall economic well-being of their people.
Forms of Energy
We have talked about food energy and chemical energy. The energy in a moving bullet or asteroid is called energy of motion, or kinetic energy. The energy stored in a compressed spring is called stored or potential energy. (Despite its name, potential energy does not mean that it is something that can "potentially" be converted to energy; potential energy is energy that is stored, just as food that is stored is still food.) Nuclear energy is the energy stored in the forces between parts of the atomic nucleus, released when the nucleus is broken. Gravitational energy is the energy that an object has at high altitude; when it falls, this energy is converted into kinetic energy. As we will discuss in Chapter 2, the heat in an object is a form of energy. All these energies can all be measured in Calories or joules.
Many physics texts like to refer to chemical, nuclear, and gravitational energy as different forms of potential energy. This definition lumps together in one category all the kinds of energy that depend on shape and position, e.g. whether the spring is compressed, or how the atoms in a chemical are arranged. This
lumping is done in order to simplify equations; there is no real value in doing it in this text, as long as you realize that all energy is energy, regardless of its name.
In popular usage, the term energy is used in many other ways. Tired people talk about having "no energy." Inspirational speakers talk about the "energy of the spirit." Be clear: they have the right to use energy in these non-technical ways. Physicists stole the word energy from the English language and then redefined it in a more precise way. Nobody gave physicists the right to do this. But it is useful to learn the precise use, and to be able to use it in the way physicists do. Think of it as "physics as a second language." The more precise definition is useful when discussing physics.
In the same precise physics language, power is defined as the energy used per second. It is the rate of energy release, as I mentioned early in this chapter. In equation form:
power = energy/time
Note that in popular usage, the terms of power and energy are often used interchangeably. You can find examples of this if you pay attention when reading newspaper articles. In our precise use of these terms, however, we can say that the value of TNT is that even though it has less energy per gram than chocolate chip cookies, it has greater power (since it can convert its limited energy to heat in a few millionths of a second). Of course, it can't deliver this power for very long because it runs out of energy.
The most common unit for power is the watt, named after James Watt who truly developed the science of the steam engine. It was the most powerful motor of its time, and the "high tech" of the 1700s. The watt is defined as one joule per second:
```
1 Watt = 1 W = 1 watt = 1 joule per second 1 kW = 1 kilowatt = 1000 joules per second
```
As I mentioned earlier, you'll find that the term kilowatt is usually abbreviated as "kW" since Watt is a person's name, even though "watt" is usually not capitalized. The same logic (or lack of logic) applies to the kilojoule, abbreviated kJ.
There is a physics joke about the watt, inspired by an Abbott and Costello routine called "Who's on First" about baseball names. I relegate it to a footnote. 7 The original "Who's on First" routine is available on the internet.
Energy is "conserved"
When the chemical energy in TNT or gunpowder is suddenly turned into heat energy, the gases that come out are so hot that they expand rapidly and push the bullet out of the gun. In doing this pushing, they lose some of their energy (they cool off); this energy goes into the kinetic energy of the bullet. Remarkably, if you add up all this energy, the total is the same. Chemical energy is converted into heat energy and kinetic energy, but the number of Calories (or joules) after the gun is
7 Two people are talking. Costello: "What is the unit of power?" Abbott: "Watt." Costello: "I said, 'What is the unit of power?' Abbott: "I said, 'Watt.'" Costello:
"I'll speak louder. WHAT is the unit of power?" Abbott: "That's right."
Costello: "What do you mean, 'that's right?' I asked you a question." Abbott: "Watt is the unit of power." Costello: "That's what I asked." Abbott: "That's the answer."--You can extend this dialogue as long as you want.
fired is exactly the same as was stored in the gunpowder. This is the meaning behind the physics statement that "energy is conserved."
The conservation of energy is one of the most useful discoveries ever made in science. It is so important that it has earned a fancy name: "The first law of thermodynamics." Thermodynamics is the study of heat, and we'll talk a lot about that in the next chapter. The first law points out the fact that any energy that appears to be lost isn't really lost; it is usually just turned into heat.
When a bullet hits a target and stops, some of the kinetic energy is transferred to the object (ripping it apart), and the rest is converted into heat energy. (The target and the bullet each get a little bit warmer when they collide.) This fact, that the total energy is always the same, is called "The conservation of energy." It is one of the most fundamental and useful laws of physics. 8 It is particularly valuable to people doing calculations in physics and engineering. Use of this principle allows physicists to calculate how rapidly the bullet will move as it emerges from the gun; it allows us to calculate how fast objects will move as they fall. Engineers also use the equations when they design guns and bullets.
But if energy conservation is a law of physics, why are we constantly admonished by our teachers, our political leaders, and by our children, that we should conserve energy? Isn't energy automatically conserved?
Yes it is, but not all forms of energy have equal economic value. It is easy to convert chemical energy into heat, and very difficult to convert it back. When you are told to conserve energy, what is really meant is "conserve useful energy." The most useful kinds are chemical (e.g. in gasoline) and potential energy (e.g. the energy stored in water that has not yet run through a dam to produce electric power).
Measuring Energy
The easiest way to measure energy is to convert it into heat, and see how much it raises the temperature of water. The original definition of the Calorie was actually based on this kind of effect: one Calorie is the energy it takes to raise one kilogram of water by one degree Celsius (1.8 degrees Fahrenheit). One "little" calorie is the energy to raise one gram by one degree Celsius. There are about 4000 joules in a Calorie. Another unit of energy that is widely used is the kilowatt-hour, abbreviated kWh. This is the unit that you pay for when you buy electric energy from a utility company. A kWh is the energy delivered when you get a thousand watts for an hour. That's 1000 joules per second for 3600 seconds (an hour), i.e. 3.6 million joules = 860 Calories. You can remember this as: 1 Watt-hour (Wh) is approximately one Calorie. It is tedious and unnecessary to memorize all these conversions, and you probably shouldn't bother (except for the cases that I specially mention). A table with conversions appears on the next page.
Although you shouldn't bother memorizing this table, it is useful to refer to it often so that you can get a feel for the amount of energy in various issues. For example, if you become interested in the energy usage of countries, then you will read a lot about "quads" and will find them a useful unit. US energy use is about 100 quads per year. (Notice that quads per year is actually a measure of power.)
8 When Einstein's Theory of Relativity (see chapter 11) predicted that mass can be converted into energy, the law was modified to say that the total of mass and energy is conserved.
Table of Common Energy Units
Note: the symbol "≈" means "approximately equal to"
| energy unit | definition and equivalent |
|---|---|
| calorie (lowercase) | heats 1 gram of water by 1 C |
| Calorie (capitalized), the food calorie, also called kilocalorie | heats 1 kg of water by 1 C 1 Calorie = 4182 joules ≈ 4 kJ |
| joule | 1/4182 Calories ≈ Energy to lift 1 kg by 10 cm ≈ Energy to lift 1 lb by 9 in |
| kilojoule | 1000 joules = ¼ Calorie |
| megajoule | 6 1000 kilojoules = 10 joules costs about 5 cents from electric utility |
| kWh (kilowatt-hour) | 861 Calories ≈ 1000 Calories = 3.6 megajoules costs 10 cents from electric utility |
| BTU | British Thermal Unit 1 BTU = 1055 joules ≈ 1 kJ = ¼ Calorie |
Power
As we discussed earlier, power is the rate of energy transfer. The rate at which something happens is the "something" divided by the time--for example, miles/hour = miles per hour, or births/year = births per year. Thus, when 1 gram of TNT releases 0.651 Calories in 0.000001 seconds (one millionth of a second) the power is 651,000 Calories per second.
Although power can be measured in Calories per second, the two other units that are far more commonly used are the watt (one joule per second) and the horsepower. The horsepower was originally defined as the power that a typical horse could deliver, i.e. how much work the horse could do every second. These days, the most common use of the term is to describe the power of an automobile engine; a typical auto delivers 50 to 400 horsepower. James Watt, in the 1700s, was the first to actually determine how big one horsepower is. One horsepower turned out to be 0.18 Calories per second. (Does that sound small to you? Or does it illustrate that a Calorie is a big unit?) The watt was named after him. Watts are the most commonly used unit to measure electric power.
Watt found that a horse could lift a 330-pound weight vertically for a distance of 100 feet in one minute. He defined this rate of work to be one horsepower, hp. It turns out that 1 hp is about 746 watts, approximately a kilowatt. (By now I hope you are getting used to my approximations, such as 746 is approximately 1000.) Other common units are:
```
kilowatt (1 kW = 1000 watts), megawatt (1 MW = 1 million watts), and gigawatt (1 GW = 1 billion watts = 1E9 watts = 10 9 watts = 1000 MW)
```
The abbreviation for million is capital M, and for billion (giga) is capital G. So, for example, 1000 kW = 1 M = 0.001 GW. One Calorie per second is about 4 kilowatts.
Only if you need to do engineering calculations do you need to know that one horsepower is 746 watts. I do not recommend you try to remember this; you can always look it up if you really need it. Instead, remember the approximate equation:
1 horsepower ≈ 1 kilowatt
It is far more useful to remember this approximate value than it is to try unsuccessfully to remember the exact value.
Power usage is so important (for future presidents and knowledgeable citizens) that it is worthwhile learning some key numbers. These are given in the table of power examples on the next page. Learn the approximate values by visualizing the examples.
Power examples
Since energy is conserved, the entire energy industry never actually produces or generates energy, it only converts it from one form to another and transports it from one location to another. Nevertheless, the popular term for this is "generating power." (It is an interesting exercise to read the words used in newspaper articles, and then translate them into a more precise physics version.)
To give a sense of how much power is involved in important uses, we'll now describe some examples in more detail. Many of these numbers are worth knowing, because they affect important issues, such as the future of solar power.
Here is a brief description of what happens between the power plant and the lighting of a light bulb in your home. The original source of the energy may be chemical (oil, gas, or coal), nuclear (uranium), or kinetic (falling water). In a power plant, energy is converted into heat, which boils water, creating hot compressed steam. The expanding steam blows past a series of fans called a turbine. These fans rotate the crank of a device called an electric generator. We'll discuss how electric generators work in more detail in a later chapter, but they turn the mechanical rotation into electric current, that is, into electrons that move through metal. The main advantage of electric energy is that it is easily transported over thousands of miles, just using metal wires, to your home.
A typical large power generating station produces electric power at the rate of about one gigawatt = one billion watts = 10 9 watts = 1 GW (see the Power Table). This is a useful fact to remember. It is true for both nuclear and oil/coal burning plants. If each house or apartment required one kilowatt (that would light ten 100watt bulbs), then one such power plant could provide the power for one million houses. Smaller power plants typically produce 40 to 100 MW (megawatts). These are often built by small towns to supply their own local needs. One hundred MW will provide power for about 100,000 homes (fewer if we include heating or air conditioning). The state of California is large, and on a hot day it uses 50 GW, so it needs the equivalent of about 50 large electric power plants.
In an electric power plant, not all the fuel energy goes into electricity; in fact, about two thirds of the energy is lost when it turns into heat. That's because the steam does not cool completely, and because much of the heat escapes into the surroundings. Sometimes this heat is used to warm surrounding buildings. When this is done, the plant is said to be "co-generating" both electricity and useful heat.
The table below gives the typical power of important devices, ranging from a flashlight (1 watt) up to the total world power (2 terawatts, equal to 2 million million watts).
Table of Power Examples
| value | equivalent |
|---|---|
| 1 watt | 1 joule per second |
| 100 watts | |
| 1 horsepower (1 hp) | ≈ 1 kilowattA |
| 1 kilowatt (1 kW) | ≈ 1 hpB |
| 100 horsepower | ≈ 100 kWC |
| 1 megawatt (MW) | 6 1 million (10 ) watts |
| 45 megawatts | |
| 1 gigawatt = 1 GW | 1 billion (109 watts |
| 400 gigawatt = 0.4 terawatts | |
| 2 terawatts | = 2 x1012 watts |
A more precise value: 1 hp = 746 watts
Bmore precise value: 1 kW = 1.3 hp
C more precise value: 100 hp = 74.6 kW
Light bulbs
Ordinary household light bulbs, sometimes called incandescent or tungsten bulbs, work by using electricity to heat a thin wire inside the bulb. This wire, called the filament, is heated until it glows white hot. (We'll discuss the glow of such filaments in more detail in Chapters 2 and 8.) All of the visible light comes from the hot filament, although the bulb itself can be made frosted so that it spreads the light out, making it less harsh to look at. The glass bulb (which gives the light bulb its name) protects the filament from touch (it's temperature is over 1000 C ≈ 1800 F) and keeps away oxygen, which would react with the hot tungsten and weaken it.
The brightness of the bulb depends on how much power it uses, that is, on how much electricity is converted into heat each second. A tungsten light that uses 100 watts is brighter than one that uses 60 watts. Because of this, many people mistakenly believe that a watt is a unit of brightness, but it isn't. A 13 watt fluorescent light bulb (we'll discuss these in Chapters 10 and 11) is as bright as a 60 watt conventional (incandescent) bulb. Does that mean that a conventional bulb wastes electricity? Yes. The extra electric power used just heats the bulb. That's why tungsten bulbs are much hotter to the touch than equally bright, fluorescent bulbs. One kilowatt, the amount of power used by ten 100-watt bulbs, will illuminate your home brightly, assuming you have an average-size house and are using conventional bulbs. Memory trick: imagine that it takes one horse to light your home (one horsepower ≈ 1 kilowatt).
A new kind of light source called a light-emitting diode, or LED, is now coming on the market. It is almost as efficient as a fluorescent bulb, but still cheaper. LEDs are already being used for traffic lights and flashlights.
Sunlight and Solar Power
How much power is in a square meter of sunlight? The energy of sunlight is about 1 kilowatt per square meter. So the sunlight hitting the roof of a car (about 1 square meter) is about 1 kilowatt ≈ 1 horsepower. And all of that energy is in the form of light. When the light hits the surface, some bounces off (that's why you can see it), and some is converted into heat (making the surface warm).
Suppose you placed a kilowatt tungsten bulb in every square meter of your home. Would the home then be as brightly lit as it would be by sunlight? Hint: recall that a watt is not a unit of brightness, but of energy delivered per second. In sunlight, all of that energy is in the form of light. In an electric bulb, most of the energy goes into heat. Does your answer match what you think would happen with this much light?
Many environmentalists believe that the best source of energy for the longterm future is sunlight. It is "renewable" in the sense that sunlight keeps coming as long as the sun shines, and the sun is expected to have many billions of years left. Solar energy can be converted to electricity by using silicon solar cells, which are crystals that convert sunlight directly into electricity. The power available in sunlight is about one kilowatt per square meter. So, if we could harness all of the solar energy falling on a square meter for power production, that energy would generate one kilowatt. But a cheap solar cell can only convert about 15% of the power, or about 150 watts per square meter. The rest is converted into heat, or reflected. A more expensive solar cell (such as those used on satellites) is about 40% efficient, i.e. it can produce about 400 watts per square meter. A square kilometer contains a million square meters, so a square kilometer of sunlight has a gigawatt of power. If 15% if converted to solar cells, then that is 150 Megawatts per square kilometer, or about 1 gigawatt for 7 square kilometers. That is about the same as the energy produced by a large modern nuclear power plant.
Here is a summary of the important numbers for solar power:
1 square meter 1 kilowatt of sunlight
150 – 400 watts electric using solar cells
1 square kilometer 1 Gigawatt of sunlight
150 – 400 Megawatts electric
Some people say that solar power is not practical. Even educated people sometimes say that to get enough solar even for a state such as California, you would have to cover the entire country with solar cells.
Is that true? Look at the table above. A gigawatt, the output of a typical nuclear power plant, would take 2.5 square kilometers. This may sound big, but it really isn't. California has a typical peak power use (during the day, largely to run air conditioners) of about 50 gigawatts of electrical power; to produce this would take 125 square kilometers of solar cells. This would take less than one thousandth--that's one tenth of one percent--of the 400,000 square kilometer area of California. Besides, the solar plants would probably be placed in a nearby state, such as Nevada, that gets less rain and doesn't need the power itself.
Others complain that solar energy is available only during the day. What do we do at night? Of course, it is during the day that we have the peak power demand, to run our factories and our air conditioners. But if we are to convert completely to solar cells, then we will need an energy storage technology. Many people think that large hydrogen fuel cells might provide that.
Remember hydrogen fuel cells? I said that hydrogen is not really a fuel since it has to be manufactured, and that takes energy--but hydrogen can be a method for storing energy. In a process powered by solar cells, hydrogen gas could be manufactured (by electrolyzing water) and stored. When the energy is needed, the hydrogen can be sent into a fuel cell, where the energy would be released. In this way, hydrogen fuel cells could provide stored energy from sunlight when sunlight is not available.
Right now solar power costs more than other forms, largely because the solar cells are expensive and don't last forever. See what you can find about the costs of solar cells and the cost of building such a plant. (I've talked to contractors who have told me that installation of anything costs $10 per square foot.) Would solar power be more feasible in underdeveloped regions of the world?
Solar-powered automobiles and airplanes
There is an annual race across Australia for solar-powered automobiles. The fundamental problem with such a vehicle can be seen from the fact that one square meter of sunlight has about 1 kilowatt of power, which is equal to about one horsepower. Since expensive solar cells are only about 40% efficient, that means that you need 2.5 square meters of solar cell just to get one horsepower, whereas typical automobiles use 50 to 400 hp. To read more about the annual race, go to their homepage http://www.wsc.org.au/index.html. The race is obviously among very low-powered vehicles!
Given that low power, it is surprising to discover that a solar-powered airplane has successfully flown (see image on left). Actually, the vehicle isn't truly an airplane--it doesn't have a pilot or passengers, so it is called an aircraft, a drone, or an UAV (for "unmanned aerial vehicle"). The aircraft was named the Centurion.
The solar cells are on the upper and lower surfaces of the wings; the cells on the undersides use light reflected off the earth. The solar cells have to be big to gather solar power, and yet they also have to be light in weight. The Centurion has a wingspan of 206 feet, greater than for a Boeing 747. The total power from the solar cells is only 28 horsepower. The entire weight of the Centurion is 1100 pounds. It has already set an altitude record for airplanes of 96,500 feet. (Conventional airplanes fly at about 40,000 ft.) The Centurion was built by AeroVironment, a company started by engineer Paul McCready, who designed the Gossamer Condor and the Gossamer Albatross. We'll talk more about the Gossamer Albatross in a moment. For more information, see the
Centurion, a solar-powered aircraft (NASA photo)
AeroVironment Web page at http://www.aerovironment.com.
Human power
If you weigh 140 pounds and run up a 12-foot flight of stairs in 3 seconds, your muscles are generating about 1 horsepower. (Remember: "generating" means converting from one form to another. The muscles store energy in chemical form and convert it to energy of motion.) If you can do this, does that make you as powerful as a horse? No. One horsepower is about as much power as most people can produce briefly, but a horse can produce one horsepower for a sustained period, and several horsepower for short bursts.
Over a sustained period of time, a typical person riding a bicycle can generate power at the rate of about 1/7 = 0.14 = 14% of a horsepower. (Does that seem reasonable? How much does a horse weigh compared to a person?) A world-class cyclist (Tour de France competitor) can do better: about 0.67 horsepower for more than an hour, or 1.5 horsepower for a 20-second sprint. 9 In 1979, cyclist Bryan Allen used his own power to fly a super-light airplane, the Gossamer Albatross, across the 23 mile wide English Channel.
The Gossamer Albatross had to be made extremely light and yet stable enough to control. A key aspect of the design was that it had to be made easy to repair. Paul McCready, the engineer who designed it, knew that such a lightweight airplane would crash frequently, for example, whenever there was a large gust of wind. It flew only a few feet above the surface.
Diet vs. Exercise
How much work does it take to lose weight? We have most of the numbers that we need. We said in the last section that a human can generate a sustained effort of 1/7 horsepower. According to measurements made on such people, the human body is about 25% efficient, i.e. to generate work of 1/7 horsepower uses fuel at the rate of 4/7 horsepower. Put another way, if you can do useful work at 1/7 horsepower, the total power you use including heat generated is four times larger.
That's good if you want to lose weight. Suppose you do continuous strenuous exercise and burn fat at the rate of 4/7 horsepower. Since one horsepower is 746 watts, that means in strenuous exercise you use (4/7)x746 = 426 watts = 426 joules per second. In an hour (3600 seconds) you will use 426 x 3600 joules = 1,530,000 joules = 367 Calories.
Coca-Cola contains about 40 grams of sugar in one 12-ounce can. That endows it with about 155 Calories of "food energy." That can be "burned off" with about a half hour of continuous, strenuous exercise. That does not mean jogging. It means running, or swimming, or cleaning stables.
Exercise vigorously for a half hour, or jog for an hour, and drink a can of Coke. You've replaced all the calories "burned" in the exercise. You will neither gain nor lose weight (not counting short-term loss of water). Milk and many fruit juices contain even more Calories per glass. So don't think you can lose weight by
I thank bicyclist Alex Weissman for these numbers. Here is a reference:
9 http://jap.physiology.org/cgi/content/full/89/4/1522
drinking "healthy" instead of Coke. They may contain more vitamins, but they are high in Calories.
A typical human needs about 2000 Calories per day to sustain constant weight. Fat (e.g. butter) contains about 7 Calories per gram. So if you cut back by 500 Calories per day, you will consume about 70 grams of your own fat per day, 500 grams per week, equal to a little more than a pound per week.
Alternatively, you can lose that pound per week by working out at 1/7 horsepower for one hour every day, seven days per week. Activities that do this include racquetball, skiing, jogging, (or very fast walking). Swimming, dancing, or mowing grass uses about half as many Calories per hour. So, to lose a pound per week, exercise vigorously for an hour every day, or moderately for two hours, or cut your food consumption by 500 Calories. Or find some combination.
But don't exercise for an hour, and then reward yourself by drinking a bottle of Coke. If you do, you'll gain back every Calorie you worked off.
Wind power
Wind is generated from solar energy, when different parts of the surface of the earth are heated unevenly. Uneven heating could be caused by many things, such as difference in absorption, differences in evaporation, or differences in cloud cover. Windy places have been used as sources of power for nearly a thousand years. The windmill was originally a mill (a factory for grinding flour) driven by wind power, although early windmills were also used by the Dutch for pumping water out from behind their dikes. Many people are interested in wind power again these days as an alternative source of electricity. Pilot wind generation plants were installed at the Altamont Pass in California in the 1970s. These are more commonly called wind turbines, since they no longer mill flour.
Modern windmills are much more efficient at removing energy from wind when they are large. This is, in part, because then they can get energy from winds blowing at higher elevations. Some wind turbines are taller than the Statue of Liberty.
Wind turbine (UC Bureau of Land Management)
Wind power ultimately derives from solar, since it is differences in temperature that drive the winds. We'll discuss this further in the next chapter, in the section called "Convection." The windmills cannot be spaced too closely, since when a windmill takes energy from the wind, the wind velocity is decreased, and the wind is made turbulent, i.e. it is no longer flowing in a smooth pattern.
A "forest" of wind turbines has been proposed for construction on the ocean, off the coast of Massachusetts, to supply commercial power. In case you are interested, here are some of the details: there will be 170 large windmills in a 5 mile by 5 mile square, connected to land via an undersea cable. Each windmill
would rise 426 feet, from water level to the tip of the highest blade (the height of a 40- story building). They would be spaced 1/2 mile from each other. The maximum power this forest can deliver will be 0.42 gigawatts. The major opposition to the idea appears to be coming from environmentalists who argue that the array destroys a wilderness area, would kill birds, and creates noise that could disturb marine animals.
Kinetic energy
Proposed wind turbine park in Massachusetts (Dept of Energy)
Let's go back to the energy table again, and discuss another surprising fact from that table: the energy of motion of a typical meteor is 150 times greater than the chemical energy of an equal mass of TNT.
Unlike chemical energy, which usually has to be measured (not calculated), there is a simple equation for kinetic energy:
To use this equation, v must be in meters per second, and m in kilograms, and the energy will be in joules. To convert energy to Calories, divide by 4000. Here are useful (approximate) conversions: 10
I'm not going to ask you to do these calculations in this course. They are easy to do, but you have more important things to learn.
But notice how similar the kinetic equation is to Einstein's famous equation of special relativity, E = m c 2 . In the Einstein equation, c is the speed of light in a vacuum: 3x10 8 = 3E8 (calculator notation) meters per second. The similarity is not a coincidence, as you will see when we discuss relativity in Chapter 12. Einstein's equation states that the energy hidden in the mass of an object is approximately equal to the classical kinetic energy that object would have if it moved at the speed of light. For now, Einstein's famous equation might help you to remember the less famous kinetic energy equation.
Let's take a closer look at what the kinetic energy equation tells us about the relation of kinetic energy to mass and speed. First, the kinetic energy is proportional to the object's mass. This is very useful to remember, and can give you insights even without using the equation. For example, a 2-ton SUV has twice as much kinetic energy as a 1-ton Volkswagen Beetle traveling at the same speed.
In addition, the object's kinetic energy depends on the square of its velocity. This is also a very useful thing to remember. If you double your car's speed you will increase its kinetic energy by a factor of 4. A car moving at 60 mph has 4 times the kinetic energy as a similar car moving at 30 mph. At 3 times the speed
10 In many textbooks, kilograms are used solely as a measure of mass. I may be accused of being "sloppy" in not following that physics convention. In fact, scales in both Europe and the U.S. "weigh" in kilograms. Kilogram has become, in common use, a term that denotes the weight of one kilogram of mass.
there is 9 times the kinetic energy. (For more of the effects of this calculation on automobile and airplane crashes, see Problem 8 at the end of the chapter.)
Now let's plug some numbers into the kinetic equation and see what we get. We will express mass in kilograms and velocity in meters/second. We'll do the calculation for a one-gram meteor traveling at 30 km/sec. First we must convert these numbers: the mass m = 0.001 kg; the velocity 30 km/sec = 30,000 meters/sec. If we plug these numbers into the equations, we get
```
E = ½ m v 2 = ½ (0.001)(30000) 2 = 450000 joules = 450 kJ
```
Smart rocks and brilliant pebbles
For over two decades, the U.S. military has seriously considered a method of destroying nuclear missiles (an "anti-ballistic missile," or ABM system) that would not use explosives. Instead, a rock or other chunk of heavy material is simply placed in the missile's path. In some formulations, the rock is made "smart" by putting a computer on it, so that if the missile tries to avoid it, the rock will maneuver to stay in the path
How could a simple rock destroy a nuclear warhead? The warhead is moving at a velocity of about 7 kilometers per second, i.e. v = 7,000 meters per second. From the point of view of the missile, the rock is approaching it at 7,000 meters per second. (Switching point of view like this is called "classical relativity".) The kinetic energy of each gram (0.001 kg) of the rock, relative to the missile, is
Thus the kinetic energy of the rock (seen from the missile) is 6 Calories. That is 9 times the energy it would have if it were made from TNT. It is hardly necessary to make it from explosives; the kinetic energy by itself will destroy the missile. In fact, making the rock out of TNT would provide only a little additional energy, and it would have very little additional effect.
The military likes to refer to this method of destroying an object as "kinetic energy kill" (as contrasted with "chemical energy kill"). A later invention that used even smaller rocks and smarter computers was called "brilliant pebbles." (I'm not kidding. Try looking it up on the Internet.)
Here is an interesting question: how fast must a rock travel so that its kinetic energy is the same as the chemical energy in an equal mass of TNT? According to the energy table, the energy in 1 gram of TNT is 0.651 Calories = 2,723 joules. We set ½ m v 2 = 2723 J. Use 1-gram rock for m, so m = .001 kilograms (getting the units right is always the hardest part of these calculations!). Then,
That's 7 times the speed of sound.
The demise of the dinosaurs
Now let's think about the kinetic energy of the asteroid that hit the Earth and killed the dinosaurs. The velocity of the Earth around the Sun is 30 km/sec 11 , so it is reasonable to assume that the impact velocity was about that much. (It would have been more in a head-on collision, and less if the asteroid approached from behind.)
If the asteroid had a diameter of 10 kilometers, its mass would be about 1.6 x10 12 tons (1.6 teratons) 12 . From Table 1.1, we see that its energy was 165 times greater than the energy of a similar amount of TNT. So it would have had the energy of (165)x(1.6 x10 12 ) = 2.6 x10 14 tons = 2.6 x10 8 megatons of TNT. Taking a typical nuclear bomb to be 1 megaton of TNT 13, this says that the impact released energy equivalent to over 10 8 nuclear bombs. That's 10,000 times the entire Soviet-U.S. nuclear arsenal at the height of the Cold War.
The asteroid made a mess, but it stopped. The energy was all turned to heat, and that resulted in an enormous explosion. However, an explosion of that size is still large enough to have very significant effects on the atmosphere. (Half of the air is within three miles of the surface of the Earth.) A layer of dirt thrown up into the atmosphere probably blocked sunlight over the entire Earth for many months. The absence of sunlight stopped plant growth, and that meant many animals starved.
Would that kind of impact knock the Earth out of its orbit? We assumed the asteroid was about 10 kilometers across, that's about one thousandth the diameter of the Earth. The asteroid hitting the earth is comparable to a mosquito hitting a truck. The impact of a mosquito doesn't change the velocity of the truck (at least not very much), but it sure makes a mess on the windshield. In this analogy, the windshield represents the Earth's atmosphere. (We'll do a more precise calculation in Chapter 3, when we discuss momentum.)
Most of the energy of the asteroid was converted into heat, and that caused the explosion. The impact of a smaller comet (about 1 km in diameter) on the planet Jupiter is shown in the photo on page 1-1. Look at it again. It looks pretty dramatic, but the explosion that killed the dinosaurs was a thousand times larger.
But what is heat, really? What is temperature? Why does enormous heat result in an explosion? These are the questions we will address in the next chapter.
Chapter Review
Energy is the ability to do work. It can be measured in food Calories (Cal), kilowatt-hours (kWh), and joules (J). Gasoline has about 10 Cal per gram, cookies have about 5, TNT has about 0.6, and expensive batteries hold about 0.1 Cal. The very high energy in gasoline explains why it is used so widely. The high energy in cookies explains why it is difficult to lose weight. The relatively low energy stored
11 The Earth-Sun distance is r = 93 x106 miles = 150 x106 kilometers. The total distance around the circumference is C = 2 π r. The time it takes to go around is one year t = 3.16 x10 7 seconds. Putting these together, we get the velocity of the Earth is v = C/t = 30 km/sec. (Note that the number of seconds in a year is very close to t ≈ π x10 7 . That is a favorite approximation used by physicists.)
12 Taking the radius to be 5 km = 5 x10 5 cm, we get the volume V = (4/3) π r 3 = 5.2 x10 17 cubic centimeters. The density of rock is about 3 grams per cubic centimeter, so the mass is about 1.6 x10 18 grams = 1.6 x 10 12 metric tons.
13 The Hiroshima bomb had an energy equivalent of 13 kilotons = 0.013 megatons of TNT. The largest nuclear weapon ever tested was a Soviet test in 1961 that released energy equivalent to 58 megatons of TNT.
in batteries makes it difficult to use them for electric cars. Hybrid automobiles consist of efficient gasoline engines combined with batteries. The batteries can absorb energy when the car slows down, without forcing it to be wasted as heat. Fuel cells produce electricity like batteries, but they are recharged by adding chemicals (such as hydrogen) rather than by plugging them into the wall. Uranium has 20 million Calories per gram, but requires nuclear reactors or bombs to release it in large amounts.
Coal is the cheapest form of fossil fuel, and can be converted to gasoline. The major countries that use energy have abundant coal supplies.
Power is the rate of energy delivery and can be measured in Cal/sec or in watts, where 1 watt = 1 J/sec. TNT is valued not for its energy, but for its power, i.e. its ability to deliver energy quickly. A horsepower is about 1 kilowatt (kW). A typical small house uses about 1 kW. Humans can deliver 1 horsepower for a short interval, but only about 1/7 horsepower over an extended period.
Large nuclear power plants can create electricity with a power of about 1 billion watts, also called 1 gigawatt (GW). The power in 1 square kilometer of sunlight is about the same: 1 GW, but solar cells can extract 10% to 40% of that, but the better solar cells are very expensive. A solar car is not practical, but there are uses for solar airplanes, particularly in spying.
Sugar and fat are high in Calories. A half hour of vigorous exercise uses the Calories in one can of soft drink.
Kinetic energy is the energy of motion. To have the same energy as TNT, a rock has to move at about 1.5 miles per second. To destroy an enemy missile, all you have to do is put a rock in its way, since from the point of view of the missile, the rock is moving very fast with lots of energy. If the rock has 10x the velocity , then it will have 10x10 = 100 times the energy. The rock that hit the Earth 65 million years ago was moving about 15 miles per second, so it had 100x the energy of TNT. When it hit, that kinetic energy was converted to heat. The heat caused the object to explode, and we believe that's what resulted in the death of the dinosaurs.
Essay Questions
1. Read an article that involves physics or technology that appeared in the last week or two. (You can usually find one in the New York Times in the Tuesday Science Section.) Describe the article in one to three paragraphs, with emphasis on the technological aspects--not on business or political aspects. If you don't understand the article, then you can get full credit by listing the things that you don't understand. For each of these items, state whether you think the writer understood it.
2. Describe in a page what aspects of this chapter you think are most important. What would you tell your friends, parents, or children are the key points? Which points are important for future Presidents or just good citizens.
3. In his 2003 State of the Union address, President Bush announced that the United States will develop a "hydrogen economy." Describe what this means. What mistaken ideas do some people have about such an economy? How will hydrogen be used?
4. When the numbers matter, the confusion between energy and power can be problematical. For example, here is a quote I found on the Web site for Portland General Electric: "One very large industrial plant can use as much power in one hour as 50 typical residences use in a month."14 Can you see the reason for confusion? What do you guess the author means by the "amount of power in one hour"? Do you suppose they really meant the "amount of energy in one hour"? Do your best to describe what the author meant. What impression was the author trying to leave? Was it an accurate impression?
5. A friend tells you that in 30 years we will all be driving automobiles powered by solar energy. You say to him, "It's hard to predict 30 years ahead. But let me give you a more likely scenario." Describe what you would say. Back up your predictions with relevant facts and numbers whenever they would strengthen your analysis.
6. When an automobile crashes, the kinetic energy of the vehicle is converted into heat, crushed metal, injury and death. From what you have seen (in real life and in movies) consider two crashes, one at 35 mph, and another at 70 mph. Is it plausible that a crash of the faster automobile is 4 times worse? What other factors besides speed could affect the outcome of the crash? Airplane velocities are typically 600 mph except during take-off and landing, when they are closer to 150 mph. Does the kinetic equation explain why there are few survivors in an airplane crash?
7. Energy is conserved; that is a law of physics. Why then do our leads beseech us to "conserve energy"?
8. Although TNT has very little relative energy per gram, it is a highly effective explosive. Explain why, briefly.
Internet Research Questions
1. An asteroid impacts are rare; a big one hits the earth only about once every 25 million years. But small ones occur more frequently. In 1908, a small piece of a comet hit the Tunguska region of Siberia, and exploded with an energy equivalent to that of about a million tons of TNT. Look on the Internet and find out about the Tunguska impact.
2. What is the current status of hybrid automobiles? How much more efficient are they than gasoline automobiles (in miles per gallon)? What kinds of improvements are expected in the next few years? Are all hybrids fuel efficient? Do any "standard" cars have better mpg?
14 Since there are typically 30 days per month, that means there are 30 x 24 = 720 hours per month. So the industrial plant uses 720 times as much energy as 50 houses. We stated in the text that 50 houses typically use 50 kilowatts. So this would imply that the power plant uses 720x50 kilowatts = 36 megawatts. Recall that a typical large power plant produces 1 GW = 1000 megawatts. The usage of the industrial plant seems quite small compared to this. Yet the original statement made the usage appear quite large (at least that was my interpretation).
3. Verify the area that it would take for solar cells to provide sufficient power for the state of California. Look on the Web to see what you can find out about the current cost of solar cells and their expected lifetime. Are there companies working to lower the cost of solar cells? What alternative ways are there to convert solar energy into electricity? Do you think that solar power would be more or less feasible in underdeveloped regions of the world?
4. Look up "smart rocks" and "brilliant pebbles" on the Internet. Are there current programs to develop these for defense purposes? What are the arguments used in favor and against these programs? (A particularly useful site for national defense technology is run by the Federation of American Scientists at www.fas.org.)
5. What is the status of wind power around the world? How large are the current largest wind turbines? How much energy can be obtained from a single wind turbine? Are they being subsidized by the government, or are they commercially viable?
6. What can you find about electric automobiles? What is their range? Are they less expensive than gasoline autos, when the replacement of batteries is taken into account?
7. Find examples in which the author uses power and energy interchangeably, and not in the technical sense we use in this book.
8. Look up the Fisher-Tropsch process for converting coal to diesel fuel. What countries have used it? Are new plants being planned?
Discussion Questions
These questions involve issues that are not discussed in the text. That is why they are recommended as a discussion question. You are welcome to express your personal opinions, but try to back your statements with facts and (when appropriate) technical arguments. You might want to discuss these topics with friends before writing your answers.
1. Oil efficiency and national security. Right now, the United States is extremely dependent on oil for its automobiles (and for about 20% of its electric power). Our dependence on oil has turned the Middle East into one of the most important areas in the world. If our automobiles were 60% efficient rather than 30% efficient, we would not have to import any oil. The global consequences of our oil inefficiency can reach as far as war in the Middle East. Getting more efficient use of oil is both a technological and a social issue. Who should pay for the research? The U.S. government? Private industry? Is this an economic question or is it a national security one?
2. Automobiles typically carry 100 lb of gasoline. That has the energy content of 1500 lb of TNT. Is gasoline really as dangerous as this makes it sound? If so, why do we accept it in our automobiles? If not, why not? Do we accept gasoline only because it is a "known" evil?
Multiple-choice Questions
1. "Smart Rocks" are considered for
( ) geologic dating
( ) ballistic missile defense
( ) nuclear power
( ) solar power
2. One watt is equivalent to:
( ) one joule/sec
( ) one coulomb/sec
( ) one calorie/sec
( ) one horsepower
3. The asteroid that killed the dinosaurs exploded because
( ) it was made of explosive material
( ) it was made out of U-235
( ) it got very hot from the impact
( ) it didn’t explode. It knocked the Earth out of its normal orbit.
4. Kinetic energy can be measured in:
( ) watts
( ) calories
( ) grams
( ) amperes
5. Which of the following statements is true?
( ) energy is measured in joules and power is
measured in calories
( ) power is energy divided by time
( ) batteries release energy but TNT releases power
( ) power signifies a very large value of energy
( ) all of the above
6. Next to each of these mark whether it is a unit of energy (E) or power (P)
horsepower _____
kilowatt-hour _____
watt _____
calorie _____
7. Hybrid vehicles run on:
( ) electric and solar power
( ) solar power and gasoline
( ) electric power and gasoline
( ) nuclear power and gasoline
8. What is the main reason that hydrogen-driven automobiles have not replaced gasoline ones?
( ) Hydrogen is too expensive
( ) Hydrogen is too difficult to store in an automobile
( ) Hydrogen is radioactive, and the public
fears it
( ) Hydrogen mixed with air is explosive
9. Which is not a unit of energy?
( ) kWh
( ) Calorie
( ) joule
( ) watt
10. Compared to an equal weight of gasoline, uranium-235 can deliver energy that is greater by a factor of (pick the closest)
( ) 2200
( ) 25,000
( ) one million
( ) one billion
11. Which of the following contains the most energy per gram?
( ) TNT
( ) chocolate chip cookies
( ) battery
( ) uranium
12. Compare the energy in a kilogram of gasoline to that in a kilogram of flashlight batteries:
( ) the gasoline has about 400 times as much energy
( ) the gasoline has about 10 times as much energy
( ) the gasoline has about 70 times less energy
( ) they cannot be honestly compared, since one stores power and the other stores energy
13. The kinetic energy of a bullet, per gram, is
(within a factor of 2)
( ) about the same as the energy released from one gram of TNT
( ) about the same as the kinetic energy in a typical one gram meteor
( ) about the same as the energy released by one gram of chocolate chip cookies
( ) none of the above
14. The kinetic energy of a typical 1-gram meteor is approximately equal to the energy of
22. A large nuclear power plant delivers energy of about
( ) 10 grams of TNT
( ) 150 grams of TNT
( ) 1/100 grams of TNT
( ) 10 grams of gasoline
15. Compared to TNT, a typical meteor with the same mass has energy that is
( ) 10 times smaller
( ) equal
( ) 10 times larger
( ) 100 times larger
16. Coal reserves in the United States are expected to last for
( ) hundreds of years ( ) three or four decades
( ) 72 years
( ) less than a decade
17. A limitation for all electric automobiles is
( ) low energy density per battery
( ) batteries explode more readily than gasoline
( ) electric energy is not useful for autos
( ) electric motors are less efficient than gasoline motors
18. Solar power is about (mark all that are
correct):
( ) 1 Watt per square meter
( ) 1 kW per square meter
( ) 1 megawatt per square km
( ) 1 gigawatt per square km
19. The efficiency of inexpensive solar cells is closest to
( ) 1%
( ) 12%
( ) 65%
( ) 100%
20. A human, running up stairs, can briefly use power of approximately
( ) 0.01 horsepower
( ) 0.1 horsepower
( ) 0.2 horsepower
( ) 1 horsepower
21. A 12-oz can of soft drink (not the “diet” or “lite” kind) contains about
( ) 10 Calories
( ) 50 Calories
( ) 150 Calories
( ) 2000 Calories
( ) 1 megawatt
( ) 1 gigawatt
( ) 100 gigawatts
( ) 1000 gigawatts
23. Electricity from a AAA battery costs the consumer about:
( ) 1¢ per kilowatt-hour
( ) 10¢ per kilowatt-hour
( ) $1 per kilowatt-hour
( ) $1000 per kilowatt-hour
24. The power in a square kilometer of sunlight is about
( ) one watt
( ) one kilowatt
( ) one megawatt
( ) one gigawatt
25. Electricity from a wall plug costs the consumer about:
( ) 1¢ per kilowatt-hour
( ) 10¢ per kilowatt-hour
( ) $1 per kilowatt-hour
( ) $1000 per kilowatt-hour
26. The energy per gallon (not per pound) of liquid hydrogen, compared to gasoline, is
( ) 3x less
( ) about the same
( ) 3x more
( ) 12x more
27. Most of the hydrogen we use in the US comes from
( ) pockets of hydrogen gas found underground
( ) hydrogen gas extracted from the atmosphere
( ) hydrogen produced in nuclear reactors
( ) It is manufactured from fossil fuels and/or water.
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Foodborne Illness
Bacteria are a natural part of our environment and are found in air, water, in food and even in our bodies. All raw agricultural products - including meat and poultry - naturally carry bacteria. Most bacteria are harmless. Some bacteria - like acidophilus - have health benefits. Pathogenic bacteria however, can cause human illness.
Fortunately, government data indicate that bacteria that pathogenic bacteria on meat and poultry products have declined dramatically over last decade thanks to new food safety technologies and new inspection procedures. Likewise, foodborne illnesses most commonly associated with meat and poultry products have also declined dramatically, according to data from the Centers for Disease Control and account for fewer than 10 percent of all foodborne illnesses.
Depending upon the pathogen, some people may be more at risk for foodborne illness. These groups can include pregnant women, people over 60 years of age, young children and people who are immuno-compromised.
While advances in food safety should encourage consumers, the best way to assure that meat and poultry are safe all the way to the table is to assume that bacteria may be present and handle and prepare products accordingly. For handling information, click here.
Pathogens of greatest concern to the meat and poultry industry include:
E. coli O157:H7 Listeria monocytogenes (Lm) Salmonella Campylobacter.
E. coli O157:H7
Generic Escherichia coli (E. coli) bacteria are an essential, but normally harmless component of the digestive tract of healthy animals and people. E. coli O157:H7 is a virulent strain of the family of generic bacteria that is found in cattle and deer. This pathogen is generally associated with meat, but can be found in fresh produce and dairy products. Proper cooking techniques can kill this bacterium.
Symptoms
E. coli O157:H7 infection can cause severe bloody diarrhea and abdominal cramps; sometimes the infection causes non-bloody diarrhea or no symptoms.
Usually little or no fever is present, and the illness resolves in 5 to 10 days. In some instances, E. coli O157:H7 infections can cause a very serious illness called hemolytic uremic syndrome, which can cause kidney failure.
Lm
Listeria is an environmental bacteria that can live in soil, water and most environments like refrigerators. Most people are routinely exposed to Listeria with no health consequences. But one strain of Listeria - Listeria monocytogenes (Lm)— is a virulent strain and can lead to the very serious disease, listeriosis, particularly among at-risk populations; populations include the elderly, pregnant women, neo-nates/infants and immuno-compromised individuals. While cooking processed meat and poultry products destroy Lm, on rare occasions, products can become re-contaminated, when packaged, handled or distributed.
Lm can be found in unprocessed foods like raw milk, meat, poultry, fish and fruits and vegetables. The pasteurization and cooking of these products destroys it. Lm can also be found in some processed foods like cheese, ice cream and processed meats. Listeria often lives in the cold, moist environment found in refrigerators. Even if a Listeria-free product is placed in a refrigerator, if it is improperly stored, it can become contaminated. In fact, protein products are an excellent medium or "food" for bacterial growth.
Listeriosis is the infection that develops from Lm.
Symptoms
Can include fever, muscle aches and sometimes-gastrointestinal symptoms. If infection spreads to the nervous system, symptoms may progress to include severe headache, stiff neck, confusion, and loss of balance or convulsions.
Healthy adults and children can become infected, but rarely become seriously ill.
Salmonella
Salmonella live in the intestinal tracts of humans and other animals, including birds. Salmonella are usually transmitted to humans by eating foods contaminated with animal feces. There are many different kinds of Salmonella bacteria. Salmonella serotype Typhimurium and Salmonella serotype Enteritidis are the most common in the United States.
Samonella is most often associated with poultry and eggs, but can contaminate foods such as beef, eggs and vegetables. Thorough cooking methods kill Salmonella.
Salmonellosis is the infection that develops from Salmonella.
Symptoms
Can include diarrhea, fever, and abdominal cramps 12 to 72 hours after infection. The illness usually lasts 4 to 7 days, and most persons recover without treatment. However, at-risk groups, which include elderly (over 60), children and immuno-compromised individuals, can develop more severe symptoms.
Campylobacter
These bacteria live in the intestines of healthy birds, and are most commonly associated with raw poultry. Eating undercooked chicken, or other food that has been contaminated with juices from raw chicken is the most frequent source of this infection. This bacterium cannot tolerate drying and can be killed by oxygen. Freezing reduces the number of Campylobacter bacteria present.
Campylobacteriosis is an infectious disease- it can be passed to others.
Symptoms
Can include diarrhea, cramping, abdominal pain, and fever within 2 to 5 days after exposure; some infected persons have no symptoms. Symptoms can also be accompanied by nausea and vomiting. The illness typically lasts one week.
The incidence of pathogens has decreased significantly in recent years due to advances in technology, research and consumer education. Proper cooking and handling techniques are important in reducing the risk of foodborne illness.
Note: If you believe that you or a family member (particularly those in an at-risk group) has a foodborne illness, please visit your doctor as soon as possible.
For more information on food borne illness, visit the Centers for Disease Control Web site at www.cdc.gov or contact CDC at (800) 311-3435.
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SCOE
ulletin B NOV 2009
SonomaCountyOfficeofEducation
STUDENT INTERVIEWS
teacher CONVERSATIONS with students REVEAL THE EDGE OF UNDERSTANDING IN MATHEMATICS
Q
Interviews can challenge educator assumptions about the knowledge students have and lead teachers to adjust instruction
See a sampling of student interviews online at www.scoe.org/publications
For the past eight years, teachers throughout Sonoma County have been utilizing a collaborative professional development process known as lesson study to examine and improve mathematics instruction. As part of this work, they have been interviewing students to ascertain what they know, what they've learned, and how they go about applying mathematical processes. These conversations have emerged as an essential element of the teachers' efforts to improve classroom practices, providing them with valuable information in support of effective lesson planning.
This issue of the SCOE Bulletin explores the impact of these teacher-student conversations about mathematics. We begin with a brief introduction to the how and why of student interviews, then share the results of interviews that were conducted in Sonoma County for various purposes. In each instance, the teachers have used the information gathered from the interviews to inform instructional practice and enhance student understanding.
Interviews: How and why
Lesson study teachers have come to value the depth of information they get from student interviews. As teachers question students, they listen for evidence of mathematical reasoning and for the language needed to problemsolve. They identify gaps in learning, assess fluency of computation, and gain insight into the thinking strategies students apply when solving problems. Because interviews allow for a variety of modes of communication (gestures, expressions, words, representations), they provide a clear picture of the range of knowledge students bring to the classroom.
Interviews: What researchers say
The better interpreter you become of how children see the problems, the better you will be at making onthe-spot decisions in the classroom.
Ed Labinowicz, Assessing for Learning: The Interview Method
The teachers neither evaluated the merit of the strategy nor focused on what the child did not know or had not been taught. Instead, they tried to understand how the child was thinking and reasoning so that their instruction could be informed by children's perspectives.
Victoria Jacobs, et al., Supporting Teacher Learning: Using Teacher-Produced Videotapes of Student Interviews as Discussion Catalysts
Student interviews … influenced instruction in all classrooms. All teachers reported that after the interviews, they increased their focus on meeting the needs of individual students.
Larry Buschman, Using Student Interviews to Guide Classroom Instruction
Language development can increase as students learn mathematical concepts in situations in which they are expected to explain and express their mathematical understanding through the use of multiple representations.
Robert B. Davis and Carolyn A. Maher, How Students Think: The Role of Representations, Mathematical Reasoning: Analogies, Metaphors, and Images
In Sonoma County's lesson study groups, teachers generally interview three to five students who represent a range of knowledge and ability. They select students who are struggling with a particular mathematics topic, yet are confident enough to share their thinking with an adult. Careful selection of interviewees ensures that common learning issues will emerge.
Before students are interviewed, the teachers determine their focus and formulate the questions they'll ask. Questions are written on chart paper for easy reference and any materials that students might need to explain their thinking are prepared. Interviewers strive to uncover as much information as possible, but not to instruct. This can be challenging when a misconception emerges, but it's critical to the purpose of the interviews, which is to inform the teachers.
Student interviews can take place in the classroom during centers, during recess, after school, or when there is release time. Video-taping students is extremely helpful as it allows for teacher re-viewing and analysis. (Permission slips are signed by families before filming students.) Depending on its purpose, a student interview may take place in preparation of a lesson or after instruction has been delivered.
Uncovering the knowledge that students bring to a lesson
Interviews can challenge educator assumptions about the knowledge students have and lead teachers to adjust instruction based on the reality of student understandings. For example, when Sonoma County teachers began conducting student interviews as part of the lesson study process, they discovered they had over-generalized assumptions about what students did and did not know. As a result, their lessons were not targeting students' real learning needs. Through the interview process, the teachers found they had to pay special attention to statements beginning with the words, "All our students know …," and determine if all students really do possess that knowledge.
Recently, the student interview process confirmed a countywide gap in mathematics instruction that was revealed in the findings of education researchers. Children's Mathematics: Cognitively Guided Instruction, based on over 20 years of research, reports that students view the equal sign as a signal to write an answer, thereby missing the concept of equivalent relationships that is critical to success in algebra.
The first interviews exploring student knowledge about equivalency were conducted at three Sonoma County schools, with students from kindergarten through fifth-grade participating. The students were asked if a series of different equations were "true" or "not true," and to explain why or why not. For example, is 3 + 5 = 3 + 5 a true mathematical statement? No, one student replies. Why not? Because 3 + 5 is 8 and the equal sign should be at the end of the number sentence (not in the middle).
A video featuring a selection of these fascinating interviews is posted on the SCOE website, www.scoe.org/publications. The teachers conducting the interviews were initially surprised by what was revealed and decided to gather a wider range of evidence by interviewing students in four more districts. Interestingly enough, the group found that the misunderstanding persisted across districts and grade levels. This knowledge heightened their awareness of the need to extend student understanding of the concept of equality in mathematics—and the teachers adjusted their instruction accordingly.
Identifying the language demands of a lesson
Student interviews can also be conducted to identify the language demands of a lesson. When interviewing for this purpose, teachers have discovered instances where students grasp a mathematical concept, but stumble over the vocabulary used, leading them to incorrect solutions or limited understanding of the questions asked.
For example, in one textbook problem, students were to estimate the size of a box that could hold 100 key chains. During an interview at Meadow View School, the teacher discovered that the student didn't know what a key chain was and was visualizing a more familiar bicycle chain. As a result, he estimated the box size based on his knowledge of bicycle chains, but missed the anticipated textbook solution. For this student, the lesson needed to define "key chain" or provide a visual example.
Discovering how tools help (or hinder) understanding
seeing if a line of reasoning makes sense to students
Through interviews, a team of kindergarten teachers identified the thought process students used to sort materials, then planned a lesson that developed this line of thinking. They created this lesson design chart to explain the thinking sequence that was revealed by the students, then developed teacher questions and sentence frame responses that would help students describe and justify their reasoning.
Indentify and group by attributes
Observe members of the set
Same
Different
Identify attributes
Group by attributes
All attributes
Some attributes
Non-members
Describe
and justify
groupings
lesson design chart
A team of fifth-grade teachers invested a significant amount of time teaching the concept of volume, but their students were still struggling. During the lesson, each student had a box they were asked to measure, then compute its volume: height x length x width. The class agreed that height was the dimension that went up-and-down, length was the dimension in front, and width was the distance from front to back.
Teacher questions
Sentence frames for student responses
What do you see in your group?
The ___ have ___ and ___.
What is the same?
These are the same, because they are ___.
What is different?
These ___ are ___ and these are ___.
How are these different?
These are ___ and these are ___.
Why did you put ___ in this group?
I put ___ in this group, because it has ___.
How did you sort them?
I sorted by ___ and ___.
Where would this one go?
It would be in this group, because it is ___.
Why didn't you put this one in the group? It does not belong in this group, because it is not ___.
After the lesson, selected students were interviewed and asked to explain what they were thinking when they computed the volume of the box. Here, the teachers learned that the students became confused as they rotated their box to take its measurements. When the box was turned, the length became the height, so what was the appropriate label and measurement?
Rehearsing teacher questions; listening to student responses
A solution was devised from the interviews: use colored pens to mark the edges of the box—one color for the height, another for the length, and a third for the width. This color-coding allowed the students to track and record the measurements as the box was rotated and they quickly mastered the concept of volume.
Adopted mathematics textbooks provide limited opportunities for students to explain and express their mathematical understanding—and yet this is a critically important skill. In order to help students verbalize mathematic conjectures and justifications, teachers need to increase their level of questioning, just as the kindergarten teachers did in the sorting lesson above. Student interviews give teachers the opportunity to practice asking higher-order questions and hear how individual students respond to those questions.
A third-grade lesson study group from Bellevue School implemented this idea when they observed
that their students were not understanding the commutative property of multiplication. (The commutative property means that two numbers can be multiplied in any order and the product will be the same.) As they interviewed individual students, the teachers asked them to build arrays of 5 x 4 and 4 x 5 cubes. Next, the teachers asked, "What is the same and different about these two arrays?" This led students to observe that there were the same number of cubes in each array, although the cubes were arranged differently. Students also noticed that the first array could be rotated to match the second. The teachers then asked, "Will the same thing happen with a 6 x 5 and 5 x 6 array?"
These explicit questions were designed to develop understanding of the definition of the commutative property and give students the opportunity to see that the definition was true. By "testing" the questions in individual student interviews, the teachers determined that student learning would be enhanced if those same questions were incorporated into whole-class lessons.
Student interviews can also reveal misunderstandings. After learning to separate objects into groups of two to determine whether they represented an even or odd number (if there was a leftover, the number was odd), fifth-grade students at Healdsburg's Fitch Mountain Campus were interviewed by a teacher from the lesson study team. When asked about the number 50, one student wrestled with the question and said it was both odd and even. The interviewer asked, "Why? How do you know that?" The student explained that if you broke 50 into groups of ten, there were five groups, and if you put those five groups into pairs, there was one group left over—making it odd. However, if 50 was broken up into groups of five, it was an even number because there were ten groups that could be paired with no leftover.
Here, the interview revealed a confusion and opened up an interesting issue that might impact the development of future instruction, especially if other students express this same confusion. Teachers might also find that asking "why" and "how do you know" questions provides opportunities for
5340 Skylane Boulevard, Santa Rosa, CA 95403-8246 (707) 524-2600 n www.scoe.org whole-class discussions of concepts students have misunderstood and that these discussions can effectively correct misconceptions.
Determining the "learning residue" of a lesson
After a lesson about slope, a team of Healdsburg Junior High teachers chose to interview three students who were second-language learners: a girl with no previous schooling who had lived in the United States for two years, a boy who had gaps in his understanding and many responsibilities beyond the school day, and a boy with health issues that caused him to miss significant class time.
In all three cases, the students had learned the concept presented in the lesson and could represent the pattern on graph paper or using cubes. They could use a graph to determine if a number fit the pattern and indicate the slope. With support, each student could represent the slope with an equation, but they all needed more experience articulating how the components of the equation were represented on the graph.
Through the interviews, the teachers pinpointed what the students learned and identified their next steps: teaching the names of the elements of the slope equation and confirming that the students understood the connection between the equation and the rate of change, or slope, on the graph.
There is so much information collected in student interviews that it is often difficult for teachers to synthesize and articulate what they've learned. Sonoma County's lesson study teachers have established a clear debriefing process and concentrate on answering these two questions after they have observed a set of student interviews:
n What case can be made for what students know or don't know (conceptually or in regard to fluency and/or problem-solving skills)?
n What evidence supports that?
By focusing on these questions, teachers can zero in on what students are thinking as they work through mathematical problems, exposing missteps as well as forward movement. Listening to students reveal what they know and hearing what they don't know enables teachers to anticipate instructional moves for more successful lessons and greater student understanding. u
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Dietary Supplements
What are dietary supplements?
* Dietary supplements are products that people add to their diets. They include vitamins, minerals, herbs, and amino acids.
* They can be pills, liquids, or powders.
* By law, companies that make these products cannot claim they prevent, treat, or cure disease. For example, a product cannot claim that it can "cure cancer" or "help you lose weight."
Can dietary supplements be taken instead of eating certain foods? No.
* Don't take supplements instead of eating healthy foods.
* Some dietary supplements may help some people get enough essential nutrients to improve their diets and be in their best health.
* If you are having surgery, taking other supplements or medicines, or have health problems dietary supplements may be harmful.
Should I check with my doctor before using a supplement? Yes.
* Dietary supplements should not be used instead of prescription medicine.
* If you have health problems and take these products, you may put yourself at risk.
* Talk to your doctor, nurse, or pharmacist if you:
o Are pregnant or nursing a baby
o Take other supplements or medicines
o Are having surgery
o Have diabetes
o Have high blood pressure
o Have any other health problems
Is it safe to take dietary supplements with other medicines?
* Always talk to your doctor, nurse, or pharmacist before you take any dietary supplement.
* These products may have risks. They could be harmful or life threatening if:
o You are also taking other dietary supplements
o You are also taking other prescription or over-the-counter medicines
o You use them instead of medicine that your doctor prescribes
OVER
2007
Dietary Supplements
How are dietary supplements regulated?
Dietary supplement regulations are similar to food regulations. This means:
* The FDA does not approve dietary supplements before they are sold.
* The FDA can only take action against products that are not safe or products that make false claims after they are for sale.
Where can I learn more about a certain product?
* Call or write to the company that makes the product.
* Talk to your doctor, nurse, or pharmacist.
How do I report a problem or illness caused by one of these products?
* Call 1-800-FDA-1088
* Go to the MedWatch website at: http://www.fda.gov/medwatch/ report/consumer/consumer.htm
Tips on searching the web for information on supplements
Ask yourself these questions:
* Who runs the website?
* What is the website trying to do? Is it telling you about the product or just trying to sell it?
* Where does the website get its information? Are there studies that back it up?
* Is the information up to date? Check the date to see when it was posted or updated.
FDA Office of Women's Health http://www.fda.gov/womens
To Learn More:
FDA Center For Food Safety and Applied Nutrition
National Center for Complimentary http://www.cfsan.fda.gov/~dms/supplmnt.html
Office of Dietary Supplements
http://dietary-supplements.info.nih.gov and Alternative Medicine
http://www.nccam.nih.gov
TAKE TIME TO CARE... For yourself, for those who need you.
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KS3 Citizenship and politics – Difference and diversity
Peace Wall or Separation Barrier?
Aim:
Looking Deeper
* Growing trust and respect to overcome fear and hatred
Introduction
Alexandra Park
You may want to illustrate this assembly with photos of the various 'separation walls and fences' mentioned in the outline. Pictures of all of them are freely available on the internet. Imagine the scene in Alexandra Park in Belfast; a three metre high fence divides the grass, gardens and play areas in two. Catholic children playing in one part of the Park can see through the fence to where their Protestant neighbours play in a different part of the Park. On one side is the mainly Catholic area of Antrim Road, and on the other is the mainly Protestant area of Shore Road.
Starting this week, for a three month trial period, a gate in the fence will be opened between 9am and 3pm on weekdays. For the first time in many years, children and parents from the two segregated communities will be able to walk freely into the rest of the park, meet their neighbours from across the fence, and have the opportunity to play, to chat and to try to get to know each other. The decision to make this trial opening in the fence in Alexandra Park is the first brave step in a strategy to remove the 'Peace Walls' in Belfast. But what is a 'Peace Wall'? Might not a 'Peace Wall' be called by other names? A 'separation barrier' or a 'wall of shame'?
Peace walls
At various times in very recent history, right up to the present day, 'Peace Fences' or 'Separation Barriers' or 'Apartheid Walls' have been erected in different parts of the world. Many are not very far from England!
The Berlin Wall was built in 1961 by the German Democratic Republic (also known in the UK as East Germany, belonging to the Soviet block after World War II). In West Germany, it was known as the 'Wall of Shame'. It was built ostensibly 'to protect the people' from the Western influences which were corrupting them and preventing the establishment of a socialist state. The Berlin Wall was a massive concrete barrier, nearly four metres high (imagine that!) stretching for nearly 100 miles, with armed guards in towers at intervals along it. This 'Iron Curtain' as it was also known, cut the city of Berlin into two parts. Before the Berlin Wall was built, thousands of East Germans migrated into West Germany for what they thought was a better life. After the Wall was built, very few East Germans managed to escape to the West. In the 28 years that the Wall existed, between 1961 and 1989, nearly 5,000 people managed to escape over or under the Wall; at least 200 were killed by guards as they did so. The Berlin Wall was broken on 9 th November 1989 by civilians crossing it and climbing over it. Relationships between the East Germans and West Germans had become much more positive as a consequence of peaceful changes of government in other former Soviet states in Eastern Europe. Within just one year, the whole of Germany was reunited into one country again, and the Berlin Wall had disappeared into history.
Fear and mistrust between the two nations had been overcome. Peace, respect and trust
Page 1 of 3
KS3 Citizenship and politics – Difference and diversity had grown instead and enabled the two divided communities to begin again and become one reunited country.
The Israeli West Bank Barrier is a much more recent version of the Berlin Wall and it is nearly four times as long and at least twice as high ─ 470 miles long and eight meters high, (imagine that!). This Separation Barrier was built by Israel to protect Israeli citizens from terrorist attacks by Palestinians. It is in part wall and in part fence, on either side protected by wide zones patrolled by guards and every other form of human, mechanical and electronic defence system. It completely cuts Palestine off from Israel, and totally prevents Palestinians from moving freely for food, education, medical support or to see family and friends. Israel regards the West Bank Barrier as a great success since suicide bombings in Israel have fallen from 73 attacks in the three years before the Barrier was built to just 12 in the three years afterwards.
white painted gates opening onto pavements facing the wall. Some have now been in place for as long as 42 years ─ that's 14 years longer than the Berlin Wall stood. These Belfast Peace Walls have even become a tourist attraction and coaches bring tourists to photograph them or have their pictures taken in front of them.
The Israeli West Bank Barrier stands high and long today, dividing Israel and Palestine, a symbol of increasingly bitter distrust, fear and hatred between two neighbouring communities.
The Belfast Peace Walls are much nearer to home! They divide communities within one area of the United Kingdom. There are nearly 50 of these walls in Belfast totalling 21 km. They are as high as the Israeli West Bank Barrier – nearly eight meters high (Imagine that!). Some are made of brick and concrete, many have fences on the top of the walls and most have spikes or razor wire along them. They run across parks, along the middle of roads, along the sides of roads, behind back garden walls, in front of neat front gardens and
Yet they represent fear, hatred and distrust which has been embedded in these areas for many years through multiple generations. When, in 2008, a consultation was launched about removing these 'peace walls', large sections of the divided communities wanted them to remain, because the peace walls made them feel safer. This September, the ones in this trial which are being opened by gates are in areas where the residents on BOTH sides of the wall have had the courage to try to trust their neighbours. The openings are seen as first steps towards building a shared future for the divided communities of Belfast. Both communities, on each side of the wall, have had to show courage, trust and hope, and they have been prepared to take a huge risk by reaching out to their neighbours who are strangers. For these families and communities, these are the first steps in trying to follow the example of Jesus 'to love my neighbour as myself'.
Reflection
After 28 years of dividing Germany, the Berlin Wall was broken on 9 th November 1989 by civilians peacefully crossing it and climbing over it. Relationships between the East Germans and West Germans had become much more positive as a consequence of peaceful changes of government in other former Soviet states in Eastern Europe. Within just one year, the whole of Germany was reunited into one country again, and the Berlin Wall had disappeared into history. Fear and mistrust between the two nations had been overcome. Peace, respect and trust
Page 2 of 3
KS3 Citizenship and politics – Difference and diversity
Page 3 of 3
had grown instead and enabled the two divided communities to begin again and become one reunited country.
Prayer
Lord God, we thank you for the trust that grew between nations to bring about the removal of the Berlin Wall. We pray for the communities and nations that are divided by fear and hatred today, especially the peoples of Israel and Palestine. We pray too for the divided communities of Northern Ireland, and ask that trust, courage and hope might grow through the trial openings of the Belfast Peace Walls. We ask you to protect the peace that already exists there, and enable it to grow until the two communities can look forward to a shared future together. Help us each to love our neighbour as ourself. Amen
Keywords
Peace Walls
Separation Barriers
Apartheid Walls
Berlin Wall
Israeli West Bank Barrier
Belfast
Trust/Mistrust
Hatred
Courage
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1. What is your favorite physical characteristic (face or body)? Describe a time you felt proud of that feature.
2. What physical characteristics are you most self-conscious about? How could you make peace with those?
3. What is your greatest strength? Describe a time this strength served you well.
4. What is your greatest weakness? Describe a time this weakness held you back.
5. Describe a time you felt especially valued and loved.
6. Finish this sentence: "I can't stand it when other people..." Examine those character flaws. Do you also possess them? Be honest.
7. Today is your first day at your dream job. You're so excited you can barely contain yourself. When you arrive at work, you take a minute to look around and appreciate the moment. You can't believe you actually got this job. Where are you? Why do you value this job so much?
8. Name a book that spoke to you on a personal level. Why?
9. If you had a theme song, what would it be?
10. Name an animal whose characteristics you admire. Are you in any way like that animal?
11. What do you enjoy most about your favorite hobby? How can incorporate that into other parts of your life?
12. Describe a day in your life that was especially enjoyable. What made the day so good?
13. When you think about your future, what do you fear the most?
14. When you think about your future, what do you hope for the most?
15. Describe a time you mistreated someone. How do you feel about your behavior, and what would you say to the person now?
16. Write about a missed opportunity you with you had taken. What could you do differently next time.
17. What do you look for in a close friend? Do you have those characteristics?
18. Describe a time a friend went out of their way to help you. How do you serve the people in your life?
19. Are you a spiritual person? Describe your beliefs and/or doubts. How do those beliefs affect how you live your life?
20. Discuss how the people in your life make you feel. How do you perceive yourself after spending time with them? How will that affect how you spend time with them in the future.
21. True or False: "I know how to stick up for myself." Explain your answer.
22. You just moved in to your dream home. Look out the kitchen window. What do you see?
23. Your neighbors are having a party. You only know one person who is attending. Will you go to the party?
24. You just spent all day by yourself. Are you bored?
25. You've just met a stranger at a place you frequent. He/she tells you a bit about his/her life. Are you listening intently? Or are you waiting for an opening to talk about yourself? Neither answer is incorrect. Describe how this meeting made you feel.
26. You just spent a day at the beach. How do you feel? Energized? Tired? Alternatively, you just spent a day in the mountains. How do you feel?
27. You're in an elevator and someone you admire walks in. Do you give the person your business card? Why or why not.
28. To show someone you love them, are you likely to use words, actions, or another method?
29. You've just started working at a new job. One of your colleagues is mean/unkind to you. How do you handle the situation?
30. You walk into a white room filled with white furniture. Does it feel clean or sterile? What does this tell you about the rest of your home. Imagine the room with colorful walls and colorful furniture. How does this change your feelings?
31. Someone gives you a complex task you're not sure how to accomplish. Do you make a plan? Ask someone for help? Research how others have done similar projects in the past? Read a book on the topic. What does this tell you about your learning style?
32. Do you lean into challenge or away from it? Describe a time you were given a challenge you weren't sure you could complete. How did the situation make you feel?
33. Someone trusts you with a secret and asks you not to reveal it. It's really juicy! Do you tell anyone?
34. A colleague takes credit for your work and is rewarded. How does that affect your perception of your own value? How do you react?
35. You are walking on a road, and you encounter three forks. One path leads up a mountain. The other leads into a forest. The third path leads to the ocean. Which path do you take? What do you think this means about you?
36. True or False: "I am more likely to try something if others would be impressed."
37. If you have a problem, would you go to a family member, best friend, or a stranger?
38. You're in a room with a group of people who all share the same opinion on a certain topic. Do you go with the flow or argue the counterpoint?
39. Two teams are playing in a big game. One of them is heavily favored to win. Which team do you support?
40. Your to-do list this week is overwhelming. Do you ask for help or give up sleep?
41. A group of people is having a conversation on a topic you know nothing about. One of them turns to you and asks your opinion. Do admit ignorance or bluff your way out?
42. You are on a team of people creating an iconic building. Which job do you want to help with: managing the project, designing the building, ensuring its safety, or final decorations. Why did you pick that job?
43. You can work at a job you love for very little pay, or work at job you hate for a luxurious salary. Which do you take?
44. You partner is not giving you something you need. Do you tell them or suffer in silence?
45. True or False: "All is fair in love and war." Explain your answer in the context of your life.
46. You have an important task to do. Do you do it now or procrastinate?
47. You overhear a stranger giving information/advice you believe is incorrect. Do you correct the person or stay out of it?
48. You are feeling down. What do you do to cheer yourself up?
49. Describe a time you were radiantly happy. What do you value most in that memory?
50. City mouse or country mouse. Which are you?
51. You're on a gameshow that benefits the charity/cause of your choosing. What do you support? Why?
52. You got great news today. Who do you tell first: Your best friend, the first person you see, or social media?
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The quest for climate control
Aubrey Meyer is a campaigner against global warming. Here he outlines what led to him discovering and developing the 'contraction and convergence' principle to combat climate change
Guardian Weekly, Wednesday 2 April 2008
In 1990 my daughter turned four. She came home from nursery school one day and asked, "Daddy, is the planet really dying?" Having become aware of climate change, I gave up a career in music and started a campaign to save the world from global warming.
My daughter had seen pictures on her classroom walls of dead and dying plants and animals. She'd also seen me crawling around the flat playing with her but also trying to figure out what to do about climate change. I was numb from the question. Smiling through gritted teeth I said something like, "I don't think so, darling. I hope not. But don't you worry, your Daddy will sort it out."
In November that year, as a member of the UK Green Party, I attended the UN in Geneva, where negotiations about climate change were being started. While the then Conservative Party leader Margaret Thatcher used the occasion to launch the first Gulf War, King Hussein of Jordan focused on the emissions that would result if all the oil-well heads in Kuwait and Iraq were blown-up. Arguing against the war, he spoke movingly about the distress in the Middle East, asking where was the "ecology of the human heart".
In 1991 the pollution from the burning oil wells was being deposited all over the plan et and I became involved in the effort to establish what is now known as Contraction and Convergence (C&C). C&C was a rational response to the objective and principles laid out in the UN Framework Convention on Climate Change (UNFCCC), which was agreed a year later at the Earth Summit in Rio and ratified into force in 1995.
The global objective of UNFCCC was to stabilise the dangerously rising concentration of carbon dioxide and other greenhouse gases in the atmosphere. These concentra tions rise as an accumulation of the gas emissions that come mostly from fossil fuel use, but also from changes to land use. Greenhouse gases trap heat, and the more these accumulate the more sun heat is trapped on the planet. The UNFCCC recognises that temperature rise has the potential to trigger runaway climate change and end life on the planet as we know it.
The important principles are precaution and equity. Precaution says that uncertainty when measuring rates of change must not be used as a reason for delaying the con trol of emissions, which must cease as rapidly as possible. Equity says that this re sponse must be rational, adequate and fair, lest it become a futile lottery.
By 1990, the world of UN climate change negotiations was uncannily familiar to me, having grown up in South Africa and witnessed apartheid. The new "sustainable de velopment" covertly mimicked the old "separate development". In this global apart heid, the poor majority of the world was once again the discard.
While the poor – particularly in Africa – were getting a lousy climate-deal, some econ omists claimed that markets would take care of the problem by "scientifically proving" it was cheaper to adapt to climate change than prevent it – and that the rich could re spond by simply by shopping around for good deals. These included getting the right price for the natty new emissions-free energy technologies (like cars and windmills) and, as the debate progressed, shopping around for the number of trees that equalled their carbon footprints as they travelled on trans-Atlantic consumer sprees.
This was rank madness. Climate change was already causing massive social costs and destruction around the world. And as concentrations were cumulative, things were obviously going to get much worse. If there's a tap filling a bath, to stop the bath over-flowing, the tap must be turned right off. To my eternal disgrace I called this trivial economics "the economics of genocide".
Since the second world war – and in a pattern of overall income growth at 3% a year – one third of the world's population has been cumulatively responsible for 80% of the gas emissions driving climate change. Yet in the same period the other two-thirds were responsible for 20% of emissions. To cap that, the climate-changedamages driven by the pollution of the rich on the heads of the poor were estimated to be growing at a rate of 6% a year – in other words, at twice the rate of economic growth.
So the debate was how to prevent climate change running away and making life on the planet impossible. The answer was "contraction and convergence" (C&C). But only if we acted fast enough to solve the problem faster than we were creating it.
But at present we are practising what one might think of as mutually-assisted suicide or "MAS". MAS is beyond MAD, which is mutually-assured destruction. Under MAD, fingers were poised over the nuclear buttons with each side saying: "If you push, I'll push first".
In the MAS of expansion and divergence, both rich and poor countries are driving with their feet flat on the accelerator playing chicken and effectively saying: "I won't lift my foot off the accelerator unless you lift yours". Consequently exhaust emissions go everywhere and climate change is described as an act of war by the rich against the poor, and vice versa.
During the period in which my daughter has grown up and become 21, C&C has at tracted enormous support. Yes there are detractors, but to them I say this: If be tween the economy of the human head and the ecology of the human heart you have anything better, please let us all know what it is.
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Teaching Kids about Money
Teaching kids about money and how to organize it is an important task for any parent. If you want your children to develop healthy relationships with money, you must first lead by example. Whether you know it or not, you are teaching your kids about money on a daily basis. Are they getting the right lessons? Here are some ideas by age categories:
Early Elementary
1. Label three jars or envelopes with: Charity, Savings, and Spending.
2. List the actual charity on the container. This will keep your child excited about giving to others.
3. When your child goes with you shopping, take some money from your child's spending container. If they want to purchase something, they'll have to decide whether or not they really want to spend their money.
Early Teens
1. With your child, research local banks and help them open up a checking and savings account.
2. Oversee storing your child's bank books. Kids tend to be forgetful and having to replace these items is a hassle most parents can live without.
3. Limit check-writing and other transactions to three or four per month. Learning how to balance a monthly
statement will be much easier with only a few transactions.
4. For spending money, encourage your child to keep a limited amount of cash on hand. Like adults, some kids will "spend it if they have it" and they may find it is safer in the bank.
Mid to Late Teens
1. Allow your child to keep track of their check book, savings book and wallet. Impress upon them the importance of guarding their personal information and to always know where these items are. Make a photocopy of their wallet's contents in case of a loss.
2. Just prior to your child graduating from high school, considering getting a debit card for them if they've proven to be responsible in the management of their money at this point. It will be helpful when they go off to college and they'll have the summer to learn how to properly use it.
3. As teenagers begin to work part-time jobs, encourage them to make regular deposits, especially tips and payments received in cash.
4. Using a Desktop Expanding File help your child set up a filing system to house bank statements, ATM receipts, paystubs and other financial papers.
Teaching kids about money is simple if you just pay attention to your habits and how your children interact with their money.
By: Audrey Thomas, Certified Professional Organizer®
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What Did You Say Relay
Introduction: Students enjoy participating in team sports. At this age, team sports introduce children to the significance of participating cooperatively in groups to master a goal. This outdoor activity gives children a chance to listen and react to instructions during cooperative play.
Grade Level and Subject: 2nd Grade Language Arts and P.E.
TEKS: Language Arts–1B, 3B, 14C, 15C, 17B
P.E. –1D, 3A, 3C
Materials: Cones (or any type of markers that the students can maneuver around)
Resource: The Ultimate Playground & Recess Game Book by Guy Bailey. ISBN: 0-9669727- 2-4
Activity: The teacher should begin the activity by asking the students what type of race they like to participate in on the playground. The teacher should listen and record the responses on the board. Once the students have listed all of the races that they can think of, the teacher should add any of the following races that were not mentioned by the students:
- Running,
- Crab walk (moving on hands and feet with the stomach positioned up),
- Running forward halfway and running backwards halfway,
- Bear walk (running on hands and feet, opposite of the crab walk),
- Galloping,
- Skipping,
- Backwards skipping,
- Jumping, and
- Hop on one foot halfway and on the other foot halfway,
- Any combination of the others.
The teacher will then have the students write a few sentences describing how they want the other students to race. For example, a student might write this: "The students should run to the cones. Then they must gallop back to the starting cone."
Once all of the students have written their relay instructions, the teacher should place the students in groups of 3-5 players. Each team will be placed behind a starting cone. The teacher should place a turn-around cone for each team at a distance that he or she feels is suitable for the age and ability of the racers. The teacher then calls one of the students up to read his or her relay instructions. The remainder of the students should listen carefully, as the instructions will only be read once.
When the signal is given by the teacher, the relay begins. The first player in each line races to the cone and back again, following the relay instructions that were read by the student. Once back at the starting cone, the first team member tags the next team member and goes to the end of the line. Every team member completes the relay race. As soon as all team members have participated in the relay, the team sits down. The teacher then pronounces the winner of that particular relay.
Once the teams have rested a short while, another student should read his or her set of relay instructions, and the race begins again.
The teacher might want to stretch this activity over several days depending on the amount of physical activity done by the children while participating in the various relays.
Evaluation: The teacher needs to be sure that the students are following the directions for each particular relay. He or she should observe and closely monitor each relay.
Educational programs of the Texas A&M AgriLife Extension Service are open to all people without regard to race, color, religion, sex, national origin, age, disability, genetic information or veteran status. The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating.
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Connect with Your Child through READING!
50 FUN IDEAS
Try a New Genre
Encourage children to develop an interest in a variety of genres such as adventure, mystery, fantasy and poetry.
Word Games for Everyone
Lead by example — exercise your mind by doing crossword puzzles, word jumbles and word searches. Play board games as a family to develop vocabulary skills.
Current Events
Encourage family members to develop a habit of reading and discussing items from the daily newspaper to keep up-to-date on what is happening around the world.
Transitions Tunes
Sing with young children every day to help them make transitions. Make up songs about daily activities such as waking up, taking a walk, or going to the store.
Young Illustrators
Ask your children to illustrate stories and engage them in dialogue about their artwork. Keep an album of their artwork so the family can continue to talk about it and so children can see their progress.
Bring Home a Book
Tie reading into an outing. If you're going to a museum, bring home a book about a favorite exhibit, so children see reading as an experience.
Author Study
Help your child learn more about a favorite author. Look up titles of other books by that author, and help your child send a letter or e-mail to the author.
Reading Journal
Help your child keep a journal of what books he or she reads. Include the book title, author, what your child liked or didn't, and a simple rating system (make it fun with stars or stickers).
Stop!
Point out signs during the day and read them together. Talk about what the symbols on the sign mean.
Scavenger Hunt
Hide a special book for your child. Write out simple clues and have a scavenger hunt to find the book.
Living Room Theatre
Read a story and then act it out using puppets, dolls or stuffed animals.
Let the Pictures Tell the Story
With your child, look at the pictures in a book and guess what happens. Then, read it together to see if you were right!
Play with Your Food
N is for Noodle! Help your child spell their name or form the letters of the alphabet using cooked spaghetti noodles.
Simon Says...
By playing this listening game, your child will get practice listening carefully and following directions — two things that are important on school days.
Spell My Name
Help your child cut out letters from a newspaper or magazine. Try to find the letters in your child's name and your name. Together, string together the letters to spell the names.
Make Your Own Story
Look at the pictures in a book or magazine together. Try to make up a story using the pictures.
At Home with the Gnome
Make up rhymes about things you see in your home and as you go about your daily routine. "Step over the dog like he's a log." "Would you like to share my stair?"
Talk About Reading
Read to your child books that were your favorites when you were a child, and talk about why you loved them.
The Best Part of Your Day
Tell your child how much you enjoy reading with him or her. Talk about story time as the favorite part of your day.
Read Together
Keep reading to your child even after she learns to read. A child can listen and understand more difficult stories than she can read on her own.
Improving Reading Comprehension
Show your child how events in the book are similar to events in your child's life.
Reading Together
Invite your child to join in whenever there is a repeated phrase in the text.
Storytelling
Encourage him to tell you stories, to put happenings into a logical order.
Look for Letters
Point out letters and simple, familiar words in books and signs. Help your child read his name or write it with crayons or magnetic letters.
Record Read-Alouds
It's fun for a child to see and hear himself reading a favorite story. Have him read into a recorder or take a video of the activity.
Did you Like the Book?
Let your child know it's okay if he or she doesn't like a particular book. Use a not-so-great selection as an opportunity to understand more about reading skills and preferences.
Make Time for Questions
If your child asks questions while you read, smile! That means he is very engaged with the story. Stop and answer any questions.
Take a Picture Walk
Talk about the book before you read it. Show the cover and ask what the book is about. Talk about the author. Flip through the book, look at the pictures together, and talk about what's on the jacket flaps.
Read it Again (and Again!)
Reread books to build self-confidence.
Wordless Wonders
Include a wordless picture book in your next stack from the library. Wordless books make for great conversation.
Read Together
Have fun. Smile and enjoy the story. Read with a slow, relaxed voice and be expressive.
Don't Just Talk
Take time to listen to your child.
Listen Up!
Help your child listen to an audio book today!
Kitchen Table Printing Press
Encourage your child to make his or her own book and read it to a family member or friend.
Share a Favorite Poem
Read a poem from a poetry book for children.
Relax with Reading
Make questions about reading conversational and a natural part of the reading process. Be positive and encouraging to your youngster and reward him whenever he tries hard.
Sound it Out!
If your child gets stuck on a word while reading, help but don't tell! At least not a first. Encourage your child to look at the first letter or letters, and match a sound to the letters.
Nonfiction Options
Include nonfiction in your stack of library books. Try to include different types of nonfiction books including biographies, travel books, or a reference book.
Family Book Night
You may have heard of a Family Game Night, why not Family Book Night? Have each family member talk about their favorite book or the book they're reading right now.
Animated Reading
The more animated you are when you read, the better your child will follow the story.
Re-Read a Favorite Book
Read a book over and over. Children love repetition and learn from it.
Literacy to Go
Take children's books and writing materials with you whenever you leave home. This gives your child fun activities to entertain and occupy him while traveling or going to the doctor's office or other appointments.
Alliteration
Use your child's name to show a link between letters and sounds. Say, "John, the word jump begins with the same sound as your name. John. Jump. And they both begin with the same letter 'j'.
Illustrate a Story
When your child draws, pretends to read or write or invents stories, play allows him to build his literacy skills by experimenting with pictures and symbols he has seen.
Take a Journal on the Road
Create a trip journal with your child to create a new family story. Recording the day's events and adding photographs ties the family story to a written record. Include everyday trips, too, like going to the market or the park.
Tell Family Stories
Tell your child stories about your parents and grandparents. You might even put these stories in a book and add old family photographs.
Look for Award-Winning Books
Each year the American Library Association selects children's books for the Caldecott Medal for illustrations and the Newbery Medal for writing.
Share Books with Babies
Encourage infants and toddlers to explore books freely-and in ways that may not necessarily reflect adults' ideas of how books "should" be used. For a six-month old, this may mean mouthing the book while a one-year old may enjoy stacking the books in a tower or spreading them all across the floor.
Make a Scrap Book Together
Choose words and phrases that you like and write them down in a word scrap book.
Make Books!
Two- and three-year olds can create their own picture books. Books featuring family photos work especially well, as children enjoy looking at them over and over. And, they provide many chances for learning words (mommy, daddy, brother/ sister, dog, cat, pet, house).
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Cyrus M. "Uncle Charlie" Wilson Saint...or Sinner?
Cyrus M. "Uncle Charlie" Wilson was born in Fleming County, Kentucky, in June of 1847, but spent his childhood in Paris, Edgar County, Illinois, where his father was a blacksmith. Charlie's father, Andrew Wilson, was born in Fleming County, KY and his mother, May, in Faquier County, © 2011, Terrell County Memorial Museum
Virginia. He had a brother and two sisters, and a half sister from his mother's first marriage. Paris was a sleepy farming community on the Illinois-Indiana border, and his father was a very busy man. Being raised in a blacksmith shop, Charlie learned skills that stood him well in later life.
Photo courtesy of Alice Evans Downie
At the start of the Civil War Charlie was far too young to enlist, but as soon as he looked old enough he enlisted as a Private in Company H of the 64th Illinois Volunteer Infantry, 1st Battalion, Yates' Sharp Shooters, on February 3, 1864, at the tender age of sixteen.
He fought in battles and skirmishes in Alabama and Tennessee, where his battalion joined with Sherman's army in its siege of Atlanta. Then, in Sherman's drive to the sea, his company destroyed railroads and engaged the enemy at every opportunity, participating in many famous battles. But his army service was not without its hazards. During the conflict he was wounded twice, once in the left hand and once in the throat, but the wounds were not serious and he continued to fight. His regiment marched across the south, finishing the fighting at Bentonville NC.
The 64th saw distinguished service in the war, and suffered a casualty count of 242 men, over half of whom died of illness. After hostilities ceased his regiment participated in the Grand Review of the Armies in Washington, DC, then returned to Illinois. He and his company mustered out on July 11, 1865. During his time of service he
2
attained the rank of Corporal. Here his military record ends.
After the war Charlie soon emigrated to West Texas to begin the life of a frontiersman. West Texas of the late 1860s and early 1870s was a wild and forbidding place. The Comanches and Apaches, among others, were delaying settlement of the area with marauding and attacks on the sparse settlements, stealing livestock and taking captives. And besides that, many outlaws and bad men used the Big Bend and West Texas as a place to 'hole up' and escape the long arm of the law. It was into this dangerous environment that Charlie wholeheartedly cast his lot.
Although some writers have stated that Charlie was a soldier at Fort Concho and Camp Peña Colorado south of Marathon, there is no record of his re-enlistment. The 1880 Census for Presidio County, Texas, however, shows that he was a bartender in Fort Davis. This was during the Buffalo Soldier years at the Fort so it is unlikely that he was soldier at that time, and he does not show up on the roster of officers of the period. At any rate, he lived in and was a well known character in West Texas from the earliest post-war days.
In the early 1880s, the Southern Pacific Railroad in the west and the Galveston, Harrisburg and San Antonio Railroad in the east were building a new, all-weather southern transcontinental rail route, which was scheduled to meet at some location in southern Pecos County. In that period Pecos County was huge, encompassing presentday Terrell, Val Verde and Pecos Counties.
Through some means Charlie got wind of the surveyors' plans and was shrewd enough to figure out that a division point would be located somewhere in the area roughly halfway between San Antonio and El Paso. Studying the lay of the land along the proposed route, he decided that the natural bowl in the topography where present-day Sanderson, Texas, sits was a natural spot for a town. He hurried to purchase all the available land in the area. Had he waited, the railroad would have received 16 square miles of land for every linear mile on either side of the tracks when it got to the spot, as was their agreement with the states through which the railroad passed.
The first thing Charlie built was a saloon to serve the thirsty rail crews when they got to town, some 3,000-strong. This won him the everlasting enmity of the Southern Pacific Railroad. For the next thirty years they waged an ongoing feud, in which he usually gained the upper hand. Much to the chagrin of the railroad hierarchy, he delighted in finding ways to 'skin' the corporation.
Tales of his exploits with the railroad were widely known and enjoyed in the small, growing community. When the railroad arrived they found that they had to purchase property from him on which to build the depot, roundhouse, crew bunkhouse and other company buildings. Everywhere else the company received over 16 million square miles of property from the states as they passed through, but here, they had to buy a few acres, and it was very irritating to them.
On top of that, he (and the whole town) often swiped wood, coal and water from the railroad's huge stockpile. It is theorized that most of the town located on the south side of the tracks, just for that very purpose. Soon the railroad banned building on the south side and forced people to relocate to the present position.
And then there were the property line disputes. The railroad re-surveyed their property by the depot and found that Charlie's Cottage Bar Saloon was sitting partially on railroad property. Charlie didn't dispute the fact, but when they demanded he close his saloon, he got his own surveyors and found that the last two stalls of the roundhouse sat on his property. He proceeded to close the Cottage Bar and move his operations to the last two stalls of the roundhouse. He stood his ground until top officials with the railroad came to make a deal allowing him to retain his Cottage Bar Saloon in exchange for their roundhouse stalls.
Then there was the time that Roy Bean moved to town to open a competing saloon. In the night Charlie sent someone to spike Bean's whiskey barrel with kerosene. The next day, one taste sent Bean's customers
3
(and Bean) away. He and Charlie remained friends, but always at arm's length. They continually bested each other in a series of pranks and deals.
In a very early article entitled "A Very Deer Experience" from the San Antonio Daily Light, dated February 6, 1886, the writer reports on a visit Charlie made to the city. He is characterized as "having lived on the edge, and sometimes a bit over the edge of civilization for years," and that he had "met and vanquished the wild and wooly bear, the fierce catamount, voracious wolf, and times without end had settled scores with the treacherous and murderous Comanche and Apache Indians." He had come to town to "see the sights and get polished up a little so as to cut out hated rivals in affairs of the heart."
He and a friend went to see the newly improved San Pedro Park and chanced upon the deer pen with the gate open. He went inside to "while away a few moments fondling with those meek and timid creatures." Suddenly, a young buck took offense and jumped him, knocking him to the ground and severely pummeling him with his sharp hooves. Poor Charlie's brand new suit was reduced to "carpet rags, and the buck then began operations as a sausage factory." Charlie's friend managed to pull him to safety and they beat a hasty retreat. The paper reported, "This morning he is about, smiling, but limping, and said that it was the 'deerest' experience he had ever had and that the San-tone 'deers' are altogether too belligerent for him, and that he will return to Sanderson, where there is not a woman within a hundred miles. He has had enough coming to San-tone to mash the girls." Obviously Charlie had a great sense of humor.
About 1902 Charlie built the wood and adobe Terrell Hotel just north of the depot. Another long adobe building just north of the Terrell served as a hotel for some time, but he tied the two together into one big operation. For years Chinese gentlemen ran the hotel, and the building behind was used as their restaurant. The Terrell County history book abounds with humorous stories from that period about the Chinese and their cooking and management abilities. The
Chinese kept chickens for the eggs and meat at the restaurant, and one day, Charlie acquired a pet coyote for his saloon, just across the street. He began leaving a trail of corn kernels from the free range chickens to his bar, and when the chickens followed the trail it led to his chained coyote, who promptly snatched them up and had a feast. Charlie bragged about not having to buy feed for his pet, but one day the Chinese restaurant manager brought over a bill for the missing chickens. Charlie paid up and the bar patrons hooted that he had gotten caught.
Uncle Charlie, as the locals loved to call him, was a shrewd businessman and an inveterate gambler, but the big Irishman had a heart of gold and a soft spot in his heart for children, even though he was a confirmed, lifelong bachelor. As his town grew he built public buildings and donated property for the new county courthouse and several churches. When a child was born he sometimes gave the newborn a town lot for a birth gift. Generous and outgoing, nevertheless he always had a deal going, and not always with the law in mind.
In 1906 Charlie sold 90% of his holdings in Sanderson and the area, and in 1910 he moved to California. He had always planned to move on to Cuba, but unfortunately, old age caught up with him. While in California he became ill and had to enter the Old Soldiers' Home in Santa Monica. As his health problems grew worse he lost a foot to blood poisoning. Three weeks later he died, on August 25, 1912. Charlie was laid to rest with honor at the Old Soldiers' Home Cemetery, now the Los Angeles National Cemetery. He, who served his coun-
References
1850 Edgar CO IL Federal Census http://www.64thill.org/history.htm
http://www.64thill.org/images/original-graves-coh.htm
1900 Pecos CO TX Federal Census
"A Very Deer Experience" San Antonio Daily Light
, February 6, 1886, retrieved from http://
texashistory.unt.edu/ark:/67531/metapth144762/m1/1/?q=sanderson
Terrell County, Its Past, Its People, Alice Evans Downie. Sanderson, Texas: Terrell County Heritage Commission, 1978
The Terrell County Memorial Museum News is published monthly from the Terrell County Memorial Museum, Sanderson, Texas, 79848. Please visit us online at terrellmuseum.org. Phone us at 432-345-2936 or 432-770-9431 Our museum is open Monday through Friday, 10 am to 12 pm and 1 pm to 4 pm, and Saturdays by appointment, at 2nd and Mansfield in Sanderson, Texas.
Photo courtesy of Alice Evans Downie
try with valor and went on to blaze trails in the west, had gone to his reward.
Charlie Wilson was a man who exemplified the frontier and entrepreneurial spirit of West Texas. Coming to the area during an extremely dangerous period, he carved out a niche for himself and a whole community. Saint or sinner? Charlie was probably a little of both. But considering the love and admiration which was universally bestowed upon him, it is no exaggeration to characterize him as the "Father of Sanderson and Terrell County, Texas." And, here it is, almost a hundred years later, and he is still the topic of conversation.
Photo courtesy of Alice Evans Downie
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B2: Understanding our environment
Topic: B2a Classification
- the variety of living things.
- classification and classification systems.
http://science.discovery.com/tv-shows/greatest-discoveries/videos/100-greatestdiscoveries-classification-of-species.htm http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_ environment/classificationrev1.shtml
- evolutionary relationships
- variation between species
- species
- evolutionary trees
- food chains, webs, pyramids of number
Lonsdale revision guide pages 24 and 25
Topic: B2b Energy loss
- energy loss in food chains
- excretory products and food chains.
- energy flow through food chains and webs
http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_env ironment/energyflowrev1.shtml
Lonsdale revision guide pages 26 and 27
Topic: B2c Recycling
- recycling, carbon cycle http://www.informationtamers.com/images/Carbon-cycle-concept-map.jpg
- decay and decomposition
- nitrogen fixing
- uses of nitrogen
- the nitrogen cycle
HTTP://WWW.BBC.CO.UK/SCHOOLS/GCSEBITESIZE/SCIENCE/OCR_GATEWAY /UNDERSTANDING_ENVIRONMENT/RECYCLINGREV1.SHTML
Lonsdale revision guide pages 28 and 29
Topic: B2d Interdependence
- predator prey relationships
HTTP://WWW.BBC.CO.UK/LEARNINGZONE/CLIPS/PREDATOR-PREYRELATIONSHIPS-BARN-OWLS/202.HTML
- cleaner species mutualism
http://www.bbc.co.uk/learningzone/clips/symbiosis-between-tortoises-andfinches/10536.html
- parasitism
HTTP://WWW.BBC.CO.UK/SCHOOLS/GCSEBITESIZE/SCIENCE/OCR_GATEWAY /UNDERSTANDING_ENVIRONMENT/INTERDEPENDENCEREV1.SHTML
Lonsdale revision guide pages 30 and 31
Topic: B2e Adaptations
- the changing environment.
- adaptations to environment.
http://sciencestage.com/v/24466/animal-anti-freeze.html
- habitats
http://www.bacteriamuseum.org/cms/Evolution/extremophiles.html
- predator/prey relationships
- adaptations.
- climate change and competition.
http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_enviro nment/adaptationsrev1.shtml
Lonsdale revision guide pages 32 and 33
Topic: B2f Natural selections
- natural selection
- speciation
- what is evolution
http://www.biologycorner.com/worksheets/pepperedmoth.html
- natural selection
http://www.sciencekids.co.nz/sciencefacts/scientists/charlesdarwin.html http://encyclopedia.kids.net.au/page/la/Lamarck
- evolution and extinction
- speciation ht only
- changes in environments
HTTP://EN.WIKIPEDIA.ORG/WIKI/HUMAN_EVOLUTION
HTTP://WWW.BBC.CO.UK/SCHOOLS/GCSEBITESIZE/SCIENCE/OCR_GATEWAY/ UNDERSTANDING_ENVIRONMENT/NATURAL_SELECTIONREV1.SHTML
- human population
HTTP://ENCYCLOPEDIA.KIDS.NET.AU/PAGE/LA/LAMARCK
- human population and carbon footprint
- ozone depletion
- global warming
- acid rain
- carbon dioxide
- indicator species
- pollution
http://www.ewart.org.uk/biology/index.php?l=4 http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_env ironment/population_pollutionrev1.shtml
Lonsdale revision guide pages 34 to 37
Topic: B2h Sustainability
- extinction and endangerment
HTTP://WWW.BBC.CO.UK/APPS/IFL/LEARNIN GZO N E /C LI P S/Q U ERYE NGI N E? CONTENTTYPE=TEXT%2FHTML%3B+CHARSET%3 D UTF8&SUPPRESSCACHING=1&PAGE=1&PAGESIZE=12 & R E S U L TS=S EA RC H & C O N FI G= RESULTS_PRE&ATTRIB_1=SCHOOL_LEVEL_NAM E& O P E R _ 1=E Q & VA L _ 1 _ 1 =& A TT RIB_2=SUBJECT_NAME&OPER_2=EQ&VAL_2_1=& A T T RI B _ 3 =T O P I C &O P E R _ 3 =E
Q& VAL_3_1=&ATTRIB_4=SEARCHTEXT&OPER_4=EQ & V A L _ 4 _ 1=E XT I NC TI O N
- whale biology
HTTP://WWW.ARKIVE.ORG/EXPLORE/SPECIES?Q=WHALES#SPECIES?Q=WHAL ES&_SUID=135518326062906555445491934992
HTTP://WWW.BBC.CO.UK/SEARCH/NEWS/WHALING? VIDEO=ON
- sustainable development
- conservation projects (standard and ht only)
HTTP://WWW.BBC.CO.UK/SCHOOLS/GCSEBITESIZE/SCIENCE/OCR_GATEWAY /UNDERSTANDING_ENVIRONMENT/SUSTAINABILITYREV1.SHTML
Lonsdale revision guide pages 38 and 39
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David, Pursuing God's Heart
Conditions of the Heart
2 Samuel 11-12
Wrong __________ (1)
Wrong __________ (2-5)
Wrong __________ (6-13)
Wrong __________ (14-27)
Right __________ (1-12)
Right __________ (13-14)
5.31.2015
David, Pursuing God's Heart Preparing for Next Week 6.7.2015
For next week read 2 Samuel 13-14 & answers the questions below: -Describe the characters introduced along with the setting from verses 1-7. -What crime and immoral acts did Amnon commit in verses 7-14? -Verses 15-19 describe the awful results of horrific sin.
-How did these acts affect Tamar, how did they affect Amnon?
-Describe a time in your own life when an act of sin changed your heart.
-What do you think was behind Absalom's response to Amnon? (20-22)
-Absalom had two full years to plan his revenge on his brother. Describe the relationship you see here between David and Absalom. (23-27)
-How did Absalom carry out his act of sin?
-How did the false information in verses 30-33 impact David's response to this crime?
-Describe Jonadab's character. How did he manipulate David's emotions?
-What do you think his motives were?
-How can you relate to David's spirit longing to go out to Absalom? (39)
-What do you think Joab's motives were in the beginning of chapter 14?
-Why do you think he orchestrated such a scheme? (1-20)
-Have you been a victim of another's manipulation?
-Do you think it was right of David to give him partial forgiveness? (2125)
-What might a better response have been?
-Have you ever been given conditions on a relationship?
-Why do you believe the Scriptures include this description of Absalom in verses 25-26?
-What do you think may have been behind Absalom's naming of his daughter?
-Describe Absalom's behavior in verses 28-32?
-What was David's response to his son in verse 33?
-What do we learn about David's family from these chapters?
-What can you apply to your own family relationships from this passage?
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Howard County Public School System Educational Technology
Essential Curriculum Grade Seven
Goal 1: Technology Systems – The students at grade seven will develop foundations in the understanding and uses of technology systems
Systems
Objective - The student will be able to:
a. Demonstrate knowledge of technology systems
1. Explain how network resources are accessed, controlled, connected, and used effectively and efficiently (e.g., FTP/Web publishing, wireless networks, USB, firewire, etc.)
2. Use keyboard and mouse effectively and efficiently
3. Apply utility programs to convert formats, as necessary, for effective use in Web, video, audio, graphic, presentation, word-processing, database, publication, and spreadsheet applications
4. Describe strategies for identifying, solving, and preventing routine hardware and software problems that occur during everyday technology use
Goal 2: Digital Citizenship – The students at grade seven will demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety
Technology and Society
Objective - The student will be able to:
a. Evaluate how technology affects the individuals and society
1. Evaluate technology's influence on the individual and society
2. Evaluate technology's impact on the environment
3. Evaluate the use of technology to solve a societal issue
4. Propose a technological solution to a societal issue
Legal and Ethical Issues
Objective - The student will be able to:
a. Practice responsible and appropriate use of technology systems, software, and information
1. Explain the purpose of and follow the acceptable use policy
2. Work cooperatively and collaboratively with others when using technology
3. Practice responsible use of technology systems
* Indicates the objective could be part of the problem solving and decision-making process indicated in Goal 6
Office of Media and Educational Technology
4. Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources)
5. Explain the potential harm of intrusive applications (such as worms, viruses, spyware, pop-up windows, etc.) and safeguards for limiting exposure to these.
6. Use safe and correct security procedures (such as protecting password and user ID)
b. Demonstrate an understanding of current legal standards
1. Comply with copyright laws and fair use provisions when using digital content
2. Use electronic resources appropriately (such as paraphrasing)
3. Cite electronic sources of text and digital information properly (such as MLA, APA, Chicago)
c. Understand current online safety guidelines
1. Understand that the Internet offers access to multiple digital communities with differing guidelines
2. Explain safety and privacy issues related to use of the Internet
3. Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords)
4. Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult)
5. Practice privacy guidelines
6. Explain the importance of firewalls and filtering systems
Goal 3: Technology for Learning and Collaboration – The students at grade seven will use a variety of technologies for learning and collaboration
Learning
Objective - The student will be able to:
a. Select and use technology tools to enhance learning
1. Use technology tools, including software and hardware, to learn new content or reinforce skills
2. Defend the selection of a specific technology tool to complete a learning task
Encourage Collaboration
Objective - The student will be able to:
a. Select and use technology tools to encourage collaboration
1. Use technology tools to work collaboratively within the school community
2. Use technology tools to exchange ideas with individuals or groups outside of the school community
3. Articulate the advantages of collaboration supported by technology tools
Increase Productivity
* Indicates the objective could be part of the problem solving and decision-making process indicated in Goal 6
Office of Media and Educational Technology
Objective - The student will be able to:
a. Select and use technology tools to increase productivity
1. Defend the selected technology tools to complete tasks efficiently *
2. Create new documents to complete learning assignments and demonstrate new understanding
3. Input and analyze information in a spreadsheet or database *
4. Use suitable electronic resources to refine presentations and edit texts for effective and appropriate use of language conventions, such as capitalization, punctuation, spelling, and pronunciation
5. Use word processing technology when appropriate
6. Collect, manipulate, analyze, and display data and information using tools, such as calculators and computers *
Goal 4: Technology for Communication and Expression – The students at grade seven will use technology to communicate information and express ideas using various media formats
Communication
Objective - The student will be able to:
a. Select and use technology for communication
1. Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions *
2. Present information independently to various audiences
3. Evaluate the appropriateness of media formats for various purposes *
Expression
Objective - The student will be able to:
a. Select and use technology to express ideas
1. Select and use the appropriate multimedia and publishing tools to express original ideas with print, drawings, digital images, existing or original video, sounds, and/or personal recordings
2. Present ideas and information in formats such as electronic presentations, web pages, graphic organizers, or spreadsheets that are appropriate to a specific audience *
3. Change, edit, and revise graphs, graphics, presentations, and word processing documents *
4. Evaluate student-created product design based on purpose, audience, and format *
* Indicates the objective could be part of the problem solving and decision-making process indicated in Goal 6
Goal 5: Technology for Information Use and Management: The students at grade seven will use technology to locate, evaluate, gather, and organize information and data.
Locate, Evaluate, and Gather Information/Data
Objective - The student will be able to:
a. Select and use information resources available through technology
1. Select relevant information from appropriate technology resources *
2. Select and read to gain information from electronic personal interest materials, such as brochures, books, magazines, cookbooks, web sites, and other online materials
3. Apply evaluation strategies when using electronic resources (such as publication/copyright date, fact vs. fiction, source credibility, ease of use)
4. Refine library catalog search strategies
5. Refine search strategies for Web search engines/directories
Organize Information
Objective - The student will be able to:
a. Select and use technology tools to organize information
1. Use appropriate technology tools to support information organization *
2. Defend the selection of the specific technology tool to organize information *
Goal 6: Technology for Problem-Solving and Decision-Making: The students at grade seven will demonstrate the ability to use technology and develop strategies to solve problems and make informed decisions
Components of a Problem Solving Process Supported by Technology
a. Investigate Problems and Propose Solutions
1. Understand the Problem
2. Devise a Plan
3. Carry Out the Plan
4. Analyze Data
5. Communicate Conclusion
b. Examine the Solution
The components of the problem solving process are the same for all disciplines and across all grade levels. Academic rigor comes from the complexity of the problem and the technology used to solve the problem.
Investigate Problems and Propose Solutions
Objective - The student will be able to:
* Indicates the objective could be part of the problem solving and decision-making process indicated in Goal 6
Office of Media and Educational Technology
2007
a. Understand the Problem
1. Use technology to help identify the type of problem and the data needed to answer that type of problem
b. Devise a Plan
1. Identify possible technology tools to gather data
2. Use technology to help formulate a research question about a problem/situation that requires further study
3. Use technology to develop a plan for how to answer questions about a problem/situation that requires further study
4. Identify technology resources to gather information about a problem/situation that requires further study
5. Select an appropriate technology tool to gather data
c. Carry Out the Plan
1. Collect data and information using technology tools.
2. Use communication tools to gather information
3. Apply evaluation strategies when using electronic resources
4. Make and record observations using technology
d. Analyze Data
1. Analyze information using technology tools
2. Input and analyze information in a spreadsheet or database
3. Defend the selection of the specific technology tool to organize information
e. Communicate Conclusion
1. Display data and information using technology tools
2. Use communication tools identified by the teacher to communicate conclusions
3. Present information and conclusions in formats that are appropriate to a specific audience
Examine the Solution
Objective - The student will be able to:
a. Defend the use of the selected technology for individual learning of the specific task
b. Evaluate the appropriateness of media formats for communicating data
* Indicates the objective could be part of the problem solving and decision-making process indicated in Goal 6
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A strong and healthy body is the one you create—no gym membership required.
Try Your Local Farmers Market
Research shows that exercising outside offers benefits beyond what you'll find in a gym. For instance, "green exercise," as it's called, helps improve your mood, reduce stress and make you feel more mentally refreshed.
It can also improve your fitness. Exercising outside reduces your perception of exertion. In other words, exercise doesn't feel as difficult, so you're able to push yourself harder.
Some research even suggests exercising in green spaces has health benefits you won't find in an urban environment. These include improved heart rate and blood pressure and decreased levels of the stress hormone cortisol. Even if you live in a city, you can still find a park or beach where you can reap the benefits of green exercise.
This spring, do your grocery shopping outside. Roam your local farmers market for foods like fresh fruits and vegetables, which help prevent disease. And because market foods are seasonal, they're often cheaper. To get the most from your market, follow these tips:
*• Go early, when the selection is best
*• Bring enough bags to keep raw and cooked foods separate
*• Branch out! try a new fruit or veggie that you haven't had before
*• Take foods home right away so that they don't spoil
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CHAPTER 14
"Listen to this quote that goes along with our reading today," began Mr. Dell as the class listened attentively. "'We have an army of youth today who can do much if they are properly directed and encouraged. We want our children to believe the truth. We want them to be blessed of God. We want them to act a part in well-organized plans for helping other youth. Let all be so trained that they may rightly represent the truth, giving the reason of the hope that is within them, and honoring God in any branch of the work where they are qualified to labor.' That's found in the General Conference Bulletin January 29, 30, 1893."
"Is that suppose to mean us?" questioned Hannah. "We're just kids. I don't think I'm ready to joining any 'army of youth'."
"Ah, but if you aren't preparing now you will never be accepted into that army. Remember, the requirements for joining Christ's army are to experience the New Birth, be filled with the Holy Spirit and have Christ's character. It's like that poster on our bulletin board says, 'True character is not shaped from without, and put on; it radiates from within' (DA 307). That means there has to be a preparation in our heart that takes place before we are ready to work for God."
"Yeah, that makes sense."
“Today we are going to find out how the Waldenses trained their children to be recruits in Christ’s army.
*************************************************
Protestant's Secret Weapon
A finish carpenter once told me the following story: He had been hired to work on a house that was constructed on a former swampland. The general contractor, thinking to save time and money, neglected to sink the footings deep enough to hit solid rock. Before the carpenters completed the house, large cracks could be seen trailing across the sheet rock and whenever a heavy truck rumbled by the house the whole floor would undulate like an earthquake was taking place. How sad that the family who planned to move in never had the opportunity to enjoy the house. Its deficient foundation made that building unsafe to live in.
Just as every house needs a solid foundation, so a church needs true Christian education to maintain strong and healthy growth. Early defenders of truth such as Patrick, Columba and Aiden understood that important principle and founded numerous training schools for their youth. Many years later, men like Melanchthon and Martin Luther showed the same understanding. They knew that for the Reformation to maintain its growth and strength students must be trained in the ways of God. One of Melanchthon's most important contributions to the Reformation was to organize the first Protestant schools where biblical truth was taught.
The Waldenses also understood the value of Christian education. Their youth were the church of the future and the Waldenses needed a strong group of young people to carry on the work of God. As Waldensian parents held their tiny baby, they did not wish wealth, comfort, or pleasure for their child. They recognized that the most enduring legacy they could give their precious infant would be to lead them into a saving relationship with God and help them to develop a Christlike character.
In The Great Controversy p. 67 we are told how parents trained their children to remain faithful to God. "Parents, tender and affectionate as they were, loved their children too wisely to accustom them to self-indulgence. Before them was a life of trial and hardship, perhaps a martyr's death. They were educated from childhood to endure hardness, to submit to control, and yet to think and act for themselves. Very early they were taught to bear responsibilities, to be guarded in speech, and to understand the wisdom of silence. One indiscreet word let fall in the hearing of their enemies, might imperil not only the life of the speaker, but the lives of hundred of his brethren; for as wolves hunting their prey did the enemies of truth pursue those who dared to claim freedom of religious faith."
Wise Waldensian parents knew that useful labor was important to the development of their child's character. Through self-denial, self-discipline and self-motivation they developed into strong and dependable youth. They helped to carefully cultivate each strip of usable land, then planted the fruits, grains and vegetables that provided food not only for themselves but also their herds and flocks. Young people learned to make clothing, tools, houses and weapons. Through their daily work they developed habits of carefulness, responsibility, industry, selfcontrol, perseverance and obedience.
Waldensian students used the Bible as their primary textbook. Before the days of printing presses all Bibles were reproduced by hand. Many hours were spent in the exacting process of copying Scripture to share with those seeking for a knowledge of God. With few copies of Scripture, even small portions of the Bible were treasured. The youth were required to memorize whole books of Scripture and many could quote the entire New Testament along with many passages from the Old Testament. This was a great blessing to the individual – "Thy word have I hid in mine heart, that I might not sin against thee" (Psalms 119:11) – but it also had a very practical application. Because of the continuous and brutal persecutions of the Waldensian people, their precious copies of Scripture were at times destroyed. If that happened, they were able to reproduce the entire manuscript from memory.
As they grew to manhood, many of the young Waldensian men said farewell to their valley homes and traveled to the large seminaries in Lombardy or to the famous Sorbonne in Paris. These young people knew that they would be exposed to numerous temptations and recognized that they must not form close friendships with their fellow students. They saw themselves as missionaries and ambassadors for their King.
Since university campuses did not offer accommodations in those days, the Waldensian students rented room in homes located near their school. The Christian young people were such examples of kindness, honesty, industry and piety that many landlords were favorably influenced for truth.
With prayer, and guidance from the Holy Spirit, the Waldenses youth found creative ways to witness to those they met. They knew they could not openly share their faith for fear of persecution from the Roman Church officials, but that did not silence them. Imitating Christ's example in the temple at twelve years old, they learned to ask questions which challenged their fellow students and even their instructors to examine more deeply the "pearls" found in Scripture. When someone expressed an interest, the youth would share portions of the Bible with them and explain the deeper truths found in God's Word.
The Waldensians had only one purpose for their education; everything they learned became an avenue through which to share their faith. They became fluent in many languages so they could teach and preach in the native tongue of their listeners. They also developed the skills needed to translate the Scriptures into the common language of the people.
Some students enrolled in the music program at the university. They became trained troubadours traveling from place to place singing as entertainment for both wealthy and poor. But it must be noted that the Waldensians' purpose was not to amuse their listeners with silly ditties, but rather to make them ponder spiritual things. Most of their music was prepared so that as they sang they delivered a touching sermon to their audience.
Other missionaries traveled from place to place posing as merchants selling costly silks, delicate jewelry and other rare goods. When they were welcomed into a wealthy home or palace, they would discreetly look for an opportunity to present truth to those who seemed interested in spiritual things. They knew that carefully sewn into their clothing were portions of painstakingly copied Scripture to share with those searching for truth. In that way God's Word was placed into the hands of wealthy citizens and sometimes even the homes of the nobility. Perhaps we can say that Waldensian youth were the first colporteurs to go house-to-house with written treasures.
*************************************************************
Here Mr. Dell paused. "I have some illustrations that you might find interesting. This is a depiction of merchants bringing not only precious goods, but also sharing the Words of Life with those seeking to know God better. Let me read to you a quote from The Great Controversy p. 73, 74. 'Eagerly did the Vaudois missionary unfold to the inquiring mind the precious truths of the gospel. Cautiously he produced the carefully written portions of the Holy Scriptures. It was his greatest joy to give hope to the conscientious, sin-stricken soul, who could see only a God of vengeance, waiting to execute justice. With quivering lip and tearful eye did he, often on bended knees, open to his brethren the precious promises that reveal the sinner's only hope. Thus the light of truth penetrated many a darkened mind, rolling back the cloud of gloom, until the Sun of Righteousness shone into the heart with healing in His beams. It was often the case that some portion of Scripture was read again and again, the hearer desiring it to be repeated, as if he would assure himself that he had heard aright. Especially was the repetition of these words eagerly desired: "The blood of Jesus Christ His Son cleanseth us from all sin." 1 John 1:7. "As Moses lifted up the serpent in the wilderness, even so must the Son of man be lifted up: that whosoever believeth in Him should not perish, but have eternal life." John 3:14, 15.
"'Many were undeceived in regard to the claims of Rome. They saw how vain is the mediation of men or angels in behalf of the sinner. As the true light dawned upon their minds they exclaimed with rejoicing: "Christ is my priest; His blood is my sacrifice; His altar is my confessional".'
www.rekindlingthereformation.com
"As was mentioned in our book, troubadours played an important role in spreading the gospel. Putting Biblical themes to song, Christian musicians brought truth to the common people under the guise of entertaining them. Some say that music is the universal language, and as the troubadour sang, the Holy Spirit softened hearts to accept the story of heaven.
http://www.google.ca/imgres?imgurl=http://www.medieval-life-and-times.info/images/medievalwoodwind-musicians.jpg
"But let's continue with our book...
********************************************************
A young Waldensian who aspired to be a "barb" spent three years as a missionary evangelist before settling down to serve as the pastor. Each missionary labored with an experienced minister who oversaw this phase of his education. Being so far from home and loved ones, it no doubt encouraged the youth to have a wise and mature minister to counsel and pray with. During these important years of training the young men learned tact, wisdom, faith and reliance on God – all traits that made them godly leaders for their people.
Eternity will reveal that many of the seeds of truth that grew and blossomed during the Reformation were sown by the simple, pious people of the valleys. As Waldensian missionaries presented portions of scripture to eager hearers they also spoke about the corruptions in the Roman Church. Many superstitious worshipers gladly realized they did not have to complete long, expensive pilgrimages to holy shrines in order to have their sins forgiven. It was with rejoicing they accepted Jesus' invitation, "Take my yoke upon you, and learn of me; for I am meek and lowly in heart: and ye shall find rest unto your souls" (Matthew 11:29). Many were set free from fear and guilt and from trying to appease an angry and vengeful God. They learned to love the Father who gave His Son as a substitute for sinful man. Only eternity will reveal the bountiful harvest that resulted from such faithful Waldensian missionaries.
**************************************************
"Wow, they really were able to accomplish a lot! But what if we don't have the kinds of talents they had?" Carrie wondered out loud. "I'm afraid to talk with strangers and I couldn't sing if my life depended on it."
"Some people have preached a whole sermon and haven't said a word," Mr. Dell replied.
"How?" Carrie sounded skeptical.
"I remember hearing how clever Lutheran artists used their exceptional talents to show the
difference between Jesus and the one who claims to be the representative of Christ. For instance one artist drew a picture of Jesus in His simple robe riding on a humble donkey. Then he contrasted that with a pompous papal procession with the pope robed in costly garments adorned with jewels."
"I bet that left an impact on the spectators," Aaron grinned.
"Wait a minute while I find some pictures to show you," Mr. Dell clicked his way into a picture folder. "...Ah, here's what I was looking for. In the picture on the left we see Christ kneeling down and washing His disciples' feet. Certainly the people would recognized the contrast between Christ's actions and the way the pope expected obeisance from his subjects. Pictures like this forced the people to ask themselves how the haughty pontiff could portray himself as the successor to the meek and lowly Jesus. Each picture was a sermon without words."
The students leaned forward to catch the details in the new woodcuts Mr. Dell projected on the screen.
"The next two pictures were done by an artist named Lucas Cranach. Philip Melanchthon, the great theologian of the Reformation, wrote the text to go along with Cranach's pictures. They were compiled into a small book published at Wittenbery in 1521 called Passional Christi und Antichristi. In the first picture we see Jesus – whip in hand - ridding the temple of the greedy money changers while in the next picture we see the pope sitting in God's temple collecting coins from the sale of indulgences and other 'blessings'.
"And finally, take a look at this picture, class. Sometimes the artist's works were meant to lead the viewers mind to a specific text in the Bible.
"Doesn't this woodcut remind you of Revelation 17:3-6 where it talks about a woman sitting upon a seven-headed beast? Viewing a picture like that would open up many opportunities to explore the Biblical understanding of spiritual Babylon, the scarlet colored beast and the entity that was drunk with the blood of the saints."
"I guess there are all sorts of ways to witness for Jesus," said Jeremy. "We may not all be able to preach a sermon, but there is certainly some way for us to work for Him."
"The very best witness is a kind, helpful, honest life," agreed Mr. Dell. "When we are connected to God He will show us how to be workers for Him."
B.G. Wilkinson, Truth Triumphant: The Church in the Wilderness (Teach Services, Brushton, New York, 1994) Chapters 15, 16
Ellen G. White, The Great Controversy (Pacific Press Publishing Association, Nampa, ID, 1971) Chapter 4
J.A. Wylie, History of the Waldenses (Pacific Press Publishing Assoc., Mountain View, California, 1977) Chapter 2
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Classroom Tested Lesson
Video Description
"Secrets of the Sequence," Show 150, Episode 2
"Sugar Rays – Evolutionary Plant Theories" – approximately 9 minutes viewing time
Sugar created from rays of sunlight! It goes on everywhere from sun up to sun down. During photosynthesis, the green pigment in plants, known as chlorophyll, ingests carbon dioxide and converts it to stored energy in the form of carbohydrates and sugars while emitting oxygen. By examining the genomes of certain green-colored bacteria, scientists are looking back in time to study our beginnings. They are finding out that life actually began in a poisonous atmosphere, where organisms, over millions of years, slowly learned the process of producing oxygen. Evidence of this change is literally etched in stone.
Ward Television
Producer: Dale Minor
Associate Producer: Mara Mlyn
Featuring: Alan Jay Kaufman, Geology, University of Maryland, Jon Eisen, Evolutionary Biologist, The Institute for
Genomic Research
Lesson Author; Reviewers: Jim Bledsoe, Ann Griffin; Catherine Dahl, Dick Rezba
Trial Testing Teachers: Regina Ahmann, Martin Shields
National and State Science Standards of Learning
National Science Education Standards Connection
Content Standard C: Life Science
As a result of their activities in grades 9 - 12, all students should develop an understanding of:
* The cell
* Molecular basis of heredity
* Biological evolution
* Interdependence of organisms
* Matter, energy and organization in living systems
* Behavior of organisms
Selected State Science Standards Connections
Use http://www.eduhound.com (click on "Standards by State") or a search engine to access additional state science standards.
California
Ecology
6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:
d) Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.
g) Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage or organisms through genetic change.
Evolution
7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:
d) Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:
e) Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
Georgia
Performance Science Standards for Biology
Habits of Mind
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
The Nature of Science
SCSh8. Students will understand important features of the process of scientific inquiry. Co-Requisite – Content SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.
a. Relate the complexity and organization of organisms to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism.
b. Examine the evolutionary basis of modern classification systems. (six kingdoms)
SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems.
e. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.
Overview
In this video students learn how organisms may have evolved to use sunlight to make food. Anthropologists and paleontologists, who previously dominated the field of evolutionary origins, primarily emphasized a macro approach – in other words, examining skeletons. Today, many of the scientists who are pushing back the boundaries of our origins by looking at early evolutionary processes are microbiologists. Armed with the ability to study genome sequences, researchers can now look at an organism's genome for a record of the entire history of that organism and its genes.
Approximately 4 billion years ago our world was a hostile environment for life. The planet was covered in water with an atmosphere of carbon dioxide or methane. It is likely that early primitive life existed in an anaerobic environment and in fact thrived in the absence of oxygen. Although oxygen is now necessary for most life to exist, it can also be harmful because it can damage cells and contribute to aging. Evidence suggests living molecules evolved in the absence of cells and eventually started to carry out biological processes such as carbon fixation and photosynthesis and encoded this ability in DNA-like molecules. Fossils showing very early traces of iron-oxide provide evidence that primitive life evolved into organisms that produced oxygen and could also survive in it. Using information encoded in DNA, scientists are pushing evolutionary history further back. A genome of an organism can be read as a history book because an organism's genome contains within it a record of its entire biological history.
Testing: A sample related multiple choice item from State Standardized Exams
During Photosynthesis, energy from the sun is trapped in…
1. chemical bonds*
2. the nuclei of atoms
3. enzymes
4. golgi bodies
Source: Mississippi Subject Area Testing Program Biology Test 1
Video Preparation
Preview the video and make note of the locations at which you will later pause the video for discussion.
Before Viewing
1. Review the following words and their roots that are used in the video:
* Photosynthesis - production of sugars through the action of light (synthesize - to make [with], photo – light)
* Aerobic – able to live and grow only where free oxygen is available (aer – air, bic [bios] – life)
* Anaerobic – able to live and grow without oxygen (an – without, aer – air, bic [bios] – life)
* Anoxic – without oxygen
* Ozone – oxygen molecule O3 that protects life on earth from ultraviolet rays
* Photoautotroph – photo-light, auto-self, troph-nourish (nourishes itself by light)
* Evolution – the theory that organisms change gradually over long periods of time
2. Ask students to list and record on the board the steps they remember in the photosynthesis-respiration cycle.
This is to determine what they already know and to focus them on the concepts to be learned in the video.
3. Tell students to watch the video carefully as it reviews these steps and note how the steps compare with theirs.
4. Ask: "What kinds of organisms produce oxygen? What kinds of organisms use oxygen?" Photoautotrophs (photosynthesizers) like plants produce oxygen. All aerobic organisms including plants consume oxygen in cellular respiration.
During Viewing
1. START the video.
2. PAUSE the video (3:21 minutes into the video) immediately after the narrator says, "Oxygen is necessary for life but is also destructive".
Ask: "In what ways might oxygen be destructive?"
Oxygen damages cells
Oxygen speeds aging
Oxygen rusts iron
Oxygen fuels fire
3. PAUSE the video (6:45 minutes into the video) after the narrator says, "Chlorobium tepidum, however, needs space closer to the surface."
Discuss with the students how deep sea hydrothermal vents, or black smokers, work. For information refer to http://www.amnh.org/nationalcenter/expeditions/blacksmokers/black_smokers.html. There's even a great video to explain it. This is an opportunity to explain how those conditions are potentially similar to early earth: very hot, rich in minerals, etc. Also explain how chemoautotrophs make their own food using chemicals dissolved in the water instead of using the sunlight.
4. RESUME the video and play to the end.
After Viewing
1. Compare the steps of photosynthesis that the students had recorded earlier on the board with those outlined in the video. Replay the introduction to 2:05 minutes if needed. Have students revise the information on the board as necessary.
2. Ask: "Why do scientists study the genome sequences of primitive organisms?"
The genome contains within it the entire record of the biological history of that organism and its genes.
)
3. Discuss the significance of the "link" suggested by the featured organism in the video (Chlorobium tepidum and what implications it has for the study of evolution.
* Early primitive organisms could not produce oxygen nor could they survive in it.
* The "link" organism produced oxygen but could not tolerate it.
* Later more advanced organisms produced oxygen and could survive in it.
By comparing the genomes from primitive and more advanced organisms, many similar genes can be found – far more than originally expected suggesting a clear "link" in the evolution of primitive organisms to more
advanced organisms, although it is still unclear what triggered primitive organisms to start producing
oxygen.
Teacher Notes for the Student Activity: Light, Pigments, Plants and Photosynthesis
Introduction
George Wald of Harvard University won the Nobel Prize in 1967 in Biology. Although his primary interest was the effects of light on vision, he also studied plants and published the classic paper entitled "Life and Light" in Scientific
American. In it he described the importance of pigments in living systems because they can absorb energy (light) at specific wavelengths, thereby making that energy available to these systems.
Pigments are life's response to sunlight. They absorb light in specific wavelengths. Chlorophyll, for example, absorbs light in the red and blue range and reflects light in the green range. Appendix A, attached to the student handout, provides students with additional information on pigments.
In this activity students will measure the rate of photosynthesis for the plant Elodea in the presence of white light, then in the presence of red and green light. Certain wavelengths are assumed to be more productive than others. Students will follow the protocol and see for themselves what happens.
Materials
Each group will need the following available from most biological supply houses:
* Volumeter
* Elodea sprigs (Carolina Biological cat # HT-16-2102)
o Size #1 one-hole rubber stopper (Carolina Biological cat # HT-71-2432)
o 1 piece of 5mm OD Pyrex glass tubing about 35 cm long(Carolina Biological cat # HT-71-1145) Note: A trial test teacher reported using 15 cm pieces of tubing that worked fine
o Test tube 18mm x 150mm (Carolina Biological cat # HT-71-0016)
* 500mL Erlenmeyer flask
* 3% NaHCO3 (baking soda)
* Light source (such as a desk lamp or clamp light with a 100w bulb)
* Overhead transparency pen or wax pencil (Carolina Biological cat # HT-65-7730)
* Food coloring (red and green)
* clock
Preparation:
Pre-make the bent glass tubing pieces or have the students make their own using the following steps:
1. Score a length of glass tubing with a triangular file to make it approximately 35cm long.
2. Hold the glass tubing with a thumb and forefinger on either side of the scored line and carefully snap off that segment of the tubing. Heat the cut ends with a flame from a Bunsen burner to ensure smoother insertion into the stopper.
3. Heat the cut piece of tubing using a Bunsen burner approximately 15cm from its end, rolling the tubing back and forth between the fingers. When the tubing is soft, gently bend it into a 90 0 angle.
4. Lubricate a rubber stopper with glycerin and carefully push the short arm of the tubing into the stopper while twisting. Hold the tubing close to the stopper while inserting it.
Procedure*
1. Give each student a copy of Appendix A on photosynthetic pigments to read before they begin the lab activity
2. Divide students into pairs and give each pair a copy of the Student Handout – Effect of Light Color on Rate of Photosynthesis.
* You may wish to have students balance the second equation in the introduction to their Handout:
C
6
H
12
O
6
+ __6_O
2
__6__CO
2
+ ___6_H
2
O + energy
1.
3. Distribute a pre-made volumeter to each lab pair, or demonstrate each step of the instructions as a class activity so that each pair can make their own.
4. Have the students do the experiment in the order of white red green. If time is a concern, have different student groups test different colors so all of the colors are being tested at the same time. If time permits, have students test a different color. Collect the class data at the end of the experiment and find averages.
*Alternative Procedure
If you have computer interfaced dissolved oxygen and carbon dioxide sensors, you may wish to use them instead of the volumeter described above. Instead of inserting the stopper with glass tubing, simply insert the sensor into the test tube with the Elodea. The top of the test tube around the sensor can be sealed with aluminum foil.
Safety
If students make their own L-shaped pieces of glass tubing or if they insert the tubing into a rubber stopper, be sure you emphasize and model good safety procedures for them to follow.
Hints
* Have students determine as a class the number of drops of food coloring to use so that the water color is standardized among the groups.
* Arrange the groups' flasks equidistant around the light source.
* Fill the flask full with water so that the test tube is covered up to the rubber stopper and no light can leak in around the stopper.
Extensions:
* Use a light intensity meter to measure the light output of the desk lamps and vary the light intensity
* Use a spectrophotometer to measure the wavelength of light transmitted by each water color and vary the water color
* Have students investigate another variable of their own choosing that might affect the rate of photosynthesis. They could explore the effects of varied temperature, pH, light intensity, etc.
Student Handout: Effect of Light Color on Rate of Photosynthesis
Name
Introduction:
Role of white light
Plants and other photosynthesizing organisms, transform solar energy and CO2 into carbohydrates. Without solar energy, photosynthesis cannot occur. Release of oxygen from a plant demonstrates that photosynthesis is taking place as specified by the equation
O
6CO2 + 6H2
solar energy
C
6
H
12
O
6
+ 6O
2.
However, part of the oxygen released from photosynthesis is taken up by aerobic cellular respiration
C
6
H
12
O
6
+ ___O
2
____CO
2
+ ____H
2
O + energy
1.
1Can you balance this equation?
Aerobic cellular respiration is essential because it supplies energy for any type of cell activities such as active transport, cell division, and muscle contraction and so on. When measuring the rate of photosynthesis, one must take into account the oxygen that is consumed by respiration.
In this experiment, you will measure the rate of photosynthesis for Elodea in the presence of white light, then in the presence of red & green light. White sunlight is composed of a full range of color light. This can be demonstrated by passing a light through a prism and observing the range of colors coming out of it. Each color occupies a specific range of wavelengths, and different plant pigments absorb light (colors) at specific wavelengths. Chlorophyll a and b absorb most of the violet and orange light, but do not absorb green light.
What is your prediction about how the three colors of light used in this experiment will affect the rate of photosynthesis?
Safety
Follow the safety procedures demonstrated by your teacher if you are bending the glass tubing or inserting the tubing into the stopper that is needed for the volumeter.
PART 1: White light.
Assembling the volumeter:
1. Place a cutting of Elodea in a test tube with a rubber stopper outfitted with a bent piece of glass tubing as shown in Figure 1. Make sure the cut end of the Elodea is up.
2. Fill the test tube with 3% solution of NaHCO3 (sodium bicarbonate). NaHCO3 is a source of CO2 for photosynthesis. Add enough solution so that when the stopper is in place, the solution travels up the bent glass tube to about a quarter of its height. Mark the location of the liquid in the glass tubing with a pen or wax pencil.
3. Place the volumeter into a flask full of water (Figure 2) and turn the light on.
4. When the level of the solution starts to move up the tube, begin counting time. After 15 minutes record how far the solution moved up the glass tubing in mm from the original mark.
mm / 15 min This is net photosynthesis.
5. Record your data in the table below.
PART 2: Colors of Light – Red - Green
1. Add the number of red food coloring drops designated by your teacher to the flask of water used to absorb heat, and add fresh NaHCO3 solution to the test tube.
2. Remove all the marks from the apparatus and mark the new position of the solution.
3. Repeat Steps 4 & 5 from Part I and record your results in the table below.
4. After 15 minutes, pour out the red water and fill the flask with fresh water. Add the designated number of green food coloring drops, and add fresh NaHCO3 solution to the test tube. Repeat Steps 4 & 5 from Part I and record your results in the table below.
5. Your teacher will ask you to report your lab groups' values in order to calculate the class average values.
Rate of photosynthesis
| Net photosynthesis – WHITE Light (mm/15 min) |
|---|
| Net photosynthesis – RED Light (mm/15 min) |
| Net photosynthesis – GREEN Light (mm/15 min) |
Questions:
1. Compare the rate of photosynthesis with white light with the rate of photosynthesis with red and green light.
2. Based on your knowledge of plants, pigments, and light explain your results.
Appendix A: Photosynthetic Pigments
Pigments are colorful compounds.
Pigments are chemical compounds which reflect only certain wavelengths of visible light. This makes them appear "colorful". Flowers, corals, and even animal skin contain pigments which give them their colors. More important than their reflection of light is the ability of pigments to absorb certain wavelengths.
,
Because they interact with light to absorb only certain wavelengths, pigments are useful to plants and other autotrophs --organisms which make their own food using photosynthesis. In plants, algae, and cyanobacteria pigments are the means by which the energy of sunlight is captured for photosynthesis. However, since each pigment reacts with only a narrow range of the spectrum, there is usually a need to produce several kinds of pigments, each of a different color, to capture more of the sun's energy.
There are three basic classes of pigments
1. Chlorophylls are greenish pigments which contain a porphyrin ring. This is a stable ring-shaped molecule around which electrons are free to migrate. Because the electrons move freely, the ring has the potential to gain or lose electrons easily, and thus the potential to provide energized electrons to other molecules. This is the fundamental process by which chlorophyll "captures" the energy of sunlight.
There are several kinds of chlorophyll, the most important being chlorophyll "a". This is the molecule which makes photosynthesis possible, by passing its energized electrons on to molecules which will manufacture sugars. All plants, algae, and cyanobacteria which photosynthesize contain chlorophyll "a". A second kind of chlorophyll is chlorophyll "b", which occurs only in "green algae" and in the plants. A third form of chlorophyll which is common is (not surprisingly) called chlorophyll "c", and is found only in the photosynthetic members of the Chromista as well as the dinoflagellates. The differences between the chlorophylls of these major groups were one of the first clues that they were not as closely related as previously thought.
2. Carotenoids are usually red, orange, or yellow pigments, and include the familiar compound carotene, which gives carrots their color. These compounds are composed of two small six-carbon rings connected by a "chain" of carbon atoms. As a result, they do not dissolve in water, and must be attached to membranes within the cell. Carotenoids cannot transfer sunlight energy directly to the photosynthetic pathway, but must pass their absorbed energy to chlorophyll. For this reason, they are called accessory pigments. One very visible accessory pigment is fucoxanthin the brown pigment which colors kelps and other brown algae as well as the diatoms.
3. Phycobilins are water-soluble pigments, and are therefore found in the cytoplasm, or in the stroma of the chloroplast. They occur only in Cyanobacteria and Rhodophyta.
The picture on the next page shows the two classes of phycobilins that may be extracted from these "algae". The vial on the left contains the bluish pigment phycocyanin, which gives the Cyanobacteria their name. The vial on the right contains the reddish pigment phycoerythrin, which gives the red algae their common name.
Phycobilins are not only useful to the organisms which use them for soaking up light energy; they have also found use as research tools. Both pycocyanin and phycoerythrin fluoresce at a particular wavelength. That is, when they are exposed to strong light, they absorb the light energy, and release it by emitting light of a very narrow range of wavelengths. The light produced by this fluorescence is so distinctive and reliable, that phycobilins may be used as chemical "tags". The pigments are chemically bonded to antibodies, which are then put into a solution of cells. When the solution is sprayed as a stream of fine droplets past a laser and computer sensor, a machine can identify whether the cells in the droplets have been "tagged" by the antibodies. This has found extensive use in cancer research, for "tagging" tumor cells.
Source:
http://www.ucmp.berkeley.edu/glossary/gloss3/pi gments.html
Additional Resources
Because Web sites frequently change, some of these resources may no longer be available. Use a search engine and related key words to locate new Web sites.
http://www.mbl.edu/animals/Limulus/vision/Wald/photosynthesis.html
– George Wald and Photosynthesis
http://www.chm.bris.ac.uk/motm/chlorophyll/chlorophyll_h.htm
– Molecule of the Month - Chlorophyll
Genomic Revolution
http://www.ornl.gov/sci/techresources/Human_Genome/education/education.shtmL
This Web site of the government-funded Human Genome Project has links about genomics, the history of the project, and more.
Secrets of the Sequence Videos and Lessons
This video and 49 others with their accompanying lessons are available at no charge from www.vcu.edu/lifesci/sosq
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Writing the Alphabet
* Always say the letter sound out loud as you write the letter, using the short vowel sound for the vowels.
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Tips for a communication supportive Secondary School
Children and young people with speech, language and communication needs (SLCN) are often helped by some small changes in the school environment – making their classrooms what we call 'communication supportive'. This makes it easier for them to understand what they are learning and gives them the best opportunity to get the most out of their lessons.
The following features are thought to be good practice for supporting children with SLCN in Secondary School.
* Good use of visual supports such as gesture, drawings, prompt cards (for example a reminder to put up your hand before calling out), photos and, where appropriate, symbols/signs. These can all be used to make aspects of the day clearer including the timetable, what a pupil will be learning in that lesson, expected behaviour, key vocabulary and information, the sequence of steps within an activity, names of equipment and where it is stored, etc.
* The teaching assistant (TA) has necessary skills and knowledge to work with a pupil with SLCN, because they will have received some training about how to support pupil with this type of difficulty. The TA is able to support when needed while encouraging independent work for example they might remind a s pupil about taking a turn, or giving an answer, or using a chart, but not do it for them.
class left on the • Pupils with SLCN are seated near the teacher. The teacher speaks facing the and stops speaking when writing on the whiteboard. Information is whiteboard long enough for pupils to read and understand.
* All pupils are encouraged to ask questions and seek clarification.
the n for each lesson is referred to during • The ways of supporting visually that a pupil finds useful are used consistently by different teachers in different classes – so expect to see similar approaches or strategies in different lessons. For example information on what will happen during lesson is written in language which pupils understand, with visual support such as pictures used where needed. This visual pla teacher introduction and updated as the lesson progresses to help pupils with SLCN to understand e.g. 'this is where we are now.'
and tactile approaches including use of real objects, practical activities, pictures, video is used if needed to ensure pupils understand. • Information is presented in a variety of ways. Teaching that incorporates use of visual
I CAN Help enquiry service www.ican.org.uk/help
Call 020 7843 2544 to arrange a free phone call from one of our speech and language therapists or email email@example.com
Visit this website for information about children's communication.
* Teachers do not talk for the whole lesson, and avoid using double meanings, idioms like 'pull your socks up' and long complicated sentences. If they use difficult words or sentences, these are explained.
* Specific words, relating to each subject, are planned in advance of the lesson. This means they can be taught before the lesson (pre-teaching) to pupils with SLCN if needed and there is repetition and lots of opportunities to hear new vocabulary.
* Support for study skills like taking notes, answering questions in exams, revising, organising your homework. This might include support for written work, e.g. a framework for writing a plan for longer pieces of writing (a narrative framework). If needed, there is time for specific teaching of study and organisational skills. IT support is evident in the classroom, and used by pupils to support their learning.
* Systems to ensure that information is shared efficiently about pupils with SLCN to ease transition to another class/school. For example use of a communication passport which is a way of recording important information about a pupil, their particular strengths and communication needs and ways of supporting these.
, homework club, small group work, individualised work. • Flexibility within the curriculum for pupils requiring individualised programmes, such as flexible timetabling, study time
that • School 'rules' and 'charters' are written in simple, symbol or visual photos form so pupils can understand them.
* Quiet space is available for time-out or individual study.
* Systems to help pupils to mix socially, e.g. lunchtime clubs, organised activities, buddying (where a pupil has a specific friend who helps them to mix with others if they want to), peer mentoring, social skills groups, use of a quiet area.
ievement but e es, is included in wall displays etc. You ight also hear teachers praising pupils for how they have managed working in a an answer right. • The school celebrates the success of all pupils – both with academic ach also social or behavioural successes. This is evident from a tour of the school as th work of all pupils, including the less able on m group, or ask a question – as well as for when they get
The school is laid out well so pupils with SLCN can find their way round easily, for • example subject rooms are colour-coded.
This information was taken from www.talkingpoint.org.uk
Do you have questions for a qualified speech and language therapist?
all 020 7843 2544 to arrange a call back with an I CAN speech & language therapist, or email your questions to firstname.lastname@example.org C
Call 020 7843 2544 to arrange a free phone call from one of our speech and language therapists or email email@example.com
Visit this website for information about children's communication.
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The Chignecto Isthmus: Keeping it Connected
What is the Chignecto Isthmus?
The Chignecto Isthmus is the narrow stretch of land that joins the province of Nova Scotia to the province of New Brunswick and the North American continent. It contains extensive wetlands, woodlands, and coastal habitats, several cities and towns and major transportation routes.
A Strategic Location
Because of its central location, the Isthmus has long been an important travel corridor. Approximately 12,000 years ago, following the retreat of the glaciers that covered the Maritimes, the Isthmus was one of two land routes to the Nova Scotia peninsula. The other is now under the waters of the Atlantic Ocean! In more recent times, the rivers and creeks of the Isthmus provided a transportation route for Mi'kmaq and later Acadians and British travelling between the Bay of Fundy and the Northumberland Strait. Today, the Trans-Canada Highway and CN rail lines criss-cross the Isthmus. In addition to the Isthmus's role as a human transportation corridor, it is also an important ecological corridor. For this reason, conservation groups like CPAWS are working to protect and restore its natural habitats.
What is the importance of the Isthmus to the Acadian Forest?
As the only terrestrial link to Nova Scotia, the Isthmus plays an important role in maintenance of "ecological connectivity" within the Acadian Forest Region. Ecological connectivity refers to the ability of plants and animals (individuals and populations) to mix and move across a landscape, in this case between New Brunswick and Nova Scotia. This connectivity on the isthmus may help to maintain current wildlife populations and allow for ecosystems to adapt to changes occurring in the environment (for example, climate change).
Quick Facts about the Chignecto Isthmus
Width – At its narrowest, the Isthmus is only 21 km wide.
Length – the core Isthmus area is only 25 km long, however the area of connectivity interest is from Moncton, NB to Pictou, NS, a distance of 170 km.
Principle Ecosystems
Upland mixed forest, lowland coniferous forest, bog, freshwater marshes and small lakes, saltmarshes, dykelands
Characteristic Forest Species
Plants: Red Spruce, Black Spruce, Red Maple, White Birch, Yellow Birch, Wild Raisin, Bunchberry, Pink Lady's Slipper, Bluebeard Lily; Mammals: Moose, White-tailed Deer, Coyote, Fisher, Bobcat, Black bear; Birds: Bald Eagle, Northern Goshawk, Barred Owl, Spruce Grouse, Ruffed Grouse, Blackcapped Chickadee, Yellow-rumped Warbler, Magnolia Warbler, Blue Jay, Gray Jay. White-throated Sparrow. Reptiles and Amphibians: Garter Snake, Wood Frog, Spring Peeper
Nearby Towns and Cities
New Brunswick: Moncton, Dieppe, Shediac, Cap Pele, Cape Tormentine, Port Elgin, Sackville Nova Scotia: Amherst, Northport, Port Howe, Springhill and Oxford..
Population
The population from Moncton to Truro and Pictou is approximately 188,000. This includes the cities and towns of Moncton (61,000), Dieppe (15,000), Sackville (5,300) Amherst (9,400), Springhill (4,000), Truro (11,500) and Pictou (4,000). Almost twice as many people (124,000) live in towns and cities as live in rural areas (64,000).
Major Highways on the Isthmus Highway 2 - the Trans Canada - spans the Isthmus from the northwest to southeast. Route 16 crosses the Isthmus from southwest to northeast.
Why be concerned about the Chignecto Isthmus?
There is an extensive network of roads on the Isthmus, from major highways to woods roads. These roads may restrict the ability of wildlife to move across the landscape. Moose, for example, have been shown to avoid areas with road densities similar to those found on much of the Isthmus.
Development in the rapidly growing communities of Greater Moncton and Shediac has the potential to pinch off natural connections to the west of the isthmus.
Though the majority of the land on the Isthmus remains forested, management of these forests has greatly altered the natural forest composition, resulting in much less of certain types of forest habitats that used to be on the Isthmus. Analysis by the Greater Fundy Ecosystem Research Group found that only a tiny percentage of lands in the Shinimicas and Tidnish River watersheds (NS) maintain mature tolerant hardwood and pine stands.
While agriculture on the Isthmus is focused around the dykelands, upland areas are being converted from forest to fields for potato and "wild" blueberry cultivation. Such land use changes contribute to the fragmentation of the Isthmus.
What can be done to keep the Isthmus connected?
Several areas on and beside the Isthmus are under special management. As natural area anchors for connectivity, the Canaan Bog Protected Natural Area is located to the northwest and the Chignecto Game Sanctuary to the south-west. On the Isthmus, the Amherst Wellfield Protected Area and Tintamarre National Wildlife Area are important core areas for conserving natural linkages.
Promotion of forest management that conserves the full diversity of natural forest types and maintains appropriate habitat for wildlife movement would help to conserve connections between the anchor areas and core protected areas on the Isthmus. Promotion of management plan development and forest certification are two tools that could help to shift harvesting towards more wildlife-friendly practices.
Regional planning commissions have the ability to influence development patterns and to designate green spaces and important environmental areas. The Town of Amherst and the Cumberland, Tantramar, Beaubassin and Greater Moncton Planning Commissions could play a positive role in conserving natural corridors on the Isthmus.
Protecting natural habitat and reducing forest fragmentation may also be of interest to other organisations working in the area. For example. natural corridors would not only benefit wildlife but could also serve as headwater protection for the many rivers that drain the Isthmus, making watershed conservation organisations logical partners in the effort to improve habitat conservation.
For more information, please contact the Canadian Parks and Wilderness Society (CPAWS):
In Nova Scotia:
In New Brunswick:
Tel: 902-446-4155
1099 Marginal Rd. Suite 201
Halifax, NS B3H 4P7
Tel: 506-452-9902
180 St. John Street
Fredericton, NB E3B 4A9
www.cpawsns.org www.cpawsnb.org
CPAWS New Brunswick and CPAWS Nova Scotia greatly appreciate the financial support provided by The EJLB Foundation for this project
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Chetek-Weyerhaeuser Area School District Grade Level Team Progress Monitoring and Intervention Analysis
Purpose
Use to monitor student response to intervention and make decisions regarding intervention needs based on data.
Prior to the Meeting
Person who implemented the intervention brings evidence of learning results from the intervention.
Getting Started
3 minutes
5 minutes
20 minutes
Getting10
Started minutes
2 minutes
Remind team of essential agreements/norms. The facilitator and recorder are identified and the facilitator describes the purpose of the protocol and reviews the steps.
Presentation
Person who provided implemented intervention outlines the intervention used with the student and shares evidence of learning.
Discussion
Group exchanges insights and asks questions regarding.
- Was student learning goal or benchmark reached?
- Intervention fidelity
- Is the progress reasonable? Should the intervention be continued longer?
- If progress is not reasonable, how will intervention be changed or intensified?
- What does learning indicate about effectiveness of the intervention?
- Is additional assessment data needed to better understand this learners needs?
- What insights into the student needs has the intervention revealed?
- Who on our staff has the expertise to decide what the intervention should look like at the next level? For example, have we exhausted our intervention options at the classroom level and do we need a resource from the RtI team?
- Keep notes on team discussions.
- Document changes to intervention plans appropriately.
Closure
Reflect on the essential agreements/norms.
- What worked well today? (each member share)
- What could we improve on at our next meeting? (each member share)
Grade Level Team Intervention Meeting Documentation
Number of items on the intervention fidelity checklist
Number of items met
Was student learning goal or benchmark reached?
Team Members
Group exchanges insights and asks questions regarding.
- Intervention fidelity
- Is the progress reasonable? Should the intervention be continued longer?
- Was student learning goal or benchmark reached?
- If progress is not reasonable, how will intervention be changed or intensified?
- What insights into the student needs has the intervention revealed?
- What does learning indicate about effectiveness of the intervention?
- Is additional assessment data needed to better understand this learners needs?
- Keep notes on team discussions.
- Who on our staff has the expertise to decide what the intervention should look like at the next level? For example, have we exhausted our intervention options at the classroom level and do we need a resource from the RtI team?
Document changes to intervention plans appropriately.
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Making Number Talks Matter Developing Mathematical Practices and Deepening Understanding Grades 4-10
BOOK DETAILS
* Author : Cathy Humphreys
* Pages : 200 Pages
* Publisher : Stenhouse Publishers
* Language : English • ISBN : 1571109986
BOOK SYNOPSIS
Making Number Talks Matter is about the myriad decisions facing teachers as they make this fifteen-minute daily routine a vibrant and vital part of their mathematics instruction. Throughout the book, Cathy Humphreys and Ruth Parker offer practical ideas for using Number Talks to help students learn to reason numerically and build a solid foundation for the study of mathematics. This book will be an invaluable resource whether you are already using Number Talks or not; whether you are an elementary, middle school, high school, or college teacher; or even if you are a parent wanting to support your child with mathematics. Using insight gained from many years of doing Number Talks with students of all ages, Cathy and Ruth address questions to ask during Number Talks, teacher moves that turn the thinking over to students, the mathematics behind the various strategies, and ways to overcome bumps in the road. If youve been looking for ways to transform your mathematics classroom--to bring sense-making and divergent thinking to the foreground, to bring the Standards for Mathematical Practice to life, and to bring joy back into your instruction--this book is for you.
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We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Making Number Talks Matter Developing Mathematical Practices And Deepening Understanding Grades 4-10. To get started finding Making Number Talks Matter Developing Mathematical Practices And Deepening Understanding Grades 4-10, you are right to find our website which has a comprehensive collection of manuals listed.
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Problem Set #3: Due end of class October 13, 2016
You may discuss this problem set with your classmates, but everything you turn in must be your own work. Please read the "problem set guidelines" on the course web page before beginning.
1. Use the two-country model of vertical FDI we developed in class to answer the following questions. Assume that θau = 5, θas = 1, θbu = 1, θbs = 10, w 1 u = 10, w 1 s = 20, w 2 u = 2, w 2 s = 30, and τ = 0.05.
a. In Excel, create a column of τb that vary from 0 to 0.30 by increments of 0.01. Create the following columns, where each row differs by the value of τb
1. The cost of the final good in country 1 if a and b are both made in country 1.
2. The cost of the final good in country 1 if b is made in country 1, shipped to country 2 where a is made, and the final good is shipped to country 1.
3. The cost of the final good in country 2 if a and b are both made in country 2.
4. The cost of the final good in country 2 if b is made in country 1 and shipped to country 2 where a is made.
5. The cost of the final good in country 2 if a and b are both made in country 1 and the final good is shipped to country 2.
b. For what values of τb is the best firm structure complete fragmentation?
c. For what values of τb is the best firm structure partial fragmentation?
d. For what values of τb is the best firm structure to export from country 1?
e. In one graph, plot each of the 5 columns against τb. Put τb on the x-axis. Clearly label the graph.
2. Redo part a. from question 1, but let τ = 0.15. Why is complete fragmentation no longer viable for any level of τb?
True/False-Explain. Respond to the following statements by explaining why they are true or false. No partial credit will be awarded for stating TRUE or FALSE without explanation.
3. In the model of vertical FDI we developed in class, it is always cost-minimizing for the firm to produce the unskilled-labor intensive good in the country with low unskilled wages whenever the costs of trading are zero, τb = τ = 0.
4. Consider the model of vertical FDI we developed in class. Vertical FDI always generates exports from country 1 to country 2 and exports from country 2 to country 1.
5. Download PS3 Data.xlsx from the course webpage.
* Column B is the stock of US FDI located in that country.
* Column C is the county's GDP.
* Column D is total exports from the US to the country.
* Column E is the value of exports to that country that shipped between related parties — mostly multinational firms and their affiliates.
a. Would you expect related party trade to be more important in countries with more FDI? Does it matter if the FDI is horizontal or vertical? Explain your answer.
b. Create a variable named related-party share = related party exports / total exports. This variable is the share of total exports that is between related parties. Plot this variable against the logarithm of FDI/GDP. Put ln(FDI/GDP) on the x-axis. [Do not take the log of the related-party share variable.] Add the linear trend line and display the trend line equation on the chart.
c. What is the relationship between ln(FDI/GDP) and the related-party share? Interpret the slope coefficient of the trend line.
d. Canada and Mexico are both in the top 5 countries in terms of the related-party share. In the context of our model of vertical FDI, explain why we see so much related party trade in Canada and Mexico. [Reminder: Canada, Mexico, and the United States are members of the North American Free Trade Agreement.]
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List of Primate Features
Trends of Primate Development
1. Eyes spaced wide apart surrounded by a bar of bone, not an eye socket, often noctur nal, tapetum or reflective layer in the eye.
1. Eyes that move from the side of the head to the front, permitting binocular vision.
They become enclosed in bony eye sockets.
2. Development of colour vision and diurnal lifestyle.
3. Reduction of the muzzle or snout (reduced sense of smell).
4. Change from wet nose like a dog to dry nose (part of reduced importance of sense of smell).
5. Transition from claws to nails on ends of digits, to protect sensitive tactile nerve endings.
6. Development of hands and feet from sup portive to grasping hand to opposable thumb and grasping big toe.
7. Development of hemochorial placenta – only one layer – so more oxygen gets through to nourish fetus, particularly the brain.
8. Enlargement of brain in relation to body size.
9. Reduced number of off
spring from litter of 3 or 4 to 1 every 5 years. 10. Increased lifespan and stages of develop ment coupled with intense long lasting maternal care.
Features of Prosimians
2. Less colour vision or none at all.
3. Retention of longer muzzle because the sense of smell is still important.
4. Wet nose skin, like a dog, to pick up scent more easily.
5. Often have scent glands to mark areas where they live (on wrist, face or circum anal area).
6. Although most have some nails, they re tain some claws on hind feet to help with grooming.
7. Grasping hands but not opposable thumbs.
8. Dental comb. lower incisors pointed and sloping forward make a dental comb to aid grooming.
9. Some retain whiskers (vibrissae) to help move in the dark.
10. Some use nests to rest in during the day and to protect the infants, especially if they have more than one at a time.
Features of New World Monkeys
1. The only nocturnal monkey.
2. A dental pattern which has 36 teeth (ex cept for the smallest forms) with an addi tional
premolar in each quarter of the jaw.
3. Prehensile tails in some forms.
4. Nostrils which are oriented to the side
with a wide nasal septum between them.
5. Features of the inner ear structure which are not visible from the outside.
Features of Old World Monkeys.
1. Narrow nasal septum
2. Reduced number of premolars - total of 32 teeth
3. Some have cheek pouches
4. Others have specialized stomachs to digest mature leaves
5. Features of Apes
1. Specialized shoulders for arm swinging.
2. Longer arms than legs
3. No tail
4. Long fingers, short thumbs
INTRODUCTION
This video is intended to introduce students to the wide variety of animals classified as primates. Even though they range in size from less than 100 grams to more than 200 kilo grams, they share features which indicate their close relationship. These features are outlined as the ten basic trends that developed in pri mates as they evolved over the last 55 million
2
years. Explaining the features as developing trends allows us to understand that features such as forward facing eyes have particular functions which are important for primates at particular levels of development, but there was a process of change from ancestral form to more modern ones.
The prosimians, or pre-monkeys, are probably the least common and well-known animals of the order to most North Americans. They tend to be small, many are nocturnal, and many live singly or in very small groups, all of which makes them less desirable as zoo exhibits. However, these are the forms which still show theprimate features as they occurred in the evolutionary past. They still have longer muzzles, wet nose skin, some claws, and eyes more to the side of the head. Thus, I have included a variety of prosimians, both lemurs and lorises, to provide a number of examples of differing sizes, features and social organiza tions. These are representative of the founding members of the order and the ten traits listed as characterizing prosimians are the ones most easily seen in the living animal. Tarsiers are rare in zoos but extremely important members of the order because of their combination of prosimian and anthropoid traits. They have the size and nocturnal lifestyle of prosimians,
with relative brain size and sensory systems more like anthropoids. They also have some unique adaptations, such as their huge eyes and elongated tarsal bones, which facilitate their vertical clinging and leaping type of lo comotion.
From the foundation laid by an examination of the prosimians, it becomes easier to see how the monkeys have developed. Although still very generalized, and able to make a living in a wide variety of ways, there are certain traits shared, first by all anthropoids (monkeys, apes and humans) and then by all monkeys. The level of organization called monkeys is actually made up of two large groupings of animals who were separated from each other more than 30 million years ago because the ancestors of one group managed to reach South America and were then cut off from any genetic contact with the Old World forms. Thus, the two sets of monkeys evolved independently but along parallel lines. This is why there are some deep, underlying differences between New World and Old World forms, as well as many similari ties of appearance and activity. Since primates are basically social, all monkeys live in groups, although some are only made up of the mated pair and offspring while others have several hundred animals. There are a number of basic
features distinguishing New World monkeys from Old World ones but I have focused on a few key indicators which are relatively easy to recognize visually (as well as trying to indicate that there are others). I have included repre sentatives of many types of New World forms but there are quite a few other types, some of which are hard to video. I concentrated on portraying New World monkeys in captive habitats because I could get much closer to these highly arboreal forms in situations where they are well habituated to people. For the Old World forms, I had the opportunity to spend more time in acquiring some footage in the field, as was particularly pleased to get the Zanzibar Red Colobus material from Zanzibar, since those monkeys are basically unavailable elsewhere. As macaques are my specialty, I included a variety of the approximately 19 species living in various areas from Gibraltar to Japan. The lists of primate features were becoming cumbersome so I incorporated basic remarks about the definitive structural features of Old World Monkeys, Lesser Apes and Great Apes into the text of the narration. These are animals which many people have had more opportunity to see and thus I focused more on behaviours than on physical features, although I indicated the various visible distinguishing
characteristics to aid students in recognizing the taxonomic differences.
In making this video, I avoided using taxonom ic terminology in any formal sense but instead referred to all the animals by their common names. Since this is an introduction, I felt that too many polysyllabic, strange terms would overwhelm the interest that the live footage was intended to develop. I spent over twenty years gathering this material from around the world, with the intent of making a film of this nature. Many people learn much more easily by visual input and I have attempted to organize this material in such a way that it could be used in segments, or all together. It could easily be shown initially as an introduc tion and then again as units on prosimians, various groupings of monkeys and the apes, possibly followed by a repeat viewing of the entire video.
The choices of animals were based on a com bination of attempts to cover a representative range of types and an attempt to show species which are extremely rare. At least ten of the 40 species covered are highly or critically endangered, or mainly occur in very restricted areas. The pygmy slow loris, slender loris, potto, large galago, lesser bamboo lemur, and
UIDE
4
G
aye-aye are all very seldom available on video. In terms of New World monkeys, the cottontopped tamarins are now even rarer than the golden lion forms and are very seldom seen in captivity. In choosing the Old World Cercopithecines, I wanted to show the vari ability within groups as well as between them. Thus, there are four types of guenon (two of which are very rarely seen in captivity, the Wolf 's guenon and Allen's swamp monkey), three types of baboon and four species of macaques. There are many other types such as mangabeys or patas which I could have includ- ed but felt that the within group comparisons might help to foster discussion of niche dif ferentiation between smaller and larger forms. The Guinea baboon and the Drill are two spe cies which are very seldom seen in captivity or in video. In terms of the Colobinae, I had the opportunity to get the rare Zanzibar colobus, which is endemic to the island of Zanzibar, and the Angolan colobus material from captive sources. The Chinese golden sub-nosed langur, while not extremely rare, is very seldom seen outside of China, while the Douc langur is facing critical population pressure. Thus, eight of the total of 15 Old World Monkey species are ones which many people have probably never seen. The Great Apes are much more common in captivity but their complex behav
iour and closer relationship to humans makes it important to emphasize the differences between them and monkeys, and I have includ ed all four types. Thus, 16 of the 40 species videotaped will probably be new to students, while the tarsier is so rare that I was not even able to find one to film and had to settle for a picture.
I hope that the value of this video is not only in demonstrating the categorization of pri mates by their various features but to allow students to see species which they may have never seen before. The realization that many primate species are highly endangered may prompt some interest in the issue of conserva tion.
A Film By Anne Zeller
Videography By Anne Zeller
Purchasing Information
Color,49 mins, 2006 Institution Sale $195.00 Consumer Sale $49.95 DVD/VHS
Study Guide Credits
Contact Information
Study Guide by Anne Zeller
Edited and Compiled by Razan Alzayani
Study Guide Design by Razan Alzayani
Documentary Educational Resources 101 Morse St. Watertown MA 02472
800-569-6621 or 617-926-0491 http://www.der.org firstname.lastname@example.org
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Resources for Careers-Related Learning at Home
Educational Videos to Explore Career Areas:
* https://www.thewowshow.org/
A fast-moving magazine-style programme. Engaging encounters with young inspirational people for an authentic view of what the world of work really means.
* https://learnliveuk.com/
* https://icould.com/- videos featuring real people talking about their careers.
* https://www.careersbox.co.uk/
* https://www.icanbea.org.uk/virtual-tours/ -Icanbea – Employers' virtual tours
* https://www.stepintothenhs.nhs.uk/ - NHS careers videos and career quiz
Websites to Explore Different Job Roles:
* Information on different job roles. https://guest.startprofile.com/world-of-work/explore/industries-
* NHS Careers Information - https://www.healthcareers.nhs.uk/explore-roles-
Resources to explore your career-related skills and strengths
* https://www.youthemployment.org.uk/free-skills-careers-activities-booklet-for-young-people/ Skills and Careers Activities booklet -This free resource is perfect for young people to work through at home.
* https://hub.skillsbuilder.org/resources/ - Click on the link and browse resources on the left which are a range of skills and activities and information.
* https://icould.com/buzz-quiz/ - Take this quick, fun personality quiz. What animal will you be?
Other useful websites with Careers Information
* https://nationalcareers.service.gov.uk/
National Careers service "We provides information advice and guidance to help you make decision on learning, training and work."
* https://www.how2become.com/ Advice on how to work in certain sectors.
* https://www.bbc.co.uk/bitesize/careers - BBC Bitesize – lots of careers info/videos.
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A BOOKLET OF FASTING (SAWM)
'O ye who believe, enter into peace wholeheartedly' (Qur'an 2:208)
Section
Preface
1 Fasting
- Definition and Religious Basis
- Benefits of Fasting
- Conditions of a Valid Fast
- What Invalidates the Fast
2 Those who should observe the fast
3 Tarawih prayers
4 Laylatul Qadr
5 Zakat al Fitr (Charity paid at the end of Ramadan)
6 Eid al Fitr (The Festival of Accomplishment of the Fast)
7 Fasting outside Ramadan
CONTENTS
1 FASTING
Definition
Fasting means complete abstinence from food, drink and sexual intercourse during daytime, from the bread of the dawn till sunset, during the month of Ramadan which is the ninth month of the Muslim calendar, provided that observing the fast in this way does not cause any harm to the health of the fasting person.
Religious Basis of Fasting
Allah the Almighty states in the Holy Qur'an: 'Ramadan is the month in which the Qur'an was revealed as a guide to mankind, also clear (signs) for guidance and distinction (between truth and falsehood). So every one of you who is present during the month should spend it in fasting.'
(2:183)
The Prophet (peace be upon him) said: 'Islam was founded on five bases. These are: shahadah (declaration of faith), salah (prayer), fasting during the month of Ramadan, paying of zakah and hajj (pilgrimage).
The verse and the saying of the Prophet (pbuh) quoted above show the basis on which the obligation of fasting in Ramadan is founded.
Determination of the start of Ramadan
The start of Ramadan is marked by seeing the new moon of the month or by completion of the days of the previous month (Shaban) to 30 days, in case it becomes impossible to sight the new moon due to weather conditions.
The new moon must be seen by two trustworthy Muslims.
The fast starts before the break of dawn. Muslims are allowed to eat and drink at any time throughout the night and stop at dawn.
A special meal before dawn, termed sahour, is recommended to be taken so as to provide the fasting person with energy during the day.
Benefits of Fasting
Fasting has many benefits, some of which are felt here in this life; others will be enjoyed in the Hereafter.
(A) Benefits of Fasting in this life
(i) Health advantages achieved through fasting: Fasting in Ramadan relieves the digestive system during the daytime. Diseases associated with overstuffing the stomach with food will be cured due to reduction of the amount of food eaten in Ramadan.
Reduction in food results in reduction of calories taken. This consequently leads to weight loss for those who usually eat too much, putting on more weight through the year. Hence fasting in Ramadan offers people a good opportunity to diet.
(ii) Benefits for the individual personality: The patience experienced in restraining bodily demands trains the fasting person to encounter the hardships of life. It reinforces willpower and courage. It also trains the individual to be wise, truthful, self-restrained and to be able to control their desires and actions. All this helps to build a sound and strong personality.
Moreover the Prophet (peace be upon him) taught his companions the morale and the attitude that a fasting person should observe. He said:
'If one does not abandon falsehood in words and deeds, Allah has no need for his abandoning his food and drink.'
(Hadith: Bukhari and Muslim)
'There are many who fast during the day and pray all night, but they gain nothing but hunger and suffering due to sleeplessness.'
(Hadith: Darimi)
Also he asked them not to spoil the reward for their fasting by misconduct.
(iii) Spiritual and moral benefits:
Abstaining from food and bodily desires during fasting inculcates love in human hearts towards their Creator. That is because Muslims fast in response to His Divine order to do so. Following this order by ceasing to eat and drink whether in private or in public is intended to make them more aware of Allah's nearness. This should help to bring all their actions under control, so that they will not go against any of Allah's commands. Moreover, restraining oneself from satisfying one's natural lawful desires should result in abstinence from all acts declared by Allah to be unlawful.
(iv) Social benefits of fasting The Islamic calendar follows the lunar year, which is about 11 days shorter than the solar year, and the month of Ramadan (and all other Islamic festivals) fall about 11 days earlier
every year. This means that Ramadan gradually moves from season to season, falling sometimes in the hottest or longest days and at other times in the colder or shorter days. Thus Muslims in all parts of the world learn to fast in all weathers and no nation is obliged to fast always in its hottest season of the year. In that sense it makes every Muslim experience the reality of hunger and thirst whether in winter or summer, and thereby increases their sympathy and care for each other and particularly for those in need.
Ramadan is in fact a major element in bringing all Muslims together. At the end of the month of Shaban, the month before Ramadan, all Muslims observe the skies to sight the appearance of the new moon of Ramadan. After that, Muslims start to fast, feeling that they are participating in a collective act of worship carried out simultaneously by all Muslims throughout the world. The same feeling occurs when breaking fast (iftar) and on the Eid festival at the end of Ramadan. This cultivates in the individual the feeling of being part of a greater society, so that they seek to form wider connections with their fellow
Muslims, to share their happiness and offer assistance if a calamity befalls any part of their wider community.
The special charity paid to the needy at the end of Ramadan by every Muslim reflects their care towards society.
In addition, fasting reflects the equality between all people before the law. When Ramadan comes, all Muslims have to fast, there is no difference between rich and poor, rulers or subjects.
(B) Benefits of fasting in the Hereafter
(i) Fasting is a protection against Hell fire The Prophet (pbuh) said, 'Hell fire is surrounded with desires'.
Restraining the body from its essential desires like food and drink, during the days of Ramadan gives it valuable practice in restraining all of its desires and lusts.
This makes it easy for Muslims to refrain from committing what is declared by Allah to be unlawful. In this regard, fasting is considered as a shield against Hell fire.
(ii) Fasting paves the way to Paradise The Prophet (pbuh) said: 'Allah, the Exalated and Majestic, says: 'Every act of the son of Adam is for him, except fasting. It is exclusively meant for Me and I alone will reward it.' It was reported that one of the Prophet's (pbuh) Companions asked: 'O Messenger of Allah, show me an act that may cause me to enter Paradise.' He answered, 'Keep fasting, there is nothing to match it.'
Conditions for a valid fast
There are two conditions for a fast to be acceptable:
1. Making the intention of fasting before dawn, specifying the intended fast. That means, for the fast of Ramadan to be valid one has to make one's intention clearly the evening before the fist day of the month that one intends to fast the month of Ramadan as a fulfilment of the obligation of fasting. This intention must be renewed if fasting is interrupted for any reason during the month.
2. Abstinence from all things that break the fast, like eating, drinking, etc.
What invalidates the fast?
The fast may be rendered invalid by any of the following:
1. Anything that enters the abdomen, whether through the mouth, nostrils, ears or by any other means. This includes food, drinks, smoke snuff and injections.
2. Vomiting, if it was caused deliberately and some of re-entered the stomach. But if the vomiting was involuntary and impossible to control, the fast remains valid, provided it is continued afterwards.
3. Sexual intercourse, if it happens deliberately, without coercion or forgetfulness, when the individuals know that it invalidates the fast.
4. Emission of semen by any other means such as masturbation, prolonged contemplation and the like.
2 THOSE WHO SHOULD OBSERVE FASTING
Fasting in Ramadan is an obligation upon every Muslim, both male and female, providing that they meet the following qualifications:
- Having attained puberty
- Having a sound mind
- Being physically able to bear the fast.
In the case of a female:
- She is not undergoing menstruation or post-natal bleeding.
Those who observe the fast but miss out some days are divided into two groups as follows:
1. People exempted but required to make up for the missed days:
1.1 The sick: A Muslim is not required to fast if he/she is ill and this illness may become worse by reason of fasting, or fasting might delay their recovery, or if it is necessary for them to take medicine during the daytime.
1.2 Travellers: People who are travelling are exempted from fasting during their journey, provided that the distance of the journey is not less than 50 miles, but it is best for them to observe the fast.
1.3 Pregnant or breast-feeding women if they fear that fasting might affect their own or their children's health.
1.4 Women in the normal period of menstruation or having post-natal bleeding.
2. People exempted but not required to make up for missed days:
2.1 The elderly who cannot stand the hardships of fasting
2.2 Chronically ill people who are not likely to recover.
Reparation for a spoiled fast
There are two ways for atonement depending on the nature of the action that spoiled the fast:
(i) Making up the missed days of the fast, day for
day. This is required when the fast is nullified by committing one of the acations that invalidates the fast, by accident or under coercion or due to ignorance, i.e. not knowing that the action would invalidate the fast.
(ii) Expiation (Kafarah):
A fast to make up the missed day is required when the rules for fasting are deliberately broken, and the individual is fully aware that the action will make the fast invalid and is not under any coercion to do it. Any day, when the fast of Ramadan is deliberately violated must be made up either by fasting two months consecutively or by feeding 60 poor people for each day violated in Ramadan. On top of this, fasting for a day in place of the violated one is required.
Breaking the Fast
Immediately after sunset a fasting person breaks his fast, preferably with dates and water before taking his meal. It is recommended to say the following supplication at breaking the fast.
'O Allah, for your sake I have fasted and I am breaking my fast with food You have provided.'
3 TARAWIH PRAYER
Tarawih is a congregational prayer performed during Ramadan after Isha prayer. It consists of twenty rak'ahs followed by witr. It is recommended to do tarawih in the mosque. However, one may also perform it individually at home, or where convenient.
4 LAYLAT AL-QADR
Laylat al-Qadr occurs in one of the last ten days of Ramadan. Ibn Omar, the Companion of the Prophet (pbuh) reported that the Prophet (pbuh) said, 'Look out for Laylat al-Qadr in the last ten nights of Ramadan.' So it was recommended to spend these nights in worship and recitation of the Qur'an. The Qur'an states that this night is 'better than a thousand months', meaning that acts of devotion done on this night are rated higher than those done through a time span of a thousand months, because it was the night of revelation of the Holy Qur'an.
5 ZAKAT AL-FITR
(Charity Paid at the End of Ramadan)
Payment of Zakat al-Fitr, on behalf of oneself and one's dependants, is incumbent upon every Muslim, provided that he has in his possession the required amount of zakah in excess of his needs and the needs of his dependents..
The amount of Zakat al-Fitr has been determined by Muslim scholars as 2.5 litres of the staple food at the place where the payer lives (i.e. wheat, corn, rice, etc.)
It should be paid at the end of Ramadan and should not be delayed by any means beyond the day of Eid, so that nobody spends the Eid unsatisfied or unhappy.
6 EID AL-FITR
(The Festival of Accomplishment of The Fast)
Eid al-Fitr is the festival marking the end of the Ramadan fast. On the night of 29th Ramadan, people watch the sky for the new moon of the following month. As soon as it is sighted, an announcement is made: 'The moon has been seen at such-and-such a place' and people at once start their final preparations to celebrate Eid al-Fitr on the following day.
Eid Prayer is a confirmed Sunnah (highly recommended by the Prophet). It is a congregational prayer consisting of two rak'ahs and a sermon given by the Imam after the prayer, where the Imam sits down half-way through the sermon and then rises again.
The time for the Eid prayer begins at early morning, shortly after sunrise. The time available for the prayer actually starts at about 20 minutes after sunrise and continues until noon, when midday prayer (dhuhr) becomes due.
On the morning of Eid al-Fitr people bath or shower, put on their new or best clothes, eat breakfast and go out early to the Eid praying ground. It may be a large mosque or a wide, open space, since many thousands of people are likely to be there. Women are encouraged to attend. Everywhere people exchange greetings such as Eid Mubarak (May the Eid be blessed).
The religiously important aspects of Eid al-Fitr are the giving of the zakat al-fitr to the poor (which is essential for all who have the means) and the attendance at the Eid prayer.
Other aspects of the festival are merely customary, and may vary slightly from one country to another. For example, in some Muslim countries, a visit is paid to the graveyards during the Eid festival, while in some other Muslim countries this practice is unknown. What is common to all Muslim communities and the reason why the Eid al-Fitr is such a popular festival, is the joyful feeling of having completed the fast.
7 FASTING OUTSIDE RAMADAN
There are two types of fasting other than Ramadan fast, either obligatory or voluntary as follows:
(A) Obligatory Fasting
There is no obligatory fast in Islam other than Ramadan.
However it becomes incumbent on a person to observe the fast under the following conditions:
(1) Expiation of an unfulfilled oath
Allah Almighty says in the Holy Qur'an: 'Allah will not take you to task for that which is unintentional in your oaths, but he will take you to task for the oaths which ye swear in earnest. The expiation thereof is the feeding of ten of the needy with the average of that with which ye feed your own folk, or clothing of them, or the liberation of a slave, and for him who findeth not the (wherewithal to do so), then a threeday fast. This is the expiation of your oaths when you have sworn, so keep your oaths. Thus Allah expoundeth unto you His revelations in order that ye may give thanks.'
(2) Making up for missed days
When a person who is required to observe fasting deliberately invalidates his fast during the days of Ramadan, it will become incumbent on him to expiate for each of the invalidated days by fasting two months continuously or by feeding sixty persons.
(3) Nadhr (Vow)
Fasting on some days may become incumbent on a person if he solemnly vowed to fast. If anyone has made a vow to do a specific act of worship such as prayer, fasting or the like it becomes obligatory on them to fulfil their vow.
A vow usually takes the form of saying, for example, 'It will become obligatory for me to fast three days if so and so happens.' If the mentioned think happens, then the fulfilment of the vow becomes obligatory.
(4) Fasting in relation to Hajj and Umrah
(i) If a Muslim performs Umra during the months of Hajj, i.e. the months of Sawal, Dhu al-Qaida and the first ten days of Dhu al-Hijjah, they will be required to offer an animal to be slaughtered and distribute its meat among the poor of Makkah. If they cannot afford that, they may then fast for three days during the Hajj days and seven days when they return home.
(ii) Expiation for breaching the requirements of Ihram of Hajj or Umrah.
(B) Voluntary Fasting
It is recommended to fast some special days such as:
1. The first six days of Shawal immediately afater the day of Eid. The Prophet (pbuh) said: 'If anyone
observes the fast of Ramadan with a six day fast in the month of Shawal, it will be as if he had fasted perpetually.' (Narrated by Muslim).
2. Ninth and 10th days of Muharram (the first month of the Islamic calendar);
3. Thirteenth, fourteenth and fifteenth days of each lunar month.
4. The Mondays and Thursdays of each week;
5. The first nine days of Dhu al-Hijjah, especially the day of Arafah, for those who are not performing the Hajj;
6. The Prophet (pbuh) said:
'The one who observes three days fast every month and that of Ramadan every year is perpetually fasting. I seek from Allah that fasting on the day of Arafah may atone for the sins of the past and the coming years, and I seek from Allah that fasting on the day of Ashura (10th Muharram) may atone for the sins of the past years.'
NB.
Every effort has been made to ensure that this text is accurate and contains the basic information required to carry out the fast. Further details may be obtained directly from your imam.
(c) IQRA Trust 2008
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Ways to Stay Healthy During Cold and Flu Season
Children under 17 years of age in the United States, experience 52 million cases of the common cold each year. Because the common cold has no cure, prevention is considered the most effective treatment. Children are more susceptible to catching a cold or the flu virus because their immune systems are still developing. You can take certain precautions to avoid becoming infected with a virus during cold and flu season.
Get Vaccinated
Although no vaccine exists for the common cold, you can get vaccinated against the flu. The Centers for Disease Control states that getting a flu vaccine once a year is the best step toward prevention during the cold and flu season. Children, the elderly and people in the medical profession are more prone to getting the flu. People with compromised immune systems, such as patients in cancer treatment or diagnosed with HIV, are also more susceptible. Many schools, health clinics and pharmacies offer the flu shot on an annual basis.
Avoid Sick People
Stay away from people who appear to be sick. The viruses that lead to the cold and flu are both transmitted from human to human. Sneezing and coughing are common ways the viruses enter the air and affect surrounding people. KidsHealth.org states that cold and flu viruses can travel up to 12 feet from a sneeze or cough. If a child appears to be sick, she should be kept home until symptoms diminish. If sick, steer clear of public places to avoid infecting other people.
Sanitize
Sanitize objects touched by other people, such as children's toys, computer boards and countertops. Use disinfectants to kill viruses that could lead to the common cold or flu. Use a bleach water solution (one part bleach to ten parts water), to soak toys, dishware and other shared household items in the sink.
Wash Your Hands
Proper hand washing is an effective way of killing infectious viruses on the skin, according to MayoClinic.com. Wash hands often with soap and water, and use hand sanitizers when hand washing is not available, according to the CDC. Teach children to wash their hands properly and often. Wash the hands after touching public items, such as doorknobs or shopping carts, and after sneezing or using the bathroom.
Use Tissues Or Cough In Your Sleeve
Use tissues or your sleeve when sneezing or coughing and never pick up another person's used tissue. If touched, the mucus from a sick person can infect another person. Throw tissues away as soon as they are used.
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WNOFNS 7 (2017) 42-48 EISSN 2543-5426
Evaporation channel consumes hundred times more solar power than the winds over the globe
Dulli C. Agrawal
Department of Farm Engineering, Institute of Agricultural Sciences, Banaras Hindu University, Varanasi - 221005, India
E-mail address: email@example.com
ABSTRACT
The free convection of the water and air over the globe induces evaporation of standing water and the generation of wind, respectively. The ratio of the corresponding heat transfer coefficients is shown to be equal to the ratio of solar power going into evaporation/precipitation and into wind generation. The present work provides a justification for the estimate on wind power reported by M. King Hubbert and also that wind generation on a global scale is about two-order magnitudes less than the solar power responsible for rainfall. This paper resolves the existing ambiguity in the estimates of wind power over the globe.
Keywords: Free convection, water, air, earth, solar power, evaporation, rainfall, wind
1. INTRODUCTION
The two well known fluids water and air generate natural convections over the globe and cool it. The former causes evaporation of water and subsequent rainfall while the latter generates the wind. The ratio of the corresponding heat transfer coefficients is shown to be equal to the ratio of solar power going into evaporation/precipitation and wind channels. The present work provides a justification for the first time to the observations made by M. King Hubbert (Lapedes 1976) that wind generation on the globe is 𝑄 𝑊𝐼𝑁𝐷 𝐻𝑢𝑏𝑏𝑒𝑟𝑡 = 370 ∙10 12 W and is about two order magnitudes less than solar power responsible for the rainfall (𝑄𝐸𝑣𝑎𝑝𝑜𝑟𝑎𝑡𝑖𝑜𝑛 = 40000 ∙10 12 W) for the benefit of students and teachers of physics.
This paper also resolves the existing ambiguity in the reported estimates of wind power over the globe.
Convection is the name for a means of heat transfer, as distinguished from conduction and radiation. It is the transfer of energy in a liquid or gas by the actual transfer of highertemperature fluid from a higher-temperature region to a lower-temperature region. If a heated plate were exposed to ambient room air without an external source of motion, a movement of the air would be experienced as a result of the density gradients near the plate. This is called natural convection as opposed to forced convection, which is experienced in the case of the fan blowing air over the plate. The density gradient gives rise buoyancy forces in the fluid due to the presence of gravity, although gravity is not the only type of force field that can produce the free-convection currents; a fluid enclosed in a rotating machine is acted upon by a centrifugal force field, and thus could experience free-convection currents if one or more of the surfaces in contact with the fluid were heated at the contact point through conduction. As there is no consumption of power which drives a pump or rotates a compressor or blower it almost invariably proceeds in a quiet fashion. Because of these reasons heat transfer coefficients in natural convection are low typically by an order of magnitude compared to the cases involving forced convections.
It will be worth quoting here couple of examples involving natural convection.
- Boiling water - The heat passes from the burner into the pot, heating the water at the bottom by conduction. Then, this hot water rises and cooler water moves down to replace it, causing a circulation pattern.
- Sinking water. A cube of ice on the surface of normal water floats and melts. The melting water being cold having higher density sinks. The less dense water from the sides lifts to fill the vacant space and there by the continuous circulation is formed.
- Evaporation – This also comes under natural convection because the density of water vapour being less dense moves up in the atmosphere taking away the heat thereby cooling the liquid water. The evaporated water eventually condenses and falls over the globe as rain droplets.
- Wind – the generation of air currents due to differential heating over the globe. The hot air being less dense at the equator moves up and the cold dense air from North and South poles comes in to occupy the space forming a circulation pattern.
- The Earth's Convection - The Earth's mantle moves very slowly due to the convection currents beneath the surface. These currents transfer heat from the Earth's hot core, sending them up to the surface. The swirling currents cause the tectonic plates to move very gradually around the planet's surface.
- Ocean surface current - Ocean surface currents are driven by a process called expansion. The climate at the equator is hot all year long and warms the ocean surface. This makes the surface water expand so that the water level is a little higher at the equator. The force of gravity causes the expanded surface water to slide toward the North and South poles. This effect helps to drive the surface ocean currents.
In all the examples of convection process a circulation pattern is formed due to the cold fluid from the sides coming to occupy the place generated by the movement of hot fluid. This causes a steady-state velocity distribution and a temperature distribution. Furthermore, there is also a steady-state pressure distribution. These stationary conditions will give rise to velocity and temperature as functions of the place only in coordinates x, y and z and not function of time. These distributions will depend on the dimension and shape of the hot body, on its temperature 𝑇 𝑆, on the temperature of the surroundings 𝑇 ∞ at a considerable distance, and on such properties of the surrounding fluid as its viscosity, the coefficient of heat conductivity, the coefficient of cubic expansion and the specific heat. Moreover, the convection depends on the acceleration due to gravity without which the natural convection would be totally absent. A general solution of the differential equations for the three steady-state distributions mentioned above corresponding to three coordinates is not known, because the equations governing the fluid motion are too complicated. It is then customary to compare similar situations, so that the many governing quantities may be assembled in certain combinations, called characteristic numbers, on which the phenomenon depends. This way the problem is greatly simplified, because it now depends on these characteristic numbers only, instead of on many individual variables, couple of the well known characteristic numbers are Nusselt number, Rayleigh number, Reynolds number, Grashof number, and Pandtl number describing respectively, efficiency of heat transfer through convection over conduction, how vigorous the convection may be, the streamline and turbulent motion of the liquid, the ratio of the buoyancy to viscous force acting on a fluid, and the heat transfer between a moving fluid and a solid body.
2. THEORY
The present paper is concerned with the two convection processes on the Earth; the evaporation of water from the ocean surface as it is being heated by solar energy and heating of air lying above surface of the Earth. The expression for convective energy flux 𝑞 from the surface of the Earth can be written
where 𝑇 ∞ < 𝑇 𝑆 is the temperature of the fluid beyond the surface where the temperature does not sensibly change, and ℎ is the convective heat transfer coefficient which is often written as a power law in terms of Rayleigh number:
Here 𝐿 is the characteristic linear dimension of the cooling object, and 𝜅 is the thermal conductivity of the surrounding fluid. The dimensionless Grashof number 𝐺𝑟 and Prandtl number 𝑃𝑟 are, respectively
where 𝑐𝑃 is the specific heat per unit mass, 𝜌 is mass density, 𝑣 is kinematic viscosity, 𝐶 is a dimensionless constant that depends on shape and orientation of the object, 𝑚 is an exponent determined by experiment or theory, 𝑔 is the acceleration due to gravity, 𝛽 is the volume coefficient of thermal expansion, and ∆𝑇 is the temperature difference between the Earth and its surroundings. The product 𝐺𝑟𝑃𝑟 is the dimensionless Rayleigh number
If the Rayleigh number which is associated with buoyancy-driven flow is below a critical value for that fluid, heat transfer is primarily in the form of conduction however, in case it exceeds the critical value, heat transfer is mainly in the form of convection. The Grashof number is the ratio of the product of inertial and buoyancy forces (per unit mass) to viscous force squared in a fluid, whereas the Prandtl number is the ratio of momentum diffusivity (viscosity) to thermal diffusivity (𝜅𝜌𝑐𝑃 / ).
Table 1. Thermal and physical characteristics of the fluids water and air (Byalko 1997, Holman 2010 p-658,662).
| Characteristic | Air |
|---|---|
| Thermal conductivity 𝜅 | 0.02624 J m−1s−1K−1 |
| Coefficient of thermal expansion 𝛽 | 0.00335 K−1 |
| Kinematic viscosity 𝜈 | 15.69 ∙10−6 m2 s−1 |
| Mass density 𝜌 | 1.1774 kg m−3 |
| Specific heat per unit mass 𝑐 𝑃 | 1.0057 ∙103 J kg−1K−1 |
Craig F. Bohren (2011) has used this philosophy to compare the cooling rate of a human being of height around one meter in water to the case when he is standing in the air. For fixed 𝑔, 𝐿, 𝐶, 𝑎𝑛𝑑 ∆𝑇, the ratio of heat-transfer coefficient in water to that in air, he finds
In the present paper this expression will be evaluated for the convection of these two fluids over the globe. It will be shown that this ratio is equivalent to the ratio of solar power going into evaporation and wind channels quoted by M. King Hubbert. Furthermore, for the first time a justification will be provided to the observations made by Hubbert that wind generation over the globe is 𝑄 𝑊𝐼𝑁𝐷 𝐻𝑢𝑏𝑏𝑒𝑟𝑡 = 370 ∙10 12 W and it is about two order magnitudes less than solar power responsible for rainfall. The present paper also resolves the ambiguity in the estimates of wind power over the globe; according to M King Hubbert [Lapedes 1976] its value is 𝑄 𝑊𝐼𝑁𝐷 𝐻𝑢𝑏𝑏𝑒𝑟𝑡 = 370 ∙10 12 𝑊 which is the lowest amongst the available projections; Gordon and Zarmi [1989] arrive at a value 𝑄 𝑊𝐼𝑁𝐷 𝐺𝑜𝑟𝑑𝑜𝑛 = 8700 ∙10 12 𝑊 , Barranco-Jimenez and Angulo-Brown [1996] predict 𝑄 𝑊𝐼𝑁𝐷 𝐵𝑎𝑟𝑟𝑎𝑛𝑐𝑜 = 3600 ∙10 12 𝑊 , and Heinrich Hertz [Mulligan and Gerhard Hertz 1997] and Romer [1985] have reported estimates as 𝑄 𝑊𝐼𝑁𝐷 𝐻𝑒𝑖𝑛𝑟𝑖𝑐ℎ = 4000 ∙ 10 12 𝑊, and 𝑄 𝑊𝐼𝑁𝐷 𝑅𝑜𝑚𝑒𝑟 = 2000 ∙10 12 𝑊, respectively.
3. HEAT-TRANSFER COEFFICIENTS FOR WATER AND AIR OVER THE GLOBE
The above mentioned philosophy can be extended to the case of the Earth where both water and air are using solar energy to generate natural convections and thereby cooling the Earth. The ratio of the corresponding heat transfer coefficients can be determined through the expression (5) which depends upon the properties of the fluids as well as the exponent 𝑚 . This exponent may be either 1 4 / or 1 3 / depending on the magnitude of Rayleigh number vide (4). For the object the Earth which is being cooled the characteristic length 𝐿 is taken to be the radius of the Earth. Also the temperature of the Earth is considered to be uniform throughout around 288 𝐾 (De Vos 1992) and that the convection processes occur within the troposphere having upper layer temperature around 227 𝐾 yielding ∆T = 288 −227 = 61 K (Agrawal 2012). The values of Rayleigh numbers for water and air can now be estimated as
Since Rayleigh number is greater than 10 7 for both fluids the exponent 𝑚= 1 3 / and the dimensionless constant 𝐶= 0.15 for the geometry (Holman 2010 p-334) where upper surface is heated - a case similar to the Earth whose surface is heated by solar radiation. Now, one can evaluate ratio of free convection heat-transfer coefficients for water to that of air (Table 1) over the globe. This comes out to be
As mentioned in the beginning the heat transfer causing convection of water results in its evaporation which subsequently precipitates on the globe (Mulligan and Hertz 1997, Agrawal 2013) may be at some other locations in the atmosphere. The ratio ℎ𝑤 ℎ𝑎 / will be equivalent to ratio of solar power going into the evaporation and wind channels. M. King Hubbert (Lapedes 1976) has given the division of the intercepted solar energy 1.74 ∙10 17 W over the globe into various channels as follows:
Direct reflection into the space, 𝑄𝐴𝑙𝑏𝑒𝑑𝑜 = 52000 ∙10 12 W
Direct conversion into heat, 𝑄𝐻𝑒𝑎𝑡 = 82000 ∙10 12 W
Evaporation and precipitation, 𝑄𝐸𝑣𝑎𝑝𝑜𝑟𝑎𝑡𝑖𝑜𝑛 = 40000 ∙10 12 W (8)
Winds, waves, convection & currents, 𝑄𝑊𝑖𝑛𝑑 = 370 ∙10 12 W
Photosynthesis, 𝑄𝑃ℎ𝑜𝑡𝑜𝑠𝑦𝑛𝑡ℎ𝑒𝑠𝑖𝑠 = 40 ∙10 12 W
The ratio of our interest 𝑄𝐸𝑣𝑎𝑝𝑜𝑟𝑎𝑡𝑖𝑜𝑛 𝑄𝑊𝑖𝑛𝑑 ≈108 / matches very well with the present calculation ℎ𝑤 ℎ𝑎 / ≈127. The power 𝑄𝐸𝑣𝑎𝑝𝑜𝑟𝑎𝑡𝑖𝑜𝑛 = 40000 ∙10 12 W gives an average annual rainfall of about one meter over the globe (Mulligan and Hertz 1997, Agrawal 2013). Since, this is true as per the records published by UNESCO (Chow 1988) hence; the solar power going into wind 𝑄 𝑊𝐼𝑁𝐷 𝐻𝑢𝑏𝑏𝑒𝑟𝑡 = 370 ∙10 12 W proposed by Hubbert must also be true. The present work, therefore, provides a justification for the first time to the observations of M. King Hubbert that the magnitude of wind generation on the globe is 𝑄 𝑊𝐼𝑁𝐷 𝐻𝑢𝑏𝑏𝑒𝑟𝑡 = 370 ∙10 12 W and it is two order magnitudes less than the power going into evaporation channel. The other estimates [Barranco-Jimenez and Angulo-Brown 1996, Gordon and Zarmi 1989, Mulligan and Gerhard Hertz 1997, Romer 1985] for wind power available in the literature are order of magnitude higher than this.
References
[1] D. C. Agrawal. Thermodynamics of solar energy channels over the globe. Lat. Am. J. Phys. Educ. 6, 225-230 (2012).
[2] D. C. Agrawal. Average annual rainfall over the globe. Phys. Teach. 51, 540-541 (2013).
[3] Craig F. Bohren. Why do objects cool more rapidly in water than in still air? Phys. Teach. 49, 550-553 (2011).
[4] M A Barranco-Jimenez and F Angulo-Brown. A nonendoreversible model for wind energy as a solar driven heat engine. J. Appl. Phys. 80 (9), 4872-4876 (1996).
[5] Jeff M. Gordon and Y. Zarmi. Wind energy as a solar driven heat engine: A thermodynamic approach. Am. J. Phys. 57, 995-998 (November 1989).
[6] David Halliday and Robert Resnick, Fundamentals of Physics (John Wiley and Sons, New York, 1988) Appendix C.
[7] Jack P. Holman, Heat Transfer, 10 th ed. (McGraw-Hill, New York, 2010) p. 11, 327, 332-334, 658, 662.
[8] Joseph L. Mulligan and H. Gerhard Hertz. An unpublished lecture by Heinrich Hertz: On the energy balance of the earth. Am. J. Phys. 65, 36-45 (1997)
[9] Mark Z. Jacobson, Mark A. Delucchi. Providing all global energy with wind, water, and solar power, Part I: Technologies, energy resources, quantities and areas of infrastructure, and materials. Energy Policy, Volume 39, Issue 3, March 2011, Pages 1154-1169, https://doi.org/10.1016/j.enpol.2010.11.040
World News of Natural Sciences 7 (2017) 42-48
[10] Ulf Herrmann, Bruce Kelly, Henry Price. Two-tank molten salt storage for parabolic trough solar power plants. Energy, Volume 29, Issues 5–6, April–May 2004, Pages 883893
[11] R. Chedid, S. Rahman. Unit sizing and control of hybrid wind-solar power systems. IEEE Transactions on Energy Conversion, ( Volume: 12, Issue: 1, Mar 1997 ), 79 – 85, DOI:10.1109/60.577284
[12] Peder Bacherm Henrik Madsen, Henrik Aalborg Nielsen. Online short-term solar power forecasting. Solar Energy, Volume 83, Issue 10, October 2009, Pages 1772-1783, https://doi.org/10.1016/j.solener.2009.05.016
( Received 10 February 2017; accepted 20 February 2017 )
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Bulgaria: Are children empowered to benefit from the internet?
blogs.lse.ac.uk /gko/are-children-empowered-to-benefit-from-the-internet/
Image source: Bulgarian Safer Internet Centre
The recently completed national representative survey of 1000 Bulgarian children aged 9 to 17 years and their parents reveals that intense internet use and having technical digital skills does not necessarily translate into using the full range of online opportunities or being able to respond proactively to upsetting online content. In a context where children access the internet independently at an ever younger age, often unsupervised, this raises important questions about the balance between online risks and opportunities and children's online safety.
The average age of accessing the internet for the first time in Bulgaria has dropped to 8 years old over the past 6 years and by the time children reach 10 years old, 90% are already online. Children also go online more often and spend more time using the internet than they did 6 years ago. Over 9 in 10 children (93%) use the internet daily and the majority of these children (79%) spend at least one hour online.
Children in Bulgaria go online predominantly via a smartphone (80%), which creates not only opportunities but also risks due to relatively unsupervised access. More internet access comes with higher exposure to online risk and the safety of children when they are online depends on their digital skills. Better skills also allow children to take more advantage of the opportunities that the internet affords them.
About 70% of Bulgarian children report that they learn new things from the Internet every week and almost all of them (96%) agrees that the internet offers a lot of useful things for children of their age. About half children use the internet for schoolwork (51%) and to look for news online (45%) but looking for health information is rare, even among older teenagers. In fact, children in Bulgaria use the internet most often for leisure and entertainment activities, such as watching videos (89%), listening to music (86%), and visiting social networking sites (73%). Playing games and posting pictures and comments are also popular.
While children in Bulgaria use the internet to create content rather rarely, they seem competent internet
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users. Most know how to save a photo they found online (86%), find it easy to choose terms for their online searches (78%), or how to install an app (77%) and check mobile app prices (67%). They are also able to access their information from various devices they use (70%) and know how to change the privacy settings of their online profiles (73%).
However, having the skills does not translate into making use of the existing opportunities. For example, while nearly 80% of children know how to record and upload a video online, only 23% have done so in the past month. While the internet is a popular place for socialising with friends, very few children use it for civic participation. Most of the children do not engage online with local charities or organisations (7%), campaigns or protests (4%) or in discussing political or social problems with others (6%). Similarly, using the internet for school preparation is considered highly useful (the second most useful online activity after using the internet to play games), but is the 12 th most frequent online activity they actually engage in – only 50% of children use the internet for schoolwork at least once a week and nearly a quarter (24%) have not used done so over the past month.
The increased use of the internet, however, has created more exposure to risk, especially for older children. Over the past year 15% of children in Bulgaria have experienced something online that bothered or upset them compared to 9% in 2010. About one third of all survey participants have seen online pornographic content, which was upsetting for almost half of these children. A third of the children have encountered online hate speech or seen violent online materials, including images and videos of murders and executions, which was exceptionally or very upsetting for nearly half of the children.
Most children talk to family and friends when they experience something negative online but nearly one in 5 children do not speak to anybody. Parents and carers are the main source of support (70% of children turn to them), followed by friends (36%) and siblings (12%). Teachers or other professionals are very rarely sought for support in such cases (respectively 4% and 1%). In addition, a significant number of children (18%) do not talk to anybody and this proportion has increased considerably since 2010 (4%). When to cope with upsetting content, the most common strategies are closing the unpleasant, disturbing or unwanted website or application (44%), ignoring the problem (32%), blocking the person (28%) or deleting the messages (14%). Very few children report the incident (5%)
Georgi Apostolov, the coordinator of the Bulgarian Safer Internet Centre which carried out the survey summarises the challenges:
Today's 9-17 years old Bulgarian children are real digital natives. Most of them use internet and mobile communications almost all the time and often have digital skills superior to those of their parents. This is probably the main reason why parents seems to have reduced the supervision and mediation compared to 6 years ago. However, children start using internet at an earlier age, so they need more mediation in order to develop the necessary social and media skills that will allow them to benefit from the opportunities the internet provides. The education system also has an important role to play – digital and media literacy should be urgently included in the curricula in order to educate competent and active netizens.
Further materials from this study
Online experiences of children in Bulgaria: risks and safety (authors: Marko Hajdinjak, Petar Kanchev, Emanuil Georgiev and Georgi Apostolov, Bulgarian Safer Internet Centre; 2017)
Parental support for development of children's digital skills (authors: Emanuil Georgiev, Marko Hajdinjak, Petar Kanchev and Georgi Apostolov, Bulgarian Safer Internet Centre; 2017)
Are Digital Natives Digitally Literate? Insights from a national representative survey (authors: Petar Kanchev, Marko Hajdinjak, Emanuil Georgiev and Georgi Apostolov, Bulgarian Safer Internet Centre; 2017)
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III TRINITY 2015 SERMON – SAINT JOSEPH PARISH FATHER CRAIG LOONEY I PETER 5.5 ST. LUKE 15.1 ✠
A farmer loses one of his sheep…a woman loses a silver coin…something cherished gets lost…something cherished gets found. Restoration to completeness takes place. It's time to rejoice and celebrate!
During the course of his travels, Jesus attracted large crowds. Quite often those who came to hear Jesus were tax collectors and shady characters of dubious reputation. They were the type of people no respectable religious leader of the time would have anything to do with.
In today's Gospel, not only does Jesus have the nerve to welcome tax collectors and shady characters to come and listen to him, he actually sits down and has lunch with them. The religious leaders openly criticize Jesus for associating with those they call sinners.
Jesus responds to the criticism by telling two parables…the lost sheep and the lost coin. There is a third parable…the lost son…we will talk about in a few weeks. The parables show us just how much Jesus dislikes the arrogant, self-righteousness attitudes of the religious leaders he encounters.
The farmer in the story loves his sheep and takes care of them. They are all important to him. When one sheep goes wandering off he looks for it until he finds it and brings it back. His flock is restored to completeness and it's time to celebrate and rejoice.
The woman in the story may have been a widow. The ten silver coins may have been an inheritance or her life savings. When she loses one silver coin she looks for the lost coin until she finds it. Her life savings are restored to completeness and it's time to celebrate and rejoice.
The two parables are about God's love, compassion and infinite power to forgive and welcome home anyone, no matter how degraded and excluded from respectable society they might be or might consider themselves. God begins the process of restoration and forgiveness…he actively seeks those who are lost and is happy when they are found and rescued from evil.
The religious leaders of Jesus' time were quick to condemn not only the work tax collectors and shady characters did, but the tax collectors and shady characters them selves. They could not understand God had any interest in saving people they had written off as unsalvageable. Everyone is important to God…he does not consider anyone worthless or not deserving his attention.
It is in Jesus' new and radical teaching that no one is beyond God's love and help…no matter how depraved or indifferent the person might be…that the parables of the lost sheep and lost coin apply to us today just as much as they applied to the religious leaders and others who heard them directly from Jesus' mouth 2000 years ago.
Arrogant self-righteous pride is the worst kind of pride and something that we must all assiduously work to avoid in the Church. We are called to show the same kind of love, compassion and humility Jesus showed. We are also called to confront inappropriate behavior in others. But we do need to be careful our effort to correct another person's bad behavior does not inflate our own sense of self-importance.
Jesus shows us through his own acts of humility that God's capacity to forgive is infinite and available to anyone who asks for it regardless of who they are, or where they live, or whether they are rich or poor. Humility leads us to become the kind of people God wants us to be…full of compassion and mercy and love toward others. Our friend Saint Peter tells us we should all be subject to each other and wear humility like a coat.
God loves all of humanity. He loves…you and me…sinner and saint…tax collector and priest…politician and teacher. Sometimes we get lost and God has to come looking for us. Jesus tells us when that happens and we get found…the Angels of God rejoice because we have come home to God, safe and secure, and no longer lost.
Restoration to completeness has happened. Let's rejoice and celebrate!
✠
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Science Challenge
Testing for Buoyancy
Fill a tall container with water. A clear plastic bottle with the top cut off would be good.
Choose some small items which you think will float or sink in the water. Give reasons for your predictions before you test these.
Activity-
* Do this activity in the kitchen incase any water is spilled/splashed. * Drop different objects into the water and observe how they move as they fall. Does the shape/size weight/ material it is made from effect how it behaves in the water? Time the objects and order them by how quickly they reach the bottom. Does it matter how you put the object into the water?
Can you find/design an object which falls straight through the water or takes a long time to fall?
Challenge-
When an object is able to float in water, the up thrust from the water is equal to or greater than the force of gravity acting on the object. Find out more about these forces here- https://www.bbc.co.uk/bitesize/guides/zttfyrd/revision/2
Use these observations to design a buoyancy aid. Which materials would you use and why? Consider also the role of bright colours, size, shape and weight in making a practical and useful buoyancy aid.
Technology Challenge
This Photo by Unknown Author is licensed under CC BY
Plastics
Key Information
* Every year in the UK we produce 5million Tonnes of plastic. 75% of it ends up in landfill. That is a waste!
* In Nepal, plastic is thought of as something valuable that can be made into new products.
Challenge Task
What would you do?
Imagine you are a designer, engineer or scientist. What ideas do you have to improve the sustainability of plastics?
* Rethink
* Reduce
* Reuse
* Recycle
Can you design and make products from waste plastics for a UK or international market?
Engineering Challenge
This Photo by Unknown Author is licensed under CC BY-NC-ND
Paper Power
Have you ever wanted to design and build your own home? What would it look like?
Design: Draw a labelled diagram of it, showing materials you would use, shapes you would include and any special features it would have. Note down any buildings or places you have taken inspiration from for your design.
Construction: Design and construct a model of your dream house out of paper. You will need to measure and draw out the net of your house on paper, design and then construct it. Will you do it as one large net or would it be easier to split your house into smaller shape sections?
Can you work out the date these incredible paper constructions were built? 1995 / 1922 or 1931? Answers at the bottom.
A. Paper Church After a big earthquake in Japan, engineers quickly made a building by stretching a paper "skin" across 58 paper tubes, each over 16 feet long. The church was only meant to be a temporary place of worship but was standing for many years after the earthquake.
B. Paper Towels By mistake, a factory made rolls of paper that were too thick for toilet paper but too weak for most other uses. But where others see problems, engineers see possibilities. The paper was sold as "Sani-Towels," which soon became known as paper towels.
C. Paper House An engineer built a vacation home out of newspaper. He glued newspapers into oneinch thick slabs and then used them to make the walls. It's still standing!
A –1995 B – 1931 C - 1922
Maths & Numeracy Challenge
This Photo by Unknown Author is licensed under CC BY-SA
Journey Lengths – Distance=Speed x Time
The distance that you can travel is equal to the speed you travel multiplied by the time you are travelling for.
Care needs to be taken to make sure the units of measure are suitable for the calculation – eg if the speed is in MPH (miles per hour) them the time duration needs to be in hours which will give a distance in Miles.
* speed = distance ÷ time
* distance = speed × time
* time = distance ÷ speed
Have a look at this BBC Bitesize page for more info
Given that that the speed limit is 60mph in a car, the average person walks at 3.1mph and cycles at 12mph – can you calculate how long it would be to get, from Dumfries, to a selection of places using the table above - using the three different transport methods? Why might these times be different in real life? List all the reasons.
Literacy Challenge
This Photo by Unknown Author is licensed under CC BY-SA-NC
Words that sound like they should!
Words that sound and look like they should!
Dreich!
Have you ever heard of this word? It describes dull and damp weather.
Sometimes words sound like they should. Watch this clip from BBC bitesize where Elaine C Smith describes some of her favourite Scots words.
https://www.bbc.co.uk/bitesize/clips/zshmyrd
If you drew a picture of dreich what colours would you use? What shape would the letters be?
Calligrams are words which are written using lettering which suggests what the word means-
Big
Small
…are two very simple examples.
Can you make a calligram for dreich?
Try some of these other words as calligrams (or make up your own)- boring, exciting, bouncy, friendly
Health & Wellbeing Challenge
And relax...
Mindfulness is about focusing on the present, noticing your physical and emotional responses as well as your connection to other people in your surroundings. Try out these mindful activities to slow down and focus on your emotions and senses.
Being mindful through music...
1. On Youtube listen to Rag'n'Bone man 'Skin'. On blank paper, record key words/phrases, events or emotions that really stick out to you through the song and video.
2. Write a paragraph about what you think happened to the main character and who they are thinking about. Make sure you give reasons for your thinking by finding evidence in the lyrics or video.
3. Note down key settings or events that happened during the music video. Think about how the character felt at these places – how did you know this is how they were feeling? Create a mood time-line showing how the emotions changed throughout the video. Annotate with text or images to show the causes/evidence of this feeling. Be creative – you could make this as artistic as you like!
Being mindful through art...
Draw round a plate or bowl onto a piece of plain paper with a pencil. Then using either paint or felt-tips, experiment with the thickness of strokes and combination of shapes to turn the circle into a floral wreath design. Be mindful of how you are feeling in the moment and choose colours and lines to reflect this.
Wreath photo link: http://www.sesni.org.uk/mindfulness-art-for-stress-relief/
Social Studies Challenge
Food Finding Mission
So much of our culture is reflected in the foods we eat. And sitting down for a meal is something everyone enjoys.
You are going to think of your favourite dish and trace its ingredients back to the source.
For example, if spaghetti and meatballs is the meal you can't get enough of, seek out the origin of the pasta and beef you use, and then break down the sauces' ingredients too… besides tomatoes, what else is in there?
Basil is used in dishes all over the world (Italy, Thailand, Vietnam), but probably originated in India. How about oregano? It was first used in the Mediterranean.
Do you have any onion in there? Was it grown locally or did it make its way to the grocery store from another state or country?
For more info: https://www.worldatlas.com/articles/what-is-afood-mile.html
Expressive Arts Challenge
This Photo by Unknown Author is licensed under CC BY-NC-ND
Dance Designing
There are lots of celebrityies providing daily lessons over the internet – one that focusses of dance is Oti Mubuse, from BBC's Strictly Come Dancing and Marius Lepure.
These dances can be found on her YouTube Channel
Please feel free to do the dance routine too but your challenge is to follow the routine and identify the body parts and actions throughout the routine. Using the Muve Tool box resources will provide a great bank of possibilities.
Perhaps you could create your own routine using the Muve cards for a younger, or old person, in your household?
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Step 4 – Remove twine, clip and fold back wire basket and trim burlap. If left on, this material can girdle the tree.
Note:
If planting a containerized tree remove the entire pot.
Step 5 – Carefully remove soil from the top of the root ball to expose the root collar.
Check to see that the root collar is either level with or 1"to 2" above finished grade. Planting a tree too deep can kill it!
Step 6 – Back fill planting space with excavated soil. Water thoroughly to eliminate air pockets. Do not tamp!
Step 7 – Celebrate a job well done … a properly planted tree!
For more information, contact the WDNR Forestry Program at 608/267-7494 or your local county UW- Extension office.
Step 1-7 photos taken by Bob Queen.
Caring For Your Tree
Watering - Water as needed throughout the season, about 1" per week. To avoid over-watering, remember to check the wetness of the soil under the mulch and adapt your watering to rainfall and soil conditions.
Mulching - Mulch improves soil structure and aeration, keeps roots cool and moist, controls weeds, and keeps lawnmowers and weed whips away from the trunk. To properly mulch, apply 2" to 4" of woody mulch (aged wood chips, shredded bark or something similar) over the root zone. Make sure to pull the mulch 3" to 6" away from the trunk to prevent bark rot and limit rodent feeding.
Staking – Most newly planted trees do not need to be staked. If staking is necessary, use wide webbing straps. Secure webbing to stakes with heavy gauge wire. Attach materials so that the tree is allowed to move in the wind.
Do not encircle the tree with wire threaded through a garden hose – this can girdle the tree. Remove stakes and ties within one year. The use of trunk wrap is not recommended.
Proper Pruning – Less is better, newly planted trees need all the leaves they can get. Remove only dead, broken, diseased or rubbing branches.
Text by Tracy Salisbury, Urban Forester, WDNR and Genny Fannucchi, Forest Resource Education and Awareness Specialist, WDNR. Design by Linda Pohlod, Graphic Artist, WDNR.
The Wisconsin Department of Natural Resources provides equal opportunity in its employment, programs, services, and functions under an Affirmative Action Plan. If you have any questions, please write to Equal Opportunity Office, Department of Interior, Washington, D.C. 20240.
This publication is available in alternative format (large print, Braille, audio tape etc.) upon request. Please call
608/267-7494 for more information.
PUB-FR-184 2001
New Tree Planting
"One who plants a tree, plants hope."
Selecting Your Tree Things to consider before
planting a tree.
Where to Plant
Where you plant a tree is very important. The first step is to look up. If there are overhead utilities plant a low growing tree or select a different planting site. Planting a tall growing tree where it doesn't have room to grow can lead to the unsightly and unhealthy practice of topping as shown above.
Right tree right place
The second step is to look down. Are there underground utilities, waterlines, or septic systems in the area? If so, select a different planting site.
The last step is to look around. Make sure you leave plenty of room for your tree to grow. That perfect spot right next to the house may not be so perfect when the tree reaches its mature size.
The Hardiness Zone
Trees are classified by hardiness zone. The hardiness zone is based on the lowest average winter temperature that a tree can tolerate. Wisconsin has six different zones ranging from 3a (coldest) to 5b (warmest). Know your hardiness zone and choose trees adapted to that zone.
Types of Nursery Stock
Bare Root – Just as the name implies, these trees do not have soil around the roots. Advantages: less expensive, lightweight, condition of the root system is easily seen and stock recovers quickly after planting. Disadvantages: limited availability, roots must be kept moist and stock must be planted while dormant.
Containerized –
There are two types of containerized trees: 1) potted, a bare root tree placed in a pot with soil and 2) container grown, a tree that has grown in a pot for at least a year. Advantages: easy to handle and plant, and stock can be planted anytime
during the growing season. Disadvantages: circling roots (if stock left in container too long) and condition of the root system is not readily visible.
Balled and Burlapped (B & B) – These
trees are dug with a ball of soil around the roots. The ball is wrapped in burlap and tied with twine. The root ball may be within a wire basket. Advantages: stock is available throughout the growing season, is often larger and provides greater visual impact.
Disadvantages: expensive, heavy, difficult to move and plant and often difficult to locate the root collar (see photo at right) and plant the tree at the proper depth.
The root collar is the place where the trunk tissue meets the root tissue.
7 Steps in Planting Your Tree
IMPORTANT – Call Before You Dig! Contact Diggers Hotline at 1-800-242-8511
Step 1 – Determine where the root collar is located within the root ball.
Step 2 – Dig a planting space two to three times wider than the root ball, but no deeper.
To determine proper planting depth, measure the distance from the bottom of the root ball to the root collar. To help the roots grow, widen the planting site by
tilling or spading around the excavated area.
Step 3 – Before placing a tree in its planting space, remove all tags, ribbons, and trunk guard. Carefully roll the tree into its planting space. To avoid root damage, don't drag or lift the tree by the trunk. Gently guide the tree into the planting hole.
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Borough of Monaca Adds Another Brick in its Road to Sustainability
Case Study
PA Town deploys smart water network
Located just 25 miles northwest of Pittsburgh, Monaca is a quaint community of nearly 6,000 people. And, while it may be small in numbers, its commitment to sustainability is as deep as the bordering Ohio River.
With the help of the Sustainable Pittsburgh Program, the Borough took stock of its practices and found that there was room for improvement. Borough Manager Mario Leone Jr. not only
embraces sustainability enhancements but believes his community can be an example to others.
Armed with a gold star from the Southeast Pennsylvania Sustainable Community Program for his sustainability efforts, he's off to a great start.
Challenge
One of the key opportunities for sustainability improvements is located in the Borough's water system. With a leak-prone, aging system, the Borough knew it needed an upgrade to new, clean technology that would help increase productivity, improve billing accuracy and save money.
The Borough began by upgrading about 20,000 feet of water lines in an attempt to reduce breaks and improve water quality and pressure. Then, they added a smart water network solution from Sensus. This involved replacing 2,438 water meters and deploying a fixed base communication network with an advanced metering infrastructure (AMI) system. The Sensus multi-application FlexNet system, coupled with Permalog leak detection, was connected to SRll and iPERL™ water meters.
Borough Manager Leone said, "Leaks eventually tell you where they are, but can you afford to wait?"
Mario Leone Jr. Borough Manager
The Borough of Monaca could not afford to wait for leaks to reveal themselves and set off on a search for partners and products that would help overcome five key challenges:
1. Reduce the time and expenses of labor, equipment and transportation costs
2. Reduce restoration costs by pinpointing leak locations
3. Reduce treatment costs by lowering chemical, electrical and equipment expenses
4. Reduce liability cost by minimizing chances of sinkholes, washouts, etc.
5. Improve customer confidence
The new water lines and smart water network are expected to save the Borough $2.6 million through 2026. As Leone told a Pittsburgh Post-Gazette reporter, "I want to be a good environmental steward. I want a sustainable community for my children. But the driving factor is economic."
Results
The 14th Street spring and waterfall has been a landmark for as long as anyone can remember. Located in a remote area at the top of a steep hill, the waterfall was well-known yet difficult to access or reach.
Turns out the spring was not part of nature but rather, a long-standing rupture buried under the ground; a fountain of wasted money and water unearthed by leak detection
technology. In fact, Sensus FlexNet™ with Permalog leak detection alerted the Borough to this leak and eight others within days of being deployed.
"This leak existed for years," said Leone. "No one really knows exactly when it started but we estimate it dates back more than 20 years."
With the leak spilling more than 200,000 gallons of water per day, Leone says the Borough lost about 1.46 billion gallons of water over those two decades. Not anymore.
The leak was fixed and water was saved but the spring was just one stop on the path towards building a more sustainable community. There were more benefits to come.
Monaca had 2,221 water accounts on record. After completing the new water meter installation, the Borough determined it actually had 2,412 water accounts, displaying a shortfall of 191 water accounts! "You can't manage what you don't measure and you can't measure what you don't manage," said Leone.
"We truly believe this technology has paid for itself."
With better leak detection and remote meter reads, the Borough's utility, overtime and chemicals budgets have seen steady decline since the implementation of its smart water network.
Today, the Borough has a proven means to increase meter-reading efficiency, reduce overhead costs and enhance customer service simply, reliably and with unlimited flexibility.
But there's always tomorrow, and always more to be done. Monaca is hoping to use its real-time meter readings as a catalyst to conservation by providing the data through an online customer portal that residents can access to monitor and manage their own water usage.
For Monaca and the communities it hopes to influence, the road to success is one of action. "In order to sustain our conservation efforts, we not only have to talk the talk in educating our municipalities, but we have to walk the walk by doing," said Leone.
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76 Arc Length And Sector Area Worksheet Answer Key
Getting the books 76 arc length and sector area worksheet answer key now is not type of inspiring means. You could not by yourself going following ebook accrual or library or borrowing from your connections to door them. This is an very easy means to specifically get guide by on-line. This online proclamation 76 arc length and sector area worksheet answer key can be one of the options to accompany you gone having extra time.
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Arc Length of a Circle Formula - Sector Area, Examples, Radians, In Terms of Pi, Trigonometry Q308a, Arc length and Area of Sector of a circle Geom Arc Length \u0026 Sector Area V1 SAT Math Part 42 - Arc Length and Area of a Sector in a Circle Area of a Sector and Arc Length Arc Length and Sector Area
Finding the Radius Given the Arc LengthArc Length (formula explained) Area of a Sector 11.6 Areas of Circles, Sectors \u0026 Segments (Lesson) Arc Length Formula and Sector Area Formula Explained! Arc Length and Area of a Sector Given Central Angle (Using Proportions) Trigonometry - Arc Length and Sector Area Arc Length \u0026 Sector Area Arc Length Calculus Problems,
Finding the Length of an ArcArc Length and Sector Area GCSE Sectors of Circles and Arc lengths Circular Measure: Arc Length, Sector \u0026 Segment Area Formulas Arc Length and Area of a Sector DL - Week 5 - Arc Length \u0026 Sector Area Everything About Circle Theorems - In 3 minutes! Find Arc Length Given Radius and Central Angle (2 Methods) Circles and Radian Measure (Using Area of Triangle and Sector to find the Area of a Segment) SHORTCUT for Finding Arc Length Finding Arc Length of a Circle Area of a Sector - VividMath.com
Find the radius given sector area and arc lengthIntroducing Radians with Arc Length and Sector Area Finding the Arc Length from a Central Angle and Radius 76 Arc Length And Sector
76 Arc Length And Sector Area - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are Area of a sector 1, Arc length and area of a sector 1, 76 arc length and sector area work answer key, Radians arc length and area of a sector, Georgia standards of excellence curriculum frameworks, Perimeter area, Perimeter area, Chapter 5 a central angles arc length and sector area.
76 Arc Length And Sector Area Worksheets - Kiddy Math
Arc Length for a Sector. For a sector, we can find how long it's curved part is, by working out the fraction of a full circle we are dealing with. The following video explains what a sector is, and how to calculate its Arc Length. This next video shows three Arc Length examples
Arc Length and Area of Sectors | Passy's World of Mathematics
A full 360 degree angle has an associated arc length equal to the circumference C. So 360 degrees corresponds to an arc length C = 2?R. Divide by 360 to find the arc length for one degree: 1 degree corresponds to an arc length 2?R/360. To find the arc length for an angle ?, multiply the result above by ?: 1 x ? corresponds to an arc length ...
Access Free 76 Arc Length And Sector Area Worksheet Answer Key
How to Calculate Arc Length of a Circle, Segment and ...
Pre Calculus 76 Arc Length And Sector Area - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Chapter 4 trigonometry, Central washington university, Geometry multiple choice regents exam questions, Equations of circles, Review notes for ib standard level math, Neal wku math 117 angular velocity linear velocity, Geometry reference, Experiments in ...
Pre Calculus 76 Arc Length And Sector Area Worksheets ...
The circumference of a circle is the linear distance around the circle, or the length of the circle if it were opened up and turned into a straight line.. The area of a circle is the number of square units it takes to fill up the inside of the circle.. Note the circumference and area apply to the entire circle.. In the case of arc length and sector area, you will only be dealing with a portion ...
Using the Arc Length Formula and Sector Area Formula ...
View Arc Lengths and Sector Areas.pdf from ENGL 1101 at Cambridge High School - GA. Find the length of each bolded arc (round to nearest hundredth). 1. 2. 3. 4. 5. 6 ...
Arc Lengths and Sector Areas.pdf - Find the length of each ...
A powerpoint to accompany a lesson on arc length and sector area. The presentation guides students to the formula in a straightforward way by first introducing proportion multipliers. There is an exercise contained as well as some Don Steward tasks at the end for extra challenge.
Arc Length and Sector Area | Teaching Resources
The arc length is \(\frac{1}{4} \times \pi \times 8 = 2 \pi\). Rounded to 3 significant figures the arc length is 6.28cm. Rounded to 3 significant figures the arc length is 6.28cm. The formula to ...
Arc length - Circles, sectors and arcs - Edexcel - GCSE ...
Arc length formula. The length of an arc depends on the radius of a circle and the central angle ?.We know that for the angle equal to 360 degrees (2?), the arc length is equal to circumference.Hence, as the proportion between angle and arc length is constant, we can say that:
Arc Length Calculator
This geometry and trigonometry video tutorial explains how to calculate the arc length of a circle using a formula given the angle in radians the and the len...
Arc Length of a Circle Formula - Sector Area, Examples ...
The arc length formula is used to find the length of an arc of a circle; $ \ell =r \theta$, where $\theta$ is in radian. Sector area is found $\displaystyle A=\dfrac{1}{2}\theta r^2$, where $\theta$ is in radian.
Access Free 76 Arc Length And Sector Area Worksheet Answer Key
Arc Length and Sector Area – iitutor
Figure 2 Using the arc length and the radius to find the measure of the associated central angle. So, m ? AOB = 90° A sector of a circle is a region bounded by two radii and an arc of the circle. In Figure 3, OACB is a sector. is the arc of sector OACB. OADB is also a sector. is the arc of sector OADB. The area of a sector is a portion of ...
Arc Length and Sectors - CliffsNotes
These arc length and sector area notes and worksheets cover:A review of circumference and area of a circle that lead to arc length and sector area formulas (1 pg. notes + 1 wkst)Application problems involving arc length and sector area (1pg. notes + 1 wkst)These DO NOT include radian measure or deri
Arc Length And Sector Area Application Worksheets ...
Increasingly Difficult Questions - Arc Length and Area of Sectors (no rating) 0 customer reviews. Author: Created by taylorda01. Preview. Created: Mar 2, 2018 ... 76 KB. Arc-Length-and-Area-of-Sectors-02-Answers. Report a problem. Categories & Ages. Mathematics; Mathematics / Geometry and measures; 11-14; 14-16;
Increasingly Difficult Questions - Arc Length and Area of ...
This then allows us to see exactly how and where the subtended angle ? of a sector will fit into the sector formulas. Now we can replace the "once around" angle (that is, the 2?) for an entire circle with the measure of a sector's subtended angle ?, and this will give us the formulas for the area and arc length of that sector:
Sectors, Areas, and Arcs | Purplemath
Q. Find the area of the dark blue sector shown at the left. The radius of the circle is 4 units and the length of the arc (the curved edge of the sector) measures 7.85 units. Express answer to thenearest tenth of a square unit.
Arc measure, arc length, Circumference and Sectors Quiz ...
Area of a sector formula. The formula for the area of a sector is (angle / 360) x ? x radius 2.The figure below illustrates the measurement: As you can easily see, it is quite similar to that of a circle, but modified to account for the fact that a sector is just a part of a circle.
Area of a Sector Calculator
A circular sector or circle sector (symbol: ?), is the portion of a disk enclosed by two radii and an arc, where the smaller area is known as the minor sector and the larger being the major sector.: 234 In the diagram, ? is the central angle, the radius of the circle, and is the arc length of the minor sector. A sector with the central angle of 180° is called a half-disk and is bounded by ...
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Access Free 76 Arc Length And Sector Area Worksheet Answer Key
Q. Find the area of the dark blue sector shown at the left. The radius of the circle is 4 units and the length of the arc (the curved edge of the sector) measures 7.85 units. Express answer to thenearest tenth of a square unit.
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Problem And Solution Graphic Organizer First Grade
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Problem and Solution Graphic Organizer 3 20 20 setting and problem solution graphic organizer Problem and Solution Graphic Organizer Instructions Reading 3-24-20 Graphic Organizer Problem and Solution graphic organizer Using a graphic organizer for problem and solution USE GRAPHIC ORGANIZER (Story Sequence Chart) TO SHOW UNDERSTANDING OF TEXTS (EN4SS-Ie-I-5) GRAPHIC ORGANIZERS Graphic Organizer Rumpelstiltskin's Daughter Problem and Solution Chart Graphic Organizer Drawing Guide - Reading Story Board Graphic Organizers
Graphic Organizers | Teaching Strategies # 7Story Elements Part 1: Characters, Setting, and Events | English For Kids 15 Creative Graphic Organizer Types to Visualize Your Content How Page 1/8
To Make A Website Using HTML And CSS | Website Design In HTML And CSS Square Circular Popup greeting card - DIY Tutorial by Paper Folds ?? Graphic Organizer: Word Web/Cluster Diagram Graphic Organizers in Google Classroom Problem-Solution Map Problem-Solution Outlining Graphic Organizers NEW PG3D CHRISTMAS EVENT LOTTERY HELLO HOW ARE YOU HOPE YOU FEEL GOOD!!! WEAPONS GAMEPLAY The two types of problem and solution graphic organizers Story Elements Part 2 | Problem and Solution | English For Kids Planning a story using a story mountain graphic organizer Margazhi Kolam 4 [ Thiruppavai Pasuram - 4 ] [ kolam \u0026 story ] [ kolam tutorial in Tamil ] Best Part of a Chess Game Often Goes Unseen [1st Grade] Creating a Story Elements Graphic Organizer with Ms. Osborne Story Book Design | Photoshop Manipulation Editing Tutorial [2020]
Problem And Solution Graphic Organizer
PDF (22.37 KB) This graphic organizer is designed to help students organize the problem in a story and the steps the character took to arrive at a solution. There is a place for students to include the title of the story and the author, the problem, 3 different steps to the solution, and the solution. Students can.
Problem And Solution Graphic Organizer & Worksheets | TpT
This is a graphic organizer that can be used when teaching students about character, problem, and solution. Students can use this graphic organizer to retell details about the character (s), problem, and solution in a story, as well as a space for noting the author's purpose. There is a
space for stu
Problem Solution Graphic Organizer & Worksheets | TpT
Graphic Organizer: Problem & Solution. With this graphic organizer, students will be able to describe the problem and solution experienced by the characters in the fiction texts they are reading. Learning about characters, setting and events in fiction texts is an important part of the third-grade and fourth-grade curriculums. Students will work their fiction comprehension skills as they record the essential problem and solution in each section of the worksheet.
Graphic Organizer: Problem & Solution | Worksheet ...
Problem/Solution Graphic Organizer Instructions : Identify a problem and then three possible solutions. List in order of effectiveness. Problem/Issue: - Bullying Good Solution #1: - Develop some sort of legislation that makes bullying online, or in schools a more serious offence.
Solution Graphic Organizer.pdf - Problem\/Solution Graphic ...
Problem/Solution Graphic Organizer Problem: Details about the problem Details about the problem Details about the problem Solution: How the solution addresses the problem: How the solution addresses the problem: How the solution addresses the problem: Academic Enrichment & Support Center .
Problem/Solution Graphic Organizer - Bethel University
Students identify the problem and its solution after reading a passage or story with this graphic organizer. Check for student understanding by using this printable in class or as a homework assignment. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.
Problem and Solution - TeacherVision
Download a T-chart graphic organizer on the Bright Hub Media Gallery titled, T-Chart for Problem and Solution With Lines (for older grades) or the T-Chart for Problem and Solution Without Lines (for younger grades). Either of these graphic organizers can be enlarged on a poster maker and laminated to use year after year.
Problem and Solution Reading Activities with Graphic ...
Problem-solving graphic organizers can be used to improve the problem-solving skills of the students. It helps students identify and evaluate solutions to problems. How to use it Step 1: Identify the problem and write it in the problem box
19 Types of Graphic Organizers for Effective Teaching and ...
Graphs and Charts Graphic Organizers ... characters, problem, solution: beginning/middle/end (PDF) sequence 6 parts (PDF) who what where when why how: hand – who what where when why how (PDF) draw and write (PDF) Miscellaneous Graphic Organizers. text connection (PDF) word definition (PDF)
Graphic Organizers - Mrs. Judy Araujo, Reading ...
Reading Graphic Organizers Graphic organizers can support all subject areas, languages, and levels of learning. Our collections for primary (grades K-2) and intermediate (grades 3-6) are arranged according to the reading strategy, comprehension skill, or learning process they best facilitate.
Reading Graphic Organizers | Reading A-Z
Today we will use a problem and solution graphic organizer to help us understand what we read. Teacher reveals a pre-created chart with the problem and solution graphic organizer (see attached). Remember as we read we must monitor our reading to make sure we understand.
Fifth grade Lesson Text Organization: Problem and Solution
Problem Solution Graphic Organizer Use this pair of problem solution graphic organizers to
identify problems and their solutions, and as a prompt for writing a problem/solution essay.
Problem Solution Graphic Organizer | BrainPOP Educators
Have students look at the problem tree graphic organizer, which helps guide students in thinking about and articulating the issue as a problem, and then going further by breaking down the causes and effects of the problem.
Activity: Problem Tree: Investigating Causes and Effects
Problemand Solution presents a problem and one or more solutions to the problem. Cause and Effect is written in a way that tells the cause or causes of events and their effects. Compare and Contrast explains how two or more topics are similar and how they are different.
Free resources for text structure!
Have your students fill in this graphic organizer to identify the problem, solution attempts, and the resolution. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing. Scott Foresman, an imprint of Pearson
Story Maps A story map is a strategy that uses a graphic organizer to help students learn the elements of a book or story. By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. There are many different types of story map graphic organizers.
Story Maps | Classroom Strategies | Reading Rockets
Download problem solution graphic organizer, this worksheet designed for kids education
Simple Problem Solution Graphic Organizer - problem ...
PROBLEM-SOLUTION ORGANIZER Directions: as you read about your topic, use the lefthand column below to write notes and quotations about the problems or issues the article raises. In the right-hand column, note any solutions offered. add your own ideas to
Name DaTe PROBLEM-SOLUTION ORGANIZER
Problem-Solution Chart List story problems in the first column. List solutions in the right column. Created Date: 11/30/2000 9:06:27 PM ...
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Bookmark File PDF Problem And Solution Graphic Organizer First Grade
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Expressive Writing: Tip-sheet and Resources
By: Sharon Bray, EdD and UHN Patient Partner
That's the way writing often starts, a disaster or a catastrophe... by writing I rescue myself under all sorts of conditions... it relieves the feeling of distress. William Carlos Williams, MD & poet
The power of writing: Beginning with his ground-breaking research in the late 1980s, psychologist James Pennebaker, PhD, and his colleagues conducted over three decades of research on the health benefits of writing. Called "expressive writing," research has shown many health, emotional and cognitive benefits associated with this practice.
What is expressive writing? It is writing about thoughts and feelings related to a personally stressful or traumatic life experiences. It is personal, free flowing, informal and written without concern for style, spelling, punctuation or grammar.
What are the benefits of expressive writing? Research has demonstrated a number of health benefits among many different groups of people, including:
* Stronger immune health
* Better sleep habits
* Improved mental and physical health
* Regulated blood pressure
* Reduction in pain caused by chronic diseases.
Expressive writing also has a number of other benefits, including:
* Translating chaotic emotions into words
* Facilitating reflection and "sense-making" of one's experiences
* Making thoughts & events more concrete and accessible
* Making linkages between feelings and upsetting events
* Helping reclaim your voice, often silenced by illness and chronic conditions
* Helping release negative emotions and stress that can lead to disease
* and, when done together, can ease isolation & build community through shared stories.
What is the most healing kind of writing? Writing that is most healing happens when you:
* Write deeply
* Make connections between what happened & what we feel
* Use detailed descriptions of events & feelings
* Create a "balanced" narrative--(using both positive and negative words)
Form a story from events and emotions
* Write as part of a group exercise/activity in an environment that is safe and supportive
*
* Treat your writing and your experience with care.
Expressive Writing: Tip-sheet and Resources
Expressive Writing: Tip-sheet and Resources
By: Sharon Bray, EdD and UHN Patient Partner
Beginning a Healing Writing Practice
* Write 3 – 4 times a week. Set the timer for 15 minutes and write.
* It doesn't matter how you begin. Don't worry about grammar or spelling.
* Write freely, keeping the pen moving or your fingers flying.
* Begin with anything or, if it helps, begin with a prompt to get you started.
* After you finish, read over what you've written. You can underline words or phrases that stand out and use those to begin your next writing session.
* Keep your writing private.
* If you feel worse after writing, it may be good to talk to someone who can help.
Sample writing prompts
* When the doctor said…
* What I fear most is…
* I remember…
* What really makes me angry is…
* I regret…
* I am grateful for…
* I have carried this sadness since…
* Use a photo of your younger self. Begin with: In this photo you are…
* Make two columns: Before heart failure/After heart failure (or any condition). Write lists for each column. Expand on one or more.
Selected Resources
Adams, Kathleen (1998). The Way of the Journal: A Journal Therapy Workbook for Healing. Sidron Press.
DeSalvo, Louise A. (2000). Writing as a Way of Healing: How Telling Our Stories Transforms Our Lives. Beacon Press.
Pennebaker, J.W. & Evans, J.F. (2014). Expressive Writing: Words that Heal. Enumclaw, WA: Idyll Arbor.
Pennebaker, J.W. & Smyth, J.M. (2016). Opening Up by Writing it Down. NY: Guilford Press.
Reeves, Judy. (2010) A Writer's Book of Days, A Spirited Companion and Lively Muse for the Writing Life. CA: New World Library. **Note: book of writing prompts**
www.writingtheheart.ca, a monthly blog by Sharon Bray, EdD, featuring reflective posts & writing suggestions on life and living with heart failure.
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XIII Trinity 2020 Sermon – Saint Joseph Parish Father Craig Looney St. Luke 10.23-
✠
"Won't You Be My Neighbor" was the opening theme song to Mister Roger's Neighborhood. Created by Fred Rogers, an ordained minister in the United Presbyterian Church, the show aired on Public Television from 1968-2001.
Rather than focus on parish work, Mr. Rogers devoted his ministry to children and their families through television. He believed teaching through example was as powerful as preaching…and he invited his viewers young and old…into his TV neighborhood.
What it means to be a neighbor is the subject of the Parable of the Good Samaritan. A Good Samaritan is anyone who unselfishly helps others, especially strangers. We have seen and heard much about Good Samaritans recently. They are the First Responders…the paramedics and ambulance drivers…the doctors and the nurses…and ordinary people reaching out to those affected by the pandemic. They are the fire fighters here in California risking their lives to save others.
In today's Gospel, a religion teacher asks Jesus what he must do to get to heaven. Instead of answering the question directly, Jesus asks the teacher what the Scriptures say. The teacher answers we must love God above all else and love our neighbors as we love ourselves. Jesus responds he has answered correctly and to go and do the same. End of story…not exactly!
Our religion teacher wants Jesus to clarify who is his neighbor…what he really wants is to narrow the playing field. He hopes Jesus will exclude people the teacher doesn't like. The religion teacher was Jewish and the hero in the Parable is a Samaritan. And the story has a surprise ending.
Jews and Samaritans are both descendants of the great Patriarch Abraham. In 721 BC the Northern Kingdom of Israel was conquered by Assyria. The Assyrians deported some of the Israelite inhabitants of Samaria. According to one source, when their descendants returned to Samaria, they had incorporated some pagan practices into their own religion.
By the 5th Century BC, Judaism and Samaritanism had become distinct and separate religions. Their animosity toward each other is the stuff of legends…mostly lost on 21 st Century Christians.
During Jesus' time about one million Samaritans inhabited the Holy Land. Jews and Samaritans may have been neighbors, but they were not neighborly toward each other. They tried not to have anything to do with each other. Today there are about one thousand Samaritans living in what is called the West Bank.
In the Parable a man traveling on the Jericho Road…a route notorious for robberies and assaults…is attacked and left for dead. A priest and acolyte pass by…not wanting to risk being made unclean by touching someone who looks dead. Our hero, the Samaritan, helps the injured man and isn't interested in checking his credentials. He takes the injured man to a hotel and pays for his room and board.
The surprise part of the story is the Samaritan…someone our religion teacher despised and would have thought the least likely to help the injured man. Jesus asks him which of the three men in the story acted like a good neighbor toward the man left for dead. Our religion teacher friend can only answer the one who was kind to him. Jesus tells him to go and do the same.
Today we have professional Good Samaritans with the training and skills to help injured people. They take risks because they have compassion for others and want to help people who might otherwise die without their intervention.
The Parable of the Good Samaritan is about putting into practice the Great Commandment to love God above all else and to love our neighbors as ourselves Christian love is not a word…it is an unselfish action!
And we can start showing our love with a simple act of kindness.
✠
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Shadow Projection by Chris Skellern
In some situations a projected shadow will simply mirror the extents of the lower crown canopy. This will normally occur when the tree has;
- a narrow (or zero upper crown spread)
- the sun holds a high altitude
- and the lower canopy spread is fairly large
In the following picture the tree has no upper canopy spread (cone shaped) and the sun holds a high altitude in the sky. The tree height has no influence on the shadow length as the projected shadow for the top of the tree (red line) lies within the lower canopy projection. Subsequently, only the lower canopy is projected to form a mirror of itself.
The same situation is shown below on an ArborShadow display. The 'A' indicates the position of the tree top projected within the projected lower canopy.
As the suns altitude decreases, so the tree top will begin to influence the shadow length (see below).
And the ArborShadow representation below.
The following photograph illustrates how the shadow is offset below the tree canopy when the sun is at a low altitude in the sky. The shadow starts at the tree stem base. This is similar to the ArborShadow representation shown above although in the above image the sun is slightly lower because the shadow is slightly further from the tree stem.
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Terms and Definitions Module 1
Business – Organization that provides products or services, usually to make money.
Employee – Person who works for compensation in a business owned by someone else.
Entrepreneur – Someone who creates and runs their own business absorbing a large portion of the financial risk.
Entrepreneurial Mindset – A blend of characteristics, attitudes, and skills that describe how successful entrepreneurs think and act; it can be useful for everyone to develop an entrepreneurial mindset for their own lives and careers.
Entrepreneurship – The skills and abilities used to combine resources or thoughts to create value in the marketplace.
Innovation – A new method, idea, or product.
Innovator – A person who engages in the act or process of introducing new ideas, devices, or methods.
Intrapreneur – A person within a company who examines new ways to combine thoughts and resources to achieve the greater goals of the organization.
Philanthropy – Donating money and other resources for a socially beneficial cause.
Product – A physical, tangible item that a business sells to a customer.
Reward – What entrepreneurs get in exchange for starting a business; can include money, personal satisfaction, or independence.
Risk – The chance of losing something. An entrepreneur risks losing money, time, and energy in the hope of getting greater rewards, or benefits.
Serial Entrepreneur – People who take what they learn when starting a business to start many more.
Service – Something that a business does for a customer in exchange for money.
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What should I do if someone in my home is sick from COVID-19?
If someone in your home is sick from COVID-19, you should follow these recommendations for 14 days from the date of your last contact with the infected individual. To protect yourself, your family, and your community, you should practice selfquarantine and self-monitoring.
Self-Quarantine
Stay home (or other location where you can be isolated from others). This means do not go to work, school, or public areas. If you need medical care, it is important you follow the instructions below.
Separate yourself from other people and animals in your home. As much as possible, you should stay in a specific room and away from other people in your home. If possible, you should use a separate bathroom.
Avoid sharing personal household items. You should not share dishes, drinking glasses, eating utensils, towels, or bedding with other people in your home. After using these items, they should be washed thoroughly with soap and water.
Wash your hands often and practice good hygiene.
Postpone all non-essential medical appointments until you are out of quarantine. If you have an essential appointment during the quarantine, talk to your doctor about how to arrange this.
Self-Monitoring
If you have a thermometer, measure your temperature twice a day, once in the morning and once at night. Otherwise watch for symptoms of fever like feeling hot, chills or sweats.
Watch for cough or difficulty breathing.
Stay in touch with your local health department. They may request that you provide information about how you are feeling. They will tell you how to provide this information (for example, phone calls, emails, text message) and how often.
If you develop fever, cough, have difficulty breathing, or need medical care:
1. Contact your doctor to report your symptoms and see if you need medical care Do not go to your doctor's office without contacting them first.
2. Stay home unless you need emergency medical attention. Isolate yourself from others in your home, practice good hand hygiene, sanitize surfaces in your home, and wear a facemask if you need to be around other people.
If you need emergency medical attention, call 911 and let them know that you are being monitored for novel coronavirus.
P-02598 (03/2020)
14-day Fever and Symptom Tracker for Individuals living with someone who has COVID-19,
Name
Age (years)
Sex
Male Female
Street Address
City
State
Your Telephone Number
Local Health Department
Telephone Number – Daytime
Telephone Number – After hours
Put the current date in the space provided for the next 14 days. Take your temperature twice a day; once in the morning (a.m.) and once in the evening (p.m.) circle Yes or No if you have fever or are feverish, then write your temperature in the space.
Circle Yes or No - If you have a cough, sore throat, or shortness of breath for each day.
Do not leave any spaces blank. If you have a fever or any symptom, immediately call your doctor.
| | Temperature | Temperature | | Sore | Shortness |
|---|---|---|---|---|---|
| Feverish? | | | Cough | | |
| | Morning (a.m.) | Evening (p.m.) | | Throat | of Breath |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
| Yes / No | °C / °F | °C / °F | Yes / No | Yes / No | Yes / No |
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COVID-19 and Pregnancy
You must carefully read the "Consumer Information Use and Disclaimer" below in order to understand and correctly use this information
The Basics
Written by the doctors and editors at UpToDate
View in ItalianView in Brazilian PortugueseView in GermanView in JapaneseView in FrenchView in SpanishView video in Spanish
What is COVID-19? — COVID-19 stands for "coronavirus disease 2019." It is caused by a virus called SARS-CoV-2. The virus first appeared in late 2019 and quickly spread around the world.
The virus that causes COVID-19 mainly spreads from person to person. This usually happens when an infected person coughs, sneezes, or talks near other people who are not vaccinated. People with COVID19 can have fever, cough, trouble breathing, and other symptoms. But a person can be infected, and spread the virus to others, even without having any symptoms.
Most people who get COVID-19 will not get severely ill. But some do.
This article has information for people who are pregnant. More general information about COVID-19 is available separately. (See "COVID-19 overview".)
What are the symptoms of COVID-19? — Symptoms usually start 4 or 5 days after a person is infected with the virus. But in some people, it can take up to 2 weeks for symptoms to appear. Many people never show symptoms at all.
When symptoms do happen, they can include:
*Fever
*Cough
*Trouble breathing
*Feeling tired
*Shaking chills
*Muscle aches
*Headache
*Sore throat
*Problems with sense of smell or taste
Some people have digestive problems like nausea or diarrhea.
Pregnant people with COVID-19 can have any of the above symptoms or no symptoms.
For most people, symptoms will get better within a few weeks. But in others, COVID-19 can lead to serious problems like pneumonia, not getting enough oxygen, heart problems, or even death.
Are pregnant people at high risk for severe symptoms? — Experts do not yet know a lot about COVID19 and pregnancy. From what they know so far, pregnant people do not seem more likely than other people to get the infection.
However, compared with females of the same age who are not pregnant, pregnant people with COVID19 seem to be more likely to get very sick and need to stay in the ICU. ("ICU" is short for "intensive care unit.") In pregnant people, the risk of getting very sick is highest in those who are age 35 or older, or have certain health conditions like obesity, high blood pressure, or diabetes. But most people recover before having their baby, and do not need to stay in the hospital.
What should I do if I have symptoms? — If you have a fever, cough, trouble breathing, or other symptoms of COVID-19, call your doctor, nurse, or midwife. They can tell you what to do and whether you need to be seen in person. They will also tell you if you should be tested for the virus that causes COVID-19.
If I am pregnant and get infected, can I pass the virus to my baby? — Experts think it might be possible for a baby to get the infection while still in the uterus. But this seems to be very uncommon. And when it does happen, most babies do not get very sick.
It is also possible to pass the virus to the baby during childbirth or after the baby is born. If you have COVID-19 when you give birth, there are ways to lower this risk.
Can COVID-19 cause problems with pregnancy? — From what experts know so far, most people who get COVID-19 during pregnancy will not have serious problems. But problems can happen if the mother becomes seriously ill.
Pregnant people who get COVID-19 might have an increased risk of preterm birth. This is when the baby is born before 37 weeks of pregnancy. This seems to be more of a risk in people who get very sick and have pneumonia. Preterm birth can be dangerous, because babies who are born too early can have serious health problems.
How is COVID-19 treated? — Most people with mild illness will be able to stay home while they get better. Mild illness means you might have symptoms like fever and cough, but you do not have trouble breathing.
People with serious symptoms or other health problems might need to go to the hospital. If you need to be treated in the hospital, the doctors and nurses will also monitor your baby's health.
Doctors are studying several possible treatments for COVID-19. In certain cases, doctors might recommend medicines that seem to help some people who are severely ill. But some medicines are not safe to take if you are pregnant.
Fever is a common symptom of COVID-19. If you are pregnant and get a fever, ask your doctor, nurse, or midwife what to do. Acetaminophen (sample brand name: Tylenol) can be used to treat a fever and is generally safe to take during pregnancy.
Can COVID-19 be prevented? — The best way to prevent COVID-19 is to get vaccinated.
In the United States, the first vaccines became available in late 2020. They were not originally tested in people who were pregnant or breastfeeding, but are being studied more over time. Many pregnant people have gotten the vaccine without any problems. Experts recommend that pregnant people consider getting the vaccine. Your doctor or nurse can help you make this decision.
Experts believe that vaccines will be one of the most important ways to control the COVID-19 pandemic. People who are fully vaccinated are at much lower risk of getting or spreading the virus. More information about COVID-19 vaccines is available separately. (See "COVID-19 vaccines".)
If you are not yet vaccinated, you can protect yourself and others by "social distancing" (staying at least 6 feet, or 2 meters, away from other people) and wearing a face mask when you are in public. You should also be sure to wash your hands often.
Will my regular prenatal appointments change? — Your doctor, nurse, or midwife will work with you to make a plan for your visits during pregnancy. If you live in an area where there are a lot of cases of COVID-19, there will likely be some changes. For example:
*Your partner might not be able to join you for appointments
*If you have any symptoms of COVID-19, you will probably need to wear a medical mask during your appointments
*Your doctor, nurse, or midwife might group certain tests together so you don't need to go in as often
*Your doctor, nurse, or midwife might suggest replacing some visits with a phone or video call
These changes can feel stressful. It can help to keep in mind that the goal is to help protect you and others.
What will my delivery be like? — Different hospitals and birth centers have different rules to help keep people safe. These might include guidelines for things like wearing a mask and how many visitors you can have. Your doctor, nurse, or midwife will talk to you about what to expect.
You will be checked for fever and other symptoms of COVID-19 when you arrive to give birth. This might happen earlier if you are scheduled to be "induced" or have a cesarean birth ("c-section"). You might be tested for the virus, too.
If you have COVID-19 when you go into labor, the doctors and nurses will take steps to protect others around you. For example, you will need to wear a medical mask. You will still be able to have a vaginal birth, if that is what you planned. You don't need a c-section just because you are sick.
If you have COVID-19, your doctor or nurse might suggest staying apart from your baby until you get better. This will depend on how sick you are, whether your baby has been tested for the virus, and other factors. If you do hold your baby and keep them in the room with you, you will need to wear a face mask to lower the risk of spreading the infection. You might need to take other precautions, too. These things can be hard. But they are important in order to protect your baby.
What if I want to breastfeed? — Breastfeeding has many benefits for both you and your baby. If you have COVID-19, there might be a very small chance of passing the infection to your baby through breast milk. But no babies have become very sick in this way.
Whether or not you breastfeed, it's important to be extra careful when feeding or holding your baby. You could pass the virus to your baby through close contact. You can protect your baby by washing your hands often and wearing a face mask while you feed them.
You might choose to pump breast milk for your baby. If you are sick, wash your hands carefully before pumping, and wear a mask while you pump. If possible, have a healthy person clean your pump thoroughly between uses.
What can I do to cope with stress and anxiety? — It's normal to feel anxious or worried about COVID19. If you are pregnant, you might feel sad about having to cancel celebrations and stay away from relatives and friends.
You can take care of yourself by:
*Getting vaccinated
*Taking breaks from the news
*Getting regular exercise and eat healthy foods
*Trying to find activities that you enjoy and can do in your home
*Staying in touch with your friends and family members
Keep in mind that most pregnant people do not get severely ill from COVID-19. It helps to be prepared, and it's important to do what you can to lower your risk. But try not to panic.
What if I have other questions? — If you have other questions, talk to your doctor, nurse, or midwife.
They can help you with questions like:
*What symptoms should I be concerned about?
*What should I do if I think I was exposed to COVID-19?
*What medicines can I use to treat symptoms of COVID-19 while I am pregnant?
*Where can I find support if I feel anxious or depressed?
The answers to these questions, and others, will depend on your situation.
Where can I go to learn more? — As we learn more about this virus, expert recommendations will continue to change. Check with your doctor or public health official to get the most updated information about how to protect yourself and your family.
For information about COVID-19 in your area, you can call your local public health office. In the United States, this usually means your city or town's Board of Health. Many states also have a "hotline" phone number you can call.
You can find more information about COVID-19 at the following websites:
*United States Centers for Disease Control and Prevention (CDC): www.cdc.gov/COVID19
*World Health Organization (WHO): www.who.int/emergencies/diseases/novel-coronavirus-2019
All topics are updated as new evidence becomes available and our peer review process is complete.
This topic retrieved from UpToDate on: Jul 14, 2021.
Topic 127758 Version 24.0
Release: 29.3.2 - C29.194
© 2021 UpToDate, Inc. and/or its affiliates. All rights reserved.
Consumer Information Use and Disclaimer:
This information is not specific medical advice and does not replace information you receive from your health care provider. This is only a brief summary of general information. It does NOT include all information about conditions, illnesses, injuries, tests, procedures, treatments, therapies, discharge instructions or life-style choices that may apply to you. You must talk with your health care provider for complete information about your health and treatment options. This information should not be used to decide whether or not to accept your health care provider's advice, instructions or recommendations. Only your health care provider has the knowledge and training to provide advice that is right for you. The use of this information is governed by the Lexicomp End User License Agreement, available at https://www.wolterskluwer.com/en/solutions/lexicomp/about/eula.The use of UpToDate content is governed by the UpToDate Terms of Use. ©2021 UpToDate, Inc. All rights reserved.
Last Updated 7/15/21
© 2021 UpToDate, Inc. and its affiliates and/or licensors. All rights reserved.
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Activity Lesson Plan Peach Class
have
ACTIVITY IMPLEMENTATION (including key question)
Introduction:
* First, cut off the top of the box.
* Next, make two holes for the hands.
* In the holes, place/stick gloves.
* Then, fill the box with material such as salt, sand, stones, things you have at home.
* Finally, cover the box with plastic wrap and you are ready for the activity.
Main Activity:
* Allow your child to discover (touch and feel) different types of materials placed in the box.
* Focus on thinking and talking skills. Allow your child time to think and talk, focus on modelling descriptive vocabulary.
Additional ways to support your child:
Extension:
* Ask your child questions so they can describe what they feel.
* Gather objects from the garden and discuss and categorise them (consider different concepts big/little, smooth/rough round/not round etc.).
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Paso Talks – WATER
Frequently Asked Questions
WATER
Q: Do we have enough water to support current needs and future growth? Please explain. A: Yes. The City of Paso Robles has worked diligently for over 25 years to provide reliable and sustainable water sources to support the planned buildout approved in the General Plan. There are currently three sources for water, soon to be four – basin groundwater wells, river wells and the Nacimiento Pipeline. Infrastructure to filter non-potable recycled water for irrigation is under construction and expected to be complete in early 2019 with the "purple pipe" to be completed in 2020.
Q: How is the quality of water in Paso Robles compared to the past? How does that compare to other communities in the area?
A: The water quality is good and getting better. The Lake Nacimiento supply has lower salt levels, and our water treatment plant turns out excellent quality drinking water.
Q: What do my water rates pay for and how does that compare to other communities in the area?
A: Water rates pay for the operation and maintenance of the drinking water treatment and distribution systems, for water capital projects, for the costs associated with the water supplies, including the debt service for the Lake Nacimiento supply. Water rates have a fixed cost component since about 80% of the cost of the water system are fixed costs, and variable costs based on the amount of water used. Water rates are designed to only recover costs – no profit – according to State law. Also, water rate revenues can only be used for water purposes. Water rates are established so that development pays their full fair share of costs. Paso Robles rates are comparable to other cities in SLO County. See slide #24 in the Water presentation for the local rate comparison. (Please note that Templeton just recently approved a rate increase but the new rates have not been determined and are not reflected in the presentation.)
WASTEWATER
Q: What should Paso Robles residents know about our wastewater program?
A: We have a great wastewater treatment plant. We have a high tech plant that is largely based on a biological nutrient removal process, making sure that the treatment plant effluent (the water discharged to the river) meets all health and safety standards. There is also a crew designated to take care of any operation and maintenance issues in the collection system – the pipes and pumps.
Q: Are there any changes coming up that Paso Robles residents should be aware of?
A: Yes, the treatment plant has a project to do some additional treatment so that the effluent meets a full Recycled Water standard, so that it is fully safe for irrigation purposes (clean enough to be used on turf at schools). This water will be used at parks, landscaped areas in subdivisions, and for irrigation water that could be beneficial to the Paso Robles groundwater basin.
STORMWATER
Q: What is stormwater?
A: Stormwater is rain that falls on the landscape, collects in our storm drain system (i.e., pipes, culverts, ditches), and drains to the Salinas River. Stormwater also collects pollutants such as sediment, bacteria, and metals as it flows across paved surfaces. Localized flooding and water pollution can become a problem is stormwater is not managed correctly.
Q: Are there state or federal regulations the City of Paso Robles is required to follow for stormwater?
A: Yes. The City is required to develop a stormwater program that achieves minimum federal standards. Local state water agencies ensure that the City of Paso Robles is adequately achieving the minimum standards on an annual basis. The stormwater program evolves as new state policies are adopted.
Q: How do I report a stormwater concern?
A: Thank you for helping keep our water supplies clean! To report a concern and track, click here: http://www.prcity.com/454/Report-a-Stormwater-Concern
WATER CONSERVATION
Q: If we "have plenty of water" why are we still asking Paso Robles residents to conserve water?
A: Despite having sufficient water supply available, it is important that water customers use water efficiently and reduce water waste to comply with state-mandated conservation requirements, avoid expenses associated with costly upgrades, and contribute to sustainable use of the Paso Robles Groundwater Basin (one of the City's three sources of potable water). Recently, our water customers' commitment to conserving water during the proclaimed drought emergency in 2015 allowed the City to meet state-mandated conservation requirements, avoid expensive penalties for non-compliance, and reduce use of groundwater from the basin.
Q: Anything else residents should know about water conservation?
A: By using water wisely and eliminating water waste the City has made progress toward statemandated long-term conservation requirements and will be better able to meet new long-term conservation standards that are being developed by the State. Additionally, if there is ever a
need to reduce water use in response to a true water shortage, short-term adaptive conservation measures can reduce impacts on water service and the City’s water customers.
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The Art of Teamwork Toolkit
Trust and
Facilitator guide
vulnerability
Activities and worksheets:
Common connections
Open up and find new points of connection across the team.
Help wanted
Ask the team for support and find ways to support others.
45-60 min
20-30 min
What are trust and vulnerability?
Trust is earned over time.
When teams are able to establish trust and give each other permission to be vulnerable with each other, everyone feels safer and more comfortable taking risks in service of the team.
More like:
Less like:
Meeting your team members where they are to build a relationship.
Developed in collaboration with
Trust falls and diving into the deep end on day one.
The components of emotional safety that enable interpersonal risk-taking in teams.
Vulnerability is about being open, not feeling exposed.
More like:
Less like:
Sharing what you are comfortable sharing. Sharing every single detail of your life.
aka.ms/ArtOfTeamwork
Trust and vulnerability
Activity 1 of 2
Common connections
Finding points of connection creates trust. This activity will help team members uncover things they didn't know about one another and form new bonds.
Developed in collaboration with
Facilitator instructions
The common connections activity has three steps:
01 — Set the stage
02 — Guide a discussion
03 — Keep it going
Context
When the team needs help creating space to share and open up.
Goal
Find points of connection to build trust.
Time
45-60 minutes
Worksheet
Common connections — pg. 7-8
Materials needed
Markers
Sticky notes
Whiteboard aka.ms/ArtOfTeamwork
Common connections
01 Set the stage
Facilitator instructions
Activate
Creating space for trust and vulnerability is key to establishing psychological safety. As a facilitator, this is a time for you to lead through example. The tone and energy you bring can impact how comfortable team members feel about this activity.
To get the team thinking, try these talking points:
* Today, we're going to participate in a two-part teambuilding activity.
* The first part will help surface commonalities within the team, and the second will help identify shared challenges where we may be able to support one another.
Developed in collaboration with
* Providing a time and space for us to share with each other is important, so we can grow as individuals and as a team.
* Vulnerability is not about oversharing or talking about mistakes in an attempt to gain sympathy from the group. It's about being open and approachable to your team.
* When we're honest with each other about what we're struggling with, it makes it easier to support each other.
Print worksheet
Print out the worksheet for each of the team members for this activity:
Common connections — pg. 7-8
Prepare
Get ready to facilitate the common connections activity with the team.
Here's a checklist:
* Review the common connections worksheet.
* Share the common connections worksheet with the team. It may be helpful to invite team members to complete the activities on their own.
* Invite team members to a 45- to 60-minute meeting to discuss individual reflections.
* If you have a remote team member, help them feel included by starting a Microsoft Teams meeting and sharing your whiteboard or camera.
aka.ms/ArtOfTeamwork
Common connections
02 Guide a discussion
Facilitator instructions
Reflect
Draft
Invite everyone to participate in a group share. As the team facilitator, you might consider going first to set the stage, tone, and expectations for the group.
Start by asking everyone to share their responses on page 1 of 2 of the common connections worksheet.
Probe and allow for conversations and remarks to come forward to build connections within the team.
This activity is meant to feel more like an intimate discussion and less like a heavily facilitated conversation.
After everyone has reflected, invite the team to spend a few minutes completing page 2 of the common connections worksheet. The team will reflect on areas they would like to improve.
Similar to the first share, allow for the conversation to take on a natural cadence and flow. Avoid over-facilitation.
Developed in collaboration with
Synthesize
Once the team has shared responses to both pages of the common connections worksheet, you may consider asking the group to reflect on the overall experience.
Start with a few open-ended questions:
* How did this experience feel?
* Based on this activity, what do you want to do next? Team members may want to act on their shared interests with another colleague or offer to help someone who is struggling.
aka.ms/ArtOfTeamwork
Common connections
03 Keep it going
Facilitator instructions
Developed in collaboration with
Revisit
Creating space for vulnerability is not a one-off thing. It takes time and space to make people feel comfortable with one another.
Consider making this a ritual. Leverage existing meeting structures to create a space for people to share aspirations.
Repeat
As teams change, so do dynamics. When new team members join, consider running through this activity again.
You may also consider adding this as something to review within onboarding systems and structures.
aka.ms/ArtOfTeamwork
Worksheet
Page 1 of 2
Common connections
Open up and find new points of connection across the team.
Reflect on the following questions. Consider surfacing things about yourself that the team may not know about you. Share what feels comfortable.
Developed in collaboration with
I secretly nerd out on...
Joys of mine are...
If I could learn a new skill it would be...
aka.ms/ArtOfTeamwork
Now, reflect on these questions. Again, consider how the responses might help you find new partners to encourage your learning.
At work, I wish I was better at...
Common connections
Page 2 of 2
I would love tips on...
If I had a magic wand, I'd change this about my working style...
Worksheet
Developed in collaboration with aka.ms/ArtOfTeamwork
Trust and vulnerability
Activity 2 of 2
Help wanted
Not everyone is comfortable reaching out to ask for support. This activity makes asking for help easier, more accessible, and more acceptable.
Developed in collaboration with
Facilitator instructions
The help wanted activity has three steps:
01 — Set the stage
02 — Guide a discussion
03— Keep it going
Context
When the team needs encouragement asking for help and offering support.
Goal
Create space for people to ask for and receive help.
Time
30-45 minutes
Worksheet
Help wanted — pg. 13
Materials needed
Markers
Sticky notes aka.ms/ArtOfTeamwork
01 Set the stage
Help wanted Facilitator instructions
Activate
This activity is meant to bring a little levity and playfulness to the daunting task of asking for support.
As the facilitator, you might consider challenges the team is facing and ideas about how team members might help each other.
Developed in collaboration with
To get the team thinking, try these talking points:
* This activity is meant to make it easier to ask for support and invite others to chip in and help you.
* We all have things we want to be better at, but sometimes it's hard to ask for help.
* When we foster a culture of support, it gives us the opportunity to learn and grow. Those receiving support feel more confident in their jobs, and those offering support have the opportunity to be seen as mentors.
Print worksheet
Print out the worksheet for each of the team members for this activity:
Help wanted — pg. 13
Prepare
Get ready to facilitate the help wanted activity with the team.
Here's a checklist:
* Review the help wanted worksheet.
* Reflect on needs across the team beforehand to facilitate conversations.
* Prime the team to come prepared to ask for support from one another.
* Invite the team to a 30- to 45-minute meeting, depending on team size.
* If you have a remote team member, help them feel included by starting a Microsoft Teams meeting and sharing your Whiteboard or camera.
aka.ms/ArtOfTeamwork
10
02 Guide a discussion
Help wanted Facilitator instructions
Draft
Share
Invite everyone on the team to complete the top part of the help wanted worksheet. Provide about five minutes for people to find a need and write it up.
Here are some examples to help the team get going:
* Expert: We just changed how we submit expenses, and I still don't know how to get reimbursed. Who can help?
* Thought partner: We just got a lot of data from a recent launch, and I could use a second set of eyes.
Developed in collaboration with
* Coach:
I'm trying to get better at facilitating meetings; does anyone have tips to keep people engaged?
* Sounding board:
I'm about to send off this big email to all the VPs, and I need to read it to someone.
Make it playful by asking the team to read out their job postings theatrically, or write them in a way that would attract anyone to the task. Remind them that no ask is too big or too small.
Next, structure the conversations to make it easy for everyone to quickly share their job posting.
For example, after everyone has shared their job posting, you may ask team members to "apply" to the job by presenting a 30-second pitch about why they qualify for the job.
When someone offers to help, consider making it playful by prompting the team to reply with sentence starters like "I believe I'm the best person for the job because..."
Reflect
Wrap up the activity by reflecting as a team.
Questions might include:
* What are ways we can be better about asking for help?
* When do we want to revisit this activity?
aka.ms/ArtOfTeamwork
11
03 Keep it going
Help wanted Facilitator instructions
Developed in collaboration with
Repeat
Review the team's requests to see if there are similarities that require a more coordinated approach to resolving them. For example, maybe everyone is looking for help with a new tool, and you can schedule a brown bag session.
aka.ms/ArtOfTeamwork
12
Help wanted
Worksheet
Ask the team for support and find ways you can support others.
Think about an area you'd like to ask for support. Write a job posting for the help you're seeking.
is looking for a
to help with
(name)
(area you need support)
(position title, such as expert, thought partner, coach)
.
Name:
My suggestion/tip:
I’ve been through this before!
I know a lot about this.
I can recommend
someone!
Other:
Name:
My suggestion/tip:
I've been through
this before!
I know a lot about this.
I can recommend someone!
Other:
Name:
My suggestion/tip:
I’ve been through this before!
I know a lot about this.
I can recommend someone!
Other:
Name:
My suggestion/tip:
I've been through
this before!
I know a lot about this.
I can recommend someone!
Other:
Name:
My suggestion/tip:
I’ve been through this before!
I know a lot about this.
I can recommend someone!
Other:
Developed in collaboration with aka.ms/ArtOfTeamwork
13
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Operational Verbs
| Verbs describing student acquisition and preparation of tools, materials, and texts of various types (including digital and archival) | | Verbs indicating what students do to certify information, materials, texts, etc. | | Verbs indicating the modes of student characterization of the objects of knowledge or materials of production, performance, exhibit | |
|---|---|---|---|---|---|
| | access, acquire, collect, | cite, document, record, reference, source | | categorize, classify, define, describe, determine, frame, identify, prioritize, specify | |
| | accumulate, extract, | | | | |
| | gather, locate, obtain, | | | | |
| | retrieve | | | | |
| Verbs further describing the ways in which students format data, information, materials | | Verbs describing what students do in explaining a position, creation, set of observations, or a text | | Verbs falling under the cognitive activities we group under “analyze” | |
| arrange, assemble, collate, organize, sort | | | articulate, clarify, | compare, contrast, differentiate, distinguish, formulate, map, match, equate | |
| | | | explicate, illustrate, | | |
| | | | interpret, outline, | | |
| | | | translate, elaborate, | | |
| | | | elucidate | | |
| Verbs describing what students do when they combine ideas, materials, observations | | Verbs that describe what students do in various forms of “making” | | Verbs that describe the various ways in which students utilize the materials of learning | |
| assimilate, consolidate, merge, connect, integrate, link, synthesize, summarize | | build, compose, construct, craft, create, design, develop, generate, model, shape, simulate | | apply, carry out, conduct, demonstrate, employ, implement, perform, produce, use | operate, administer, |
| | | | | | control, coordinate, engage, |
| | | | | | lead, maintain, |
| | | | | | manage, navigate, optimize, |
| | | | | | plan |
| Verbs that describe forms of deliberative activity in which students engage | | Verbs that indicate how students valuate objects, experiences, texts, productions, etc. | | Verbs that reference the types of communication in which we ask students to engage | |
| argue, challenge, debate, defend, justify, resolve, dispute, advocate, persuade | | audit, appraise, assess, evaluate, judge, rank | | report, edit, encode/decode, pantomime (v), map, display, draw/diagram, collaborate, contribute, negotiate, feedback | |
Adapted from Adelman, C. (2015). To imagine a verb: The language and syntax of learning outcomes statements. (Occasional Paper No. 24). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
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Sarah – ChildFund
Barbara – SOS Children's Villages International
Desmond – Child Rights Network
Mercy – Plan Zambia
Anne – Ombudsmen Norway
Gorel – Plan International
Florence – Lifeline Child line Zambia
Education has a unique potential to create a positive environment in which attitudes condoning violence can be changed and non-violent behaviour can be learned. Schools are well placed to break patterns of violence and to provide skills that enable children to communicate and speak out about violations of their rights
Question 1:
Addressing violence in education settings must not only invest in ensuring a safe and child-friendly environment, but also seek to address the cultural acceptance of violence against children in schools, and invest in violence prevention and positive discipline initiatives. Are there lessons learnt from CBCPM practices that have successfully reduced violence in schools, including peer violence (bullying?)
Wrap up:
1. Local child protection systems have obvious pros and cons – to be effective – there must be a solid link between formal to informal systems
2. The participation of children is a critical element – but are the adults ultimate duty bearers and must create and ensure a safe environment for children
3. Accountability mechanism must be there that is safe for children and others to report
4. Peer to peer advocacy has pros and cons
5. Training of practitioners at all levels is important
Lesson learned
When violence is banned in schools – all of these systems really begins to work. Legal framework is important but the entire system must be effectively in place with well-trained practitioners, accountability, and ability to implement, including safe reporting.
Notes:
Ombudsmen: Emphasize that CBMs not enough – rape for instance is serious crime and sufficient attention is not given – should be handled within formal system – Norway zero tolerance against all forms of violence including corporal punishment so the legal framework is important and must be implemented – crucial to take the case to court. Consequences must result
Plan - Why don't we think this is a serious crime? The magnitude of violence must be discussed. Nonacceptance of violence is important at large.
Child helpline – campaign focused on schools – but wasn't working because all children were not in school and parents needed to hear – so expanded to community around school. Broadened it and it worked. Included children who weren't able to come to school as well as their parents. PTAs. Time that you address important to include all – perhaps drama form.
Plan – In specific settings – define community boundary – include teachers because they live in the environment. School community partnership involves parents in role with governance of school. Empower students to stand up and report.
How does the CBM feed back into the formal justice system?
CBMs should be linked to formal system for serious crimes.
CBM should be linked also to restorative justice for minor offences.
Child Rights Network – culture aims at bringing coherency amongst the people – but separate culture to traditions – e.g. gender stereotypes. Violence in schools is not a result of culture. Whose responsibility is violence in school? Onus must be on the individual members of the community to prevent violence. Communication is important – not to just say that you must stop or change a behavior. Children's clubs are good for peer to peer advocacy.
Ombudsmen - It is never children's responsibility to stop violence – it is the adult's responsibility. Important to stop violence and physical punishment in schools. Must have zero tolerance in school.
It is a matter of accountability – laws must be there, mechanism to report must be there
Civil society have role in training and creating environment
When community is involved and aware of violence it can be moved along much more quickly – the judge was enlightened – and that helped. The family was supported to continue. NGOs were likely the ones building the capacity
Question 2:
Are there examples of how CBCPM practices support children to access counselling, complaint and reporting mechanisms in schools and what works to ensure children can learn in a safe environment?
Wrap up:
1. Example of anonymous reporting mechanism but it did not work because the formal system failed to carry through with prosecution
2. People of trust put in place for children to report but without proper training and oversight – have potential to also be the perpetrators
3. Education of teachers and those in authority on acceptable behavior, identifying signs of abuse in children, and education of children on what is acceptable and what are their rights
4. Child rights clubs with link to crime prevention units for referral with absolute necessity to address violence against both boys and girls!
Notes:
Child helpline pilot reporting mechanism – free postage stamp for children to write and report – found that there was a lot of violence in school – corporal punishment / sexual violence / bullying: Ultimately the cases were in court for ever and eventually perpetrators were transferred to another school… so system failed
Guidance and counselors in school – are aimed at supporting students in school – Social accountability scorecards were then implemented and it was found that the guidance counselors were perpetrators
Girls club for girls to report – but there were no boys clubs
Child protection monitors in communities – also mother groups in communities
Education – of teachers that their own behavior is critical and to be aware of signs for what may be happening at home and education of children and parents especially at the same time – so parents and children hear the same message at the same time
Children reporting support – so that they are taken seriously and appropriately referred
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Unit 1, Session 1: God Created the World
Big Picture Question: Who is God? God is our Creator and the King of everything.
Memory Verse: Psalm 104:24– How many are your works, Lord! In wisdom you made them all; the earth is full of your creatures.
Christ Connection: Adam and Eve sinned when they rejected God's good plan and disobeyed His command. Sin separates people from God, but God didn't leave them without hope. God sent His Son Jesus to live as Adam didn't—perfectly sinless. God the Son came to earth as a man to rescue people from sin.
Bible Passage: Genesis 2-3
Find the passages together in your Bibles and read through them together. You could also read the paraphrase of all these passages below in blue. For younger kids, you may want to just read the bolded portions.
The result of sin is destruction. Always. The primary target of sin's sting is the relationship between God and man. When this falls apart, all other relationships go with it. We see this as the serpent twists the truth of God's Word just enough to undermine the woman's confidence in Him. The first attack is on the integrity of God's Word: "Did God really say…" (Gn 3:1). As she engages with the serpent, the woman twists God's words herself by adding a command: "you must not eat it or touch it" (3:2). Next, the serpent directly contradicts God and accuses Him of selfishly withholding good from the man and the woman: "No! You will not die. […] In fact, God knows that when you eat it your eyes will be opened and you will be like God, knowing good and evil" (3:5). She trusted the word of the serpent over God's and disobeyed along with her husband, "who was with her" (3:6). Immediately, disobedience opened their eyes to the reality of sin and instantly destroyed their relationship with God.
As the rest of the account plays out, the devastating consequences of sin are revealed. The man and the woman die—spiritually, that is—just as God warned. They willingly separated themselves from the source of life, their Creator, the One who breathed life into them. In turn, all other relationships are broken as well. When confronted by God about their disobedience, the man blames God for giving him the woman and the woman blames the serpent for her disobedience (3:8-13). All horizontal relationships dissolve because the tether to the source of life has been severed. The consequences continue with promises of pain, toil, relational strife, and physical death (3:14-19). Yet, even as the man and woman are cast out of the garden, God cares for them. He does not allow them the opportunity to continue eternally in their sin. God graciously guards the Tree of Life, giving them an opportunity for repentance (3:22-24). The one small seed of hope for restoration and redemption is found in 3:15 and the promise of the woman's offspring. A seed that eventually sprouts into the hope found in Jesus.
After God made Adam, He placed him in the garden of Eden to work it and watch over it. God commanded him, "You can eat from any tree of the garden, but you must not eat from the tree of the knowledge of good and evil, for on the day you eat from it, you will certainly die."
Now the serpent was the most cunning of all the wild animals God had made. One day, he asked Adam's wife Eve, "Did God really say, 'You can't eat from any tree in the garden'?"
Eve said, "We may eat the fruit from the trees in the garden. But God said we must not eat the fruit of the tree in the middle of the garden. He said, 'You must not eat it or touch it, or you will die.'"
"No! You will certainly not die," the serpent said. "In fact, God knows that when you eat it, your eyes will be opened and you will be like God, knowing good and evil."
Eve saw that the fruit looked good and she wanted to be wise like God, so she took some of the fruit and ate it. She gave some to Adam, who was with her, and he ate it too. As soon as they ate the fruit, their eyes were opened and they knew they were naked. They made clothes for themselves by sewing together fig leaves.
In the evening, Adam and Eve heard God walking in the garden, so they hid. God called out to Adam, "Where are you?" Adam replied, "I heard You in the garden, and I was afraid because I was naked, so I hid." God asked Adam, "Who told you that you were naked? Did you eat from the tree that I commanded you not to eat from?" Adam immediately blamed Eve and said, "She gave me some fruit from the tree, and I ate it."
Eve blamed the serpent and said, "He deceived me, and I ate." God cursed the serpent by making him crawl on his belly. Adam and Eve also had consequences for their disobedience. Life would be hard and painful, all because of sin. The ultimate consequence for humanity's disobedience to God is death. But God promised that one of the woman's descendants would destroy the serpent.
God was merciful to Adam and Eve. He made clothes for them out of animal skins before He sent them out of the garden. God put angels and a sword of fire at the entrance of the garden to guard the way to the tree of life.
If you or your child have questions about what it looks like to follow Jesus in salvation or baptism, Pastor Sam would love to talk with you! Please feel free to contact him at firstname.lastname@example.org.
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Imani has a home office. The room is 10 ft long and 8 ft wide.
1. Draw a rectangle that represents Imani’s office.
2. What is the area of Imani’s office?
Answer: _____________________
"Worksheet: Multiplying Binomials Unit, Lesson 2, Episode 2" by MathTalk is licensed under CC BYNC-SA 4.0
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Module 8. Meaningful Participation
Tools to identify barriers, and foster meaningful participation
Jigsaw of Participation
| Places where you want to participate as an equal | Barriers to this happening Why can’t you participate fully? | What would meaningful participation look like. What would it allow you to do? | When you do participate, what allows and helps you to do this? | What needs to change to allow you to participate in each of these spaces? |
|---|---|---|---|---|
| In your family | | | | |
| In your local area | | | | |
| In your Ethnic community | | | | |
| In refugee led groups and organisations | | | | |
| In decision making with NGOs | | | | |
| In decision making with UNHCR and other key agencies | | | | |
| In Government agencies, | | | | |
| In health services | | | | |
| Education | | | | |
| In Livelihoods | | | | |
| Other places you might want to participate | | | | |
Last update: July 2024
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HOW TO BECOME MORE MINDFUL
MINDFULNESS MEANS BEING PRESENT IN THE MOMENT. ITS ABOUT LOOKING AT THE WORLD WITH OPENNESS AND WITHOUT JUDGEMENT.
Mindfulness can have a massive impact on our mental health!
It can help you to de stress and regulate emotions.
Help create a sense of calm.
Increase your concentration and productivity levels.
Improve your sleep and overall health
And help you feel more connected with your world and the people in it!
So what can you do to become more mindful?
Focus on your breathing! Mindfulness takes time to practice and develop, focusing on taking deep breaths is a great place to start your journey to becoming more mindful. 1.
Take a walk in nature. Pay attention to all the sensations around you and take it all in. 2.
Take more breaks! Use your break to refocus your energy and pause. 3.
Maybe you could try keeping a journal? Journal writing is a great way to reflect on how you're feeling, and gives you a space to let it all out! 4.
There are many great apps and online tools out there which can help to guide you and set you on your way to becoming more mindful. Start off by searching for Smiling Mind in your app store. 5.
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Cast
Jesus
Phillip
Andrew
Jesus Feeds Five Thousand
Props
Boy
Peter
Other disciples
5 loaves & 2 fish
Sack for lunch
Baskets
Crowd
Jesus: Phillip, look at all these people. They have been listening to Me all day. It is the end of the day and they are hungry. There's no food here.
Peter: Let's tell them to go to some of the nearby towns and farms to buy food and find a place to say. There's nothing for them out here!
Jesus: We should be the ones to give them their supper. Phillip, how much would it cost to feel all these people? (Jesus gestures toward the crowd.)
(Phillip looks out over the crowd and does some quick calculations. He shakes his head in despair.)
Phillip: Jesus, there's no way. It would cost two hundred dollars for everyone to have just a little bit. We don't have two hundred dollars, and if we did, there is no one here to buy food from.
Andrew: One boy brought his supper with him. He has five pieces of bread and two little fish. But that won't go very far, will it?
(Andrew leads the boy, carrying his sack-lunch, to Jesus. The boy smiles at Jesus.)
Jesus: That's fine! Guys, get the people to sit down on the grass over there. (Jesus motions to the side). Here, son, let's share with everybody, shall we?
(The boy hesitates, then gives his lunch to Jesus. The disciples look at Jesus like he's gone crazy.)
Jesus: Let's pray. Father, thank you that you are able to provide for all our needs.
Amen.
(Jesus starts to hand out the food).
Phillip: Don't give everybody so much! You'll run out before you get started.
(Jesus passes out the food to everyone. Everybody eats until they have enough.)
Peter: Andrew, I don't believe it. That supper was supposed to feed one little boy and it was enough to feed five thousand families.
Jesus: We can't leave this place in a mess. Let's get some baskets and pick up the leftovers.
(The disciples go around picking up leftovers.)
Jesus: How much was left over?
Phillip: (Amazed) Twelve bushel baskets!!
Peter: People will talk about this for a long time.
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RATU NAVULA COLLEGE
Y11 LIFE MATHEMATICS HOME LEARNING KIT 9
LESSON 60
LO: Applications Of Pythagoras theorem in Construction
In order to construct the corners of buildings accurately, we need right angles.
Pythagorean triad : any 3 numbers which satisfy Pythagoras theorem.
This only works for right angled triangles.
Example: Show that {3, 4, 5} is a Pythagorean triad.
Show that {5, 12, 13} is a Pythagorean triad.
Example: {4, 5, 6} is not a Pythagorean triad.
Exercises
1. A builder laying the foundations of a garage wants to be sure he has the walls of the garage are at right angles. The length of the garage is 6m and the width is 5m.
6m
5m
Explain how measuring the length will check that the walls of the garage meet at right angles.
2. A 5m ladder is leaning against a wall. The foot of the ladder is 3 m from the base of the wall.
ladder Wall
3. In the diagram AB is the sloping roof of a shed. Point A is 3m high, B is 5 m high. The width of the shed is 6 m
Find AB, the length of roofing iron needed for the roof.
B
5 m A
3 m
6 m
4. A rectangular football field measures 56m by 100m. Calculate the distance across the field from one corner to the corner diagonally opposite.
5. The following is a building sketch of a garage
Z
8m
a) Find the value of x.
b) Find the value of y.
c) Find the value of z using Pythagoras Theorem.
LESSON 61
LO: Naming the sides of a right angle triangle
Review of Trigonometric Ratios
Opposite
1. Hypotenuse is the longest side, opposite the right-angle.
2. Opposite side is directly opposite the angle θ
3. Adjacent side is the side next to the angle θ
SOHCAHTOA
Note: The angle of elevation is measured up from the horizontal while the angle of depression is measured down from the horizontal.
Example : Find the value of a
6 cm
1. Label the sides of the triangle
H = 6 cm
A
2. Identify the appropriate ratio to use.
We are finding the length of the opposite side and are given the length of the hypotenuse so choose the sine ratio.
cm a 44 .3
Applications
Buildings, surveying and architecture
Exercises
1. A 5m ladder is leaning against a wall. The foot of the ladder is 3 m from the base of the wall.
ladder Wall
What angle does the ladder make with the ground?
2. A 3 m ladder makes an angle of 30 with the wall.
ladder
a) How far up the wall does the ladder reach?
b) How far is the foot of the ladder from the wall?
3. A ladder makes an angle of 40 with the ground and it reaches 2.5 m up the wall.
ladder Wall
a) Find the length of the ladder?
b) How far is the foot of the ladder from the wall?
LO: Solve practical situations using Trigonometric ratios.
Example: Find the value of
θ
10
1. Label the sides of the triangle
H
10=A
2. Identify the appropriate ratio to use. We are are given O and A so choose the tangent ratio.
ACTIVITY
1. A surveyor needs to determine the height of a building. He measures the angle of elevation of the top of building as 40 . The surveyor's eye level is 1.6m above the ground.
1.6 m
Find the height h of the building.
2. At a certain time of the day a post , 5m tall , casts a shadow of 2m. What is the angle of elevation of the sun at that time?
LESSON 63
LO: applications of Pythagoras Theorem to practical situations.
Many practical problems have solutions which involve finding side lengths of right-angled triangles. A clear diagram, including all information given, is the starting point for solving such problems. Include extra lines where necessary to complete a right-angled triangle in your diagram.
ACTIVITY
1. A carpenter wants to make a roof pitched at 30 as shown.
Find the length of the beam AB.
2. A person standing 10 m away from a tree observes the top of the tree at an angle of elevation of 45 . If the person is 1.5 m tall, what is the height of the tree?
3. Determine the length of the roofing beam, l, required to support a roof of pitch 20 as shown in the diagram.
4 m
LESSON 64
LO: applications of Pythagoras Theorem to practical situations.
To solve practical problems, draw a clear diagram from the given information. If this diagram does not contain a right-angled triangle, you may need to add an extra line perpendicular to an existing line of your diagram.
ACTIVITY
1. The top of a tree, when viewed 20 m from the base of the tree, has an angle of elevation of 45 . Find the height of the tree.
2. A tree 6m high casts a shadow 4m long. What angle do the sun's rays make with the ground?
3. Calculate the angle of pitch ( θ ) of a roof truss 5m wide and 1.3 m high
5 m
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МИНИСТЕРСТВО НА ОБРАЗОВАНИЕТО, МЛАДЕЖТА И НАУКАТА
ДЪРЖАВЕН ЗРЕЛОСТЕН ИЗПИТ ПО АНГЛИЙСКИ ЕЗИК 23 май 2013 г., Вариант 1
PART ONE: LISTENING COMPREHENSION
Directions: You will hear a text about the hurricane Sandy twice. Before you listen to it, you have 1 minute to read the questions. While listening for the first time, you can look at the questions and the suggested choices, but you are not allowed to take notes. When you hear the whole text, you have 3 minutes to answer the questions on your answer sheet, choosing among A, B or C. Then you will hear the text again and will have 1 minute to check your answers.
Sandy began as a tropical wind in the Caribbean on October 19 th . It quickly developed and was upgraded to a hurricane on October 24 th when its winds reached 74 mph.
Sandy swept the Caribbean, making landfall at Jamaica, Cuba, the Bahamas, and then turned north toward the U.S. coast.
On October 29 th , Hurricane Sandy struck near Atlantic City, New Jersey, with winds of 80 mph. A full moon made high tides 20 percent higher than normal and increased Sandy's storm surge. Streets were flooded, trees and power lines were knocked down and the city's famous boardwalk was ripped apart. People were stuck in their homes, waiting for rescue teams in boats.
More than 80 homes were destroyed in one fire in Queens. Several other fires were started throughout the New York metro area. Seawater surged over Lower Manhattan's seawalls and highways and into low-lying streets. The water flooded tunnels, subway stations and the electrical system that powers Wall Street. Skyscrapers swayed and creaked. A large tanker ship ran aground on the city's Staten Island.
Sandy, the 10 th hurricane of the 2012 Atlantic hurricane season, earned the nickname 'Frankenstorm'. At one point, Sandy's hurricane-force winds extended up to 175 miles from its centre, and its tropical storm-force winds reached out to 485 miles. And so, Sandy was still only the second-largest Atlantic tropical cyclone on record. Hurricane Olga, another late-inthe-year storm, set the record in 2001, with tropical-force winds extending 600 miles.
By November 1 st , Sandy had dispersed in various directions. The National Weather Service reported that multiple weaker storms were circulating across the lower Great Lakes region and moving into Canada. Some areas were getting residual rain and snow showers. Tides were back down to less than a foot above normal.
Sandy ended up causing about $20 billion in property damage and 10 to $30 billion more in lost business, making it one of the costliest natural disasters on record in the United States. The New York City mayor's office in late November estimated total losses to the city to be $19 billion.
Directions: You will hear a text about the Titanic twice. Before you listen to it, you have 1 minute to read the questions. While listening for the first time, you can look at the questions and the suggested choices, but you are not allowed to take notes. When you hear the whole text, you have 3 minutes to answer the questions on your answer sheet, choosing among A, B or C. Then you will hear the text again and will have 1 minute to check your answers.
A cruise ship retracing the Titanic's voyage was forced to turn back yesterday after a passenger suffered a suspected heart attack.
The Balmoral was heading out into the Atlantic when she had to change course back towards Ireland after BBC cameraman Timothy Rex fell seriously ill. Mr Rex, 56, was airlifted by coastguard to hospital when the ship reached the helicopter's range – 130 miles from land. He had already received medical treatment on board the ship. The Balmoral continued her delayed journey late last night.
That was not the first incident for the cruise ship. She was delayed by wind storms and 30-feet waves just hours into her voyage as she crossed the Irish Sea after leaving Southampton on Sunday. Dozens were queuing up for sea sickness tablets outside the medical centre as many struggled to cope with the rough sea conditions.
The captain had planned to reach the Titanic's wreck site in the North Atlantic for a memorial ceremony to mark the moment when the liner struck an iceberg on April 14, 100 years ago. However, there are now fears that the ship will fail to make it to the site in time.
The Titanic hit an iceberg on April 14 th , 1912 and sank the following morning, claiming the lives of 1,517 passengers and crew.
On the anniversary, passengers on the 12-night cruise will gather for a memorial ceremony at 11:40 p.m. – the time when the ship hit the iceberg – and again at 2:20 a.m. the following morning to mark the moment it sank.
From the wreck site, they will go to Nova Scotia, where some of the Titanic's victims are buried, and then on to New York, the destination which the ship never reached.
The Balmoral is carrying 1,309 passengers – the same number as were on the Titanic. Among them are relatives of those who lost their lives, relatives of survivors, historians and journalists.
Directions: You will hear a text about The Fox and the Cat twice. Before you listen to it, you have 2 minutes to read the questions. While listening for the first time, you can look at the questions and the suggested choices, but you are not allowed to take notes. When you hear the whole text, you have 4 minutes to answer the questions on your answer sheet, choosing among A, B, C or D. Then you will hear the text again and will have 1 minute to check your answers.
THE FOX AND THE CAT
It happened once that the cat met Mr. Fox in the wood, and because she thought he was clever and experienced in all the ways of the world, she addressed him in a friendly manner.
"Good-morning, dear Mr. Fox! How are you, and how do you get along in these hard times?"
The fox, full of pride, looked at the cat from head to foot for some time, hesitating whether he should answer or not. At last he said:
"Oh, you poor whisker-wiper, you silly black-and-white creature, you mouse-hunter! What has come into your head? How dare you ask me how I am getting on ? What sort of education have you had? How many arts are you master of?"
"Only one," said the cat meekly.
"And what might that one be?" asked the fox.
"When the dogs run after me, I can jump into a tree and save myself."
"Is that all?" said the Fox. "I am master of a hundred arts, and I have a sackful of cunning tricks in addition. But I pity you. Come with me, and I will teach you how to escape from the dogs."
Just then a huntsman came along with four dogs. Trembling, the cat jumped up a tree. She crept up to the topmost branch, where she was entirely hidden by twigs and leaves.
"Open your sack, Mr. Fox! Open your sack!" cried the cat, but the dogs had gripped him, and held him fast.
"Oh, Mr. Fox!" cried the cat, "you with your hundred arts, and your sackful of tricks, are held fast, while I, with only one, am safe. If you had been able to creep up here, you would not have lost you life."
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Understanding Idioms and Phrases: Meanings in Hindi
Idioms and phrases meaning in hindi form a fascinating aspect of any language, offering a glimpse into the cultural and social fabric that weaves a community together. In Hindi, like in any other language, idioms and phrases bring richness and depth, often conveying meanings that are much more vivid and illustrative than plain words. This article delves into the meanings of some common Hindi idioms and phrases, showcasing their usage and significance in everyday communication.
The Essence of Idioms and Phrases
Idioms are expressions whose meanings cannot be deduced from the literal definitions of the words that compose them. Instead, they carry a figurative meaning understood through common use. Phrases, on the other hand, are groups of words that work together to create a specific meaning, but they don't always have the non-literal sense that idioms do. In Hindi, these linguistic tools are abundant and colorful, reflecting the heritage and wisdom of the culture.
Common Hindi Idioms and Their Meanings
1. आसमान से गिरा, खजूर में अटका (Aasman se gira, khajoor mein atka)
- Literal Translation: Fell from the sky, stuck on a date palm.
- Meaning: Out of the frying pan and into the fire. This idiom is used to describe a situation where someone escapes one problem only to find themselves in another.
- Literal Translation: One-eyed man is king among the blind.
2. अंधों में काना राजा (Andhon mein kana raja)
- Meaning: In the land of the blind, the one-eyed man is king. It signifies that even someone with limited ability or knowledge can be in a position of power among those with none.
- Literal Translation: The embarrassed cat scratches the pillar.
3. खिसियानी बिल्ली खंभा नोचे (Khisyani billi khamba noche)
- Meaning: A person who vents their frustration on something else. This idiom reflects the behavior of someone who, out of embarrassment or frustration, takes out their anger on an unrelated object or person.
- Literal Translation: Neither will there be nine measures of oil, nor will Radha dance.
4. ना नौ मन तेल होगा, ना राधा नाचेगी (Na nau man tel hoga, na Radha nachegi)
- Meaning: This phrase is used to express skepticism about a plan or promise, implying that the conditions required for it to succeed are unrealistic or unattainable.
- Literal Translation: If one cannot dance, they blame the courtyard.
5. नाच न जाने आँगन टेढ़ा (Naach na jaane aangan tedha)
- Meaning: This idiom is used to describe a person who blames external circumstances for their own shortcomings or failures.
The Role of Idioms and Phrases in Hindi Language
Idioms and phrases are integral to Hindi, enhancing its expressiveness and cultural depth. They often carry historical and cultural connotations, reflecting the collective experiences and wisdom of the people. For instance, the idiom "घर का भेदी लंका ढाए (Ghar ka bhedi Lanka dhaye)"—meaning an insider can cause the most damage—originates from the epic Ramayana, where Vibhishana, an insider, helps Rama defeat Ravana.
Learning and Using Hindi Idioms
For learners of Hindi, mastering idioms and phrases is an essential step towards fluency. These expressions not only help in understanding the language better but also provide insights into the culture and traditions of Hindi-speaking communities. To effectively learn and use Hindi idioms:
1. Contextual Learning: Pay attention to how idioms are used in conversations, movies, and books. Understanding the context helps in grasping the figurative meanings.
2. Practice: Regularly use idioms in your speech and writing. This practice will help in making these expressions a natural part of your language repertoire.
3. Cultural Immersion: Engage with Hindi speakers and participate in cultural activities. Immersion in the culture where the language is spoken enriches your understanding and usage of idioms and phrases.
Conclusion
Idioms and phrases are the heart and soul of the Hindi language, adding color and depth to everyday communication. They are a testament to the rich cultural heritage and collective wisdom of the people. By understanding and using these expressions, one can gain deeper insights into the Hindi language and its cultural nuances, making communication more effective and engaging.
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Respiratory Syncytial Virus
25 August 2021
Respiratory syncytial virus (RSV) is a common respiratory virus that causes lung and respiratory tract infections. It is highly contagious. A person infected with RSV spreads the virus in droplets when they cough, sneeze, or talk.
General information on RSV
Colds, flu, and other respiratory viruses including respiratory syncytial virus (RSV) are more common at this time of year and can be easily spread in schools and early childhood centres (and crowded households).
RSV is a common respiratory virus that causes respiratory tract infections, including the common cold.
RSV spreads very easily between people; from person to person through infected respiratory droplets (like COVID-19). RSV can spread through droplets from a sneeze or cough. People can be infected by touching their nose or eyes after touching a person with RSV or contaminated items.
A person is usually infectious for up to 10 days after symptoms begin and most people take about 10 days to recover and will get better on their own.
In some vulnerable people such as the very young this viral infection can spread down into the lungs causing severe illness. About two in every 100 children under the age of two will require hospitalisation to support their feeding and oxygen levels until the illness resolves.
To stop the spread of RSV and other viruses, everyone should maintain good hand hygiene and stay home if they have any cold or flu symptoms.
If you or your child has RSV, the most common symptoms are:
- A runny nose
- Sore throat
- Fever
- Coughing or sneezing
- Wheezing and difficulty breathing (not at first, but indicates risk)
- Loss of appetite or difficulty feeding due to breathlessness (another late symptom)
Phone: (682) 29 664 Fax: (682) 23109 Website: www.health.gov.ck
Shortness of breath or abnormally rapid breathing always requires immediate medical attention.
In very young infants, the symptoms may be subtle: irritability or decreased activity may be the only signs your child is unwell.
Breathing difficulties indicate there is inflammation in the airways caused by the viral infection.
RSV infections may progress to cause pneumonia and bronchiolitis, especially in infants.
If you are concerned about your health or your child's health, call 0800 1801 24 hours a day, 7 days a week and ask for Healthline.
What can schools and early childcare centres do to prevent the spread of illnesses, like RSV?
Colds, flu, and other respiratory viruses like RSV are more common at this time of year and can be easily spread in schools and early childhood centres (and crowded households).
The following measures will help reduce the spread of winter illnesses:
- Staff, children, toddlers, and babies should stay home if they are sick. They should not attend early childhood education (ECE), childcare, or school until their symptoms have fully resolved, which can be a week
o if a child has fully recovered, they do not need to produce a medical certificate from before returning to the centre or school
o parents and caregivers should be aware of your ECE or schools illness policy.
- Cough or sneeze into your elbows and carefully discard dirty tissues
- Regularly wash hands with soap and water for at least 20 seconds and dry them thoroughly
o display handwashing posters near sinks to ensure good hand washing and drying procedures are being followed.
o If hand washing facilities are not available an alcohol-based sanitizer can be used.
- Clean surfaces regularly
o particularly frequently touched surfaces that are at child height
o toys which are shared among children should be washed in warm water and detergent at the end of the day, or session, or more often if they are sneezed on or mouthed
o discourage the sharing of eating and drinking utensils.
Additional information for parents and caregivers
Anyone who is unwell should stay at home until they are symptom free and feeling well. Your child should not return to childcare, school, or work until 24 hours after their symptoms have resolved.
Prevention
To help prevent the spread of RSV, follow these tips if you have cold-like symptoms:
- Cover your nose and mouth when sneezing of coughing
- Avoid sharing cups and eating utensils with others
- Wash your hands often with soap and water for 15-20 seconds
- Refrain from kissing others
When to seek medical help/care
If you think your child or someone in your home might have an RSV infection that requires medical care contact Te Marae Ora on 0800 1801 and ask to speak to the doctor.
For more information, please visit www.health,gov.ck
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Innovative Classroom Practices
Simulation and Role Playing with LEGO® Blocks
Lee A. Freeman
School of Management The University of Michigan – Dearborn Dearborn, MI 48128, USA email@example.com
ABSTRACT
Simulations, role-playing scenarios, and other forms of active learning are meant to enhance the learning process by providing alternate methods to convey knowledge to students. LEGO® blocks have been around for decades and most children play with them or some similar toy. Incorporating LEGO® blocks into the classroom creates a fun and enjoyable experience, and when used appropriately, an educational one as well. Two such exercises using LEGO® blocks are described here – a simulation and a role-play. Both are described in detail and then discussed in terms of faculty experiences and student feedback.
Keywords: Simulation, Role-Playing, Active Learning, LEGO® Blocks
1. INTRODUCTION
some concluding remarks.
As educators, we attempt to create the best learning environment for our students. We use current textbooks and other material, relevant examples, case studies, guest speakers, and real-world projects, among others. Simulations, games, and role-playing can also be effective learning techniques (Hertel and Mills 2002).
When students are interested in the topic or material, they are more likely to remember the lessons and key points (McKeachie 1994). Two methods for increasing student interest are to make the material fun and handson (Davis 1993). LEGO® blocks provide both of these – students enjoy them, and they are hands-on. The incorporation of LEGO® blocks into the classroom can result in enhanced student learning. This paper describes two such hands-on exercises involving LEGO® blocks. The first is a simulation of the systems development process. The second is a role-play of systems acquisition within a simulated organization.
Following a discussion of the pedagogical support for such learning techniques, the simulation and role-play are described in detail. These descriptions, along with the accompanying appendices, provide the necessary information to incorporate either of these exercises into an existing curriculum. A discussion of their effectiveness, benefits, lessons learned by the instructor, and student feedback follows. The paper ends with
2. PEDAGOGICAL SUPPORT
Davis (1993), McKeachie (1994, 1999), and Taylor & Walford (1972) all agree that providing students the opportunity to apply what they are learning is a key component to their learning success. Studies have shown active learning techniques such as simulations and role-play to be stronger than traditional methods of instruction in terms of knowledge retention, knowledge application, and motivational outcomes (Dekkers & Donatti 1981; McKeachie 1999), primarily as a result of experiential learning (Bernstein, Scheerhorn & Ritter 2002; Byerly 2001; Parente 1995).
Simulations and role-play can be particularly effective teaching techniques by providing a concrete basis for discussion, by arousing interest, by illustrating the major principles from the course, and, in some cases, by allowing the students to practice what they have already learned (McKeachie 1994; Mitchell 1998). Students enjoy a fun learning atmosphere, and they are active participants in the classroom as opposed to passive observers (King 1993; McKeachie 1999).
3. SIMULATION
3.1 Introduction
The simulation has been used effectively in both the
undergraduate and graduate Systems Analysis & Design (SAD) courses. It is best used at the beginning of the course (first or second class session), as its purpose is to provide an introduction to some of the major concepts and issues that will be discussed throughout the course. By having the students experience these issues firsthand and in a hands-on manner, the takeaways are more likely to have meaning and context. The "Lessons Learned" at the end of the simulation provides the necessary connection between the simulation and the course. The simulation consists of four rounds of activity, with three student volunteers in each round. It lasts for approximately 45 minutes. A large box of LEGO® blocks – at least 500 pieces – is recommended in order to provide variety and options. The simulation is described in detail below, and the individual rounds are summarized in Appendix 1.
3.2 Round One
The simulation begins by asking for the first set of three student volunteers. These three students are asked to come to the front of the classroom and gather around a small table. At this time, the LEGO® blocks are brought out and put on the table. These three students are told that they are to use whatever LEGO® blocks they feel necessary in order to build a vehicle. They are given approximately seven minutes to build their individual vehicles.
During the time while these three students are creating their vehicles, the rest of the class should be watching the construction efforts. When the construction is almost complete, the rest of the class should discuss what the word "vehicle" means. This discussion will naturally bring out many possibilities for the word "vehicle," including but not limited to: car, boat, truck, bicycle, airplane, and rocket. Additional varieties will also come forth depending on geographical location – e.g., skis and/or snowmobiles in the northern states.
Once the three students have completed their vehicles, each is shown to the rest of the class and described by the respective builder. As the students were able to use any of the available pieces, and there was no limit on the number of pieces, these vehicles tend to be intuitive and easily recognizable. Any additional questions or comments regarding the word "vehicle" are addressed and the three students are asked to take their seats.
3.3 Round Two
When the second set of student volunteers is requested, there are usually many raised hands as most students enjoy playing with LEGO® blocks. This is helpful as the next few rounds get progressively more difficult.
The second set of students is told that they are to each select one of the three vehicles from Round One. They are then told that they are to each take that vehicle and build a boat, and they are allowed to select up to 10 additional pieces if desired. They are given approximately seven minutes to build their boats.
At this point, the three students will likely say something about the task being unfair, except of course if one of the original vehicles happened to have been a boat. The students are gently reminded that they can dismantle the original vehicle and start over if necessary. This usually calms them down.
Again, the rest of the class should be watching the three students build their boats. There is usually a lot to watch as the three students struggle to come up with a suitable design with the limited pieces. Once the boats are completed, each one is shown to the class and described by the respective builder, often accompanied by grins and laughter from the class. These boats tend to be less recognizable, in general, than the vehicles from Round One, but given a brief explanation, they are definitely boats. These volunteers then return to their seats.
3.4 Round Three
The students are now beginning to catch on that there may be more to this than just playing with LEGO® blocks. When the third set of student volunteers reaches the front of the room, they are told that they are to take the three boats from Round Two and, working as a team, create one car. They are only able to use the pieces already in the three boats, and they must use all of these pieces in their car. They are given approximately seven minutes to build their car.
If there was a little bickering during Round Two, it will increase at this point. Again, the students are reminded that they may dismantle the three boats and start over if they choose. Still, the students quickly realize the difficulty of the task, and after only a few minutes, they begin to realize that the car will be quite large due to all of the pieces.
As with Round Two, the rest of the class has a lot to watch. Depending on the progression of the three volunteers, the rest of the class is sometimes asked to offer design advice, whether desired or not. Eventually, the car is completed and is shown and described to the class. Unfortunately, the car often resembles a real car only in the abstract. While the students are keen on describing their car to the class, the class often does not "see" the car in their LEGO® creation. These volunteers then return to their seats and the final round begins.
3.5 Round Four
It is sometimes difficult to find volunteers for this last round, but after some coaxing if necessary, the round begins. The three students are given the car from Round Three and told to rebuild the three boats from Round Two. They may only use the pieces in the car (as they are the exact pieces from the original boats). As this task is more difficult, they are given
approximately ten minutes to rebuild the boats. The rest of the class is glad they volunteered earlier or never volunteered at all. They watch with smirks on their faces as the volunteers desperately try to remember what the boats looked like in form and shape, let alone how they were constructed with the actual LEGO® blocks.
As with Round Three, after some time, the three volunteers can be given hints from the class, though not from the three students who actually built the boats in Round Two. After about ten minutes, at least one of the boats is ready, though rarely are all three. The boats are then shown to the class and an informal vote is taken as to whether or not these boats accurately depict the original boats. These volunteers then return to their seats and the discussion begins.
3.6 Lessons Learned
As this simulation is conducted in one of the first few class sessions of the Systems Analysis & Design (SAD) course, the students have limited knowledge of SAD principles; therefore, they are eager to see the bigger picture and the lessons learned from this simulation.
In Round One, the students were given very few instructions and the requirements were very general and vague – i.e., a vehicle as opposed to a specific type of vehicle. The lesson here is that limited requirements knowledge is a huge constraint on developing accurate systems. It should be pointed out that no one knew what kind of vehicle was required and therefore it was likely that none of the three vehicles would actually meet the requirements.
In Round Two, the students were given more specific requirements to help them match the needs. However, these additional requirements were given too late. In other words, asking for a boat was definitely more specific than just asking for a vehicle, but the requirement to use the pieces already used plus up to ten more limited their ability to build an accurate boat. Additionally, it should be noted that when requirements are changed late in the development project, it is often very difficult to accurately incorporate the new requirements without completely starting over.
In Round Three, the three boats were to be incorporated into a single car. This was fairly difficult, as the students in the two previous rounds had not necessarily built anything that resembled a car. Forcing the students in this round to organize, compile, and create a single object from three disparate ones created many problems. The lesson here is that if the final system design is unknown and unplanned, it will be nearly impossible to create out of smaller subsystems and components.
Finally, in Round Four, the students were asked to retrace their steps. They had a lot of difficulties. The lesson here, which is very clear, is that without proper documentation, going backwards is nearly impossible. The importance of proper documentation throughout systems development should be emphasized.
The simulation concludes with a brief discussion of the simulation being representative of systems development, especially since the analyst often gets blamed for poor or ineffective systems that do not match the requirements. Whether the analyst is actually at fault is a separate issue and one that leads directly into the importance for accurate analysis and design, the content of the course.
4. ROLE-PLAY
4.1 Introduction
The role-play has been used effectively in an undergraduate End-User Computing (EUC) course, though it is appropriate for any undergraduate or graduate course covering systems development, systems acquisition, or IT strategy. It is best used near the midpoint of the course as a reinforcement of the concepts and issues that have been discussed to date. Of course, this will depend on when the concepts are discussed initially. The "Discussion" at the end of the simulation provides the necessary connections between the role-play and the course. The role-play consists of four main rounds of activity, with the class divided into eight equally sized groups. It lasts for approximately 60 minutes. A large box of LEGO® blocks – at least 1000 pieces – is recommended in order to provide the necessary pieces. The role-play is described in detail below with supporting information and tables in Appendix 2.
4.2 Instructor Preparation and Background
The role-play covers the four primary methods for acquiring information systems: purchasing off the shelf, outsourcing/external consulting, internal IS department development, and end-user computing (EUC). Each of these options should have been covered in the course and/or in the readings prior to the role-play. For any given system, each one of these options requires a certain amount of resources, namely money, time, and/or knowledge. In return, a successfully developed system will result in gains in time, knowledge, and/or success.
The role-play takes place within a hotel. The context of a hotel works well for the following reasons: hotels are familiar to students, they are complex organizations, there is only a small chance of any experience bias as it is unlikely that any one of the students works in a hotel, and there are many well-defined departments to use for teams. The purpose of the role-play is for the students to experience the decision-making and strategizing processes required for systems acquisition, and the hotel context provides an appropriate real-world aspect. There are six teams representing six departments within
the hotel (Banquets, Housekeeping, Business Center, Food Service, Concierge, and Reservations) and two teams representing two management groups (IS and Hotel).
It is crucial to have a large number of available LEGO® blocks as these are used to indicate both the resources and the resulting system gains. More specifically, five different colors of LEGO® blocks are needed to indicate money, time, knowledge, system success, and system failure – see "LEGO® Categories" in Appendix 2. To make things easier to plan and explain, each peg on the top of a LEGO® block represents one unit of that particular item, thereby making the physical size of the LEGO® blocks less important. (In other words, many small blocks are equal to a few large blocks so long as the total number of pegs is the same in both sets.)
Once the five different colored LEGO® blocks are divided into piles of the same color, allocations need to be made for the eight groups (see "Department Resource Allocation" in Appendix 2) and put into bags labeled with the department name. The amounts of each resource are varied across the departments to help illustrate the real-world differences between departments in the same organization. In other words, some departments will have more money in their budgets than others, and some departments will have a stronger skill-set than others.
These initial amounts provide the six competing departments enough resources to acquire some or all of the systems (see "Systems to Acquire" in Appendix 2) without any interaction with the two management groups. However, in order to acquire the most successful systems, every group will need to come up with a strategy for obtaining additional resources. The two management groups have these additional resources to manage and distribute. The remaining blocks remain in the "bank" with the instructor. This preparation should be completed before the beginning of the class.
System success is determined by the "System Costs and Benefits" table in Appendix 2. For each combination of system (4 options) and acquisition method (4 options), a cost is listed in terms of the necessary resources. For example, to outsource the CustMgmt system, a team will have to turn in 150 units of Money and 10 units of Time. In return, they will receive 44 Success units and 6 Failure units. The success and failure amounts vary according to acquisition method and the overall matching of business needs by systems acquired through that option. Note that when systems are bought off the shelf, the team also receives additional Time units as a result of the time savings. Likewise, additional Knowledge units are received after EUC development as a result of the knowledge gained from the actual development efforts.
At this point, the role-play is ready to begin.
4.3 Class Instructions
A 10-minute introduction is helpful to start the class session. The class needs to be divided into eight equally sized groups of students. They should move around the room and sit with their team. The teams are told that the role-play takes place within a large hotel in a major city. Each of the teams will represent part of the hotel, and each of the eight departments is explained. They are to assume that they are managerial (i.e., department heads and managers), especially the IS and Hotel Management teams.
The teams are told that they should use real-world experiences for discussion and decisions and that they should take this seriously, but have fun as well. The categories of the LEGO® blocks are put on the chalkboard with the respective color. Each of the eight teams is given one of the labeled bags. The teams are told to review their particular LEGO® block allotment and determine the relative level of each resource. During the role-play, the instructor is both an advisor and the "bank."
4.4 Round One
Each of the six hotel departments (not the IS or Hotel Management) is responsible for obtaining each of the four systems. Each of the four systems is given a brief explanation. Using the available resources (money, time, and knowledge), each team is to determine which systems to purchase, outsource, develop internally, or develop by EUC. The systems can be acquired in any order, but must be acquired one at a time – i.e., one per round. The "System Costs and Benefits" table is given to each team as a reference and explained as necessary. The teams are told that the object of the role-play is to acquire all four systems while maximizing the success and minimizing the failure of the systems.
The six departments will have to work with the IS and Hotel Management teams to obtain additional resources as necessary. This can be done through barter or through gifting. It is up to these two Management teams to decide how to approach the acquisition of systems and which teams will get which resources and why. The six departments are not allowed to bargain, trade, or exchange LEGO® blocks with any of the other five departments.
Round One lasts for approximately 15 minutes to give the teams plenty of time to come up with an acquisition plan and obtain the necessary resources for the first system. During the role-play, someone in each group should act as a recorder to keep track of all transactions, decisions, and other issues that arise.
At the end of Round One, as each team acquires their first system, the appropriate "cost" resources are turned in to the "bank" and the appropriate "benefits" are given in return.
4.5 Rounds Two – Four
Rounds Two through Four are identical to each other and identical to Round One except that each of these rounds is only five minutes in length. At the end of each five-minute period, teams must turn in the resources for their next system acquisition.
Depending on the strategy of the teams, there may be a team during various rounds that does not make a system acquisition. This is allowed, though that particular team will suffer in terms of overall success.
At the end of Round Four, each of the six departments should add up their success and failure units, as well as any remaining resources (money, time, and knowledge). These totals are put on the board. The overall winner is the team with all four systems AND the most success and least failure.
4.6 Discussion
Once the winner is identified, the next 20 minutes are spent discussing the role-play, the decisions, and the results.
There are often several departments that were able to acquire all four systems, though not through the same methods. At this point, the teams are unaware that each department began the role-play with varying amounts of resources. Once this is revealed to the students, a substantive discussion usually takes place regarding the strategies of the successful teams. The other teams will try to "blame" their failure on a lack of resources, but it can always be pointed out that each team was given ample resources and means to complete the entire roleplay successfully. It is strategy and decision-making that lead to success, regardless of resources.
Another meaningful discussion centers on the role of the IS and Hotel Management departments. Sometimes, these groups are very "loose" with their resources and are willing to give any department whatever they can. Other times, they are very "tight" with their resources and may only give out small amounts, and then only during the last couple of rounds when they are sure there will be enough for everyone. The varying strategies and the interplay between these two groups and the other six are very interesting and educational.
A final discussion topic concerns what the teams would do differently the next time. Depending on the overall success of the teams, this discussion varies in length. Still, knowing what they now know and having gone through the role-play, there are always ideas for improvement.
5. DISCUSSION
5.1 Instructor Experiences
After several variations and iterations, these two exercises have proven to be highly successful. They are fun to use as they provide a break from the regular classroom activities. Using the simulation early in the course is a great way to get the students interested in the course material from the very beginning. The role-play provides a valuable review and/or alternative exposure to information system acquisition, regardless of when it is used during the semester.
5.2 Student Feedback
There is rarely a student who does not enjoy playing with LEGO® blocks, and to do so in the classroom is even better. When they are told in class, or when they see on the course syllabus, that there will be an exercise involving LEGO® blocks, they are very enthusiastic and keen to know more. This anticipation is exciting to see as a professor, and it also boosts attendance and participation.
Students who have gone through these exercises have found them to be engaging, educational, a "nice break," and fun. Many students ask to do another role-play after completing this one, or ask to try this one again to do a better job. Unfortunately, another one has not yet been developed. At the end of the semester and in future semesters, students who have participated in these exercises have commented on how much they remember from playing with the LEGO® blocks and how the exercises have helped them put the course material into context.
5.3 Overall Benefits/Comments
The exercises in the formats discussed above and shown in the appendices have worked well, but they are by no means the only way to run them. With each of these exercises, variations and modifications can be made to fit one's personal teaching preferences or available class time. For instance, with the simulation, the level of detail necessary to convince the class of the appropriateness of one of the vehicles can vary. Also, a fun addition to the simulation is to require the boats from Round Two to actually float in a small tub of water. While this can get a little messy, it provides a good laugh and a little more realism. Similar adjustments can be made to the role-play in terms of the context of a hotel, the amount of given and/or available resources, the costs and benefits of the acquisition options, the ability to bargain and trade between the six departments, specific strategic instructions given to the IS and Hotel Management teams, etc.
A side benefit of these exercises with LEGO® blocks is that there is now a large box of LEGO® blocks on the floor in my office. Many students and other faculty notice this box and ask why it is there. When they are told that the LEGO® blocks are used in my courses, there is usually a quizzical look followed by one of curiosity. After explaining their purpose, nearly everyone wants to participate themselves.
6. CONCLUSION
Simulations and role-play scenarios are valuable and effective teaching techniques. When incorporated properly, students gain a much better understanding of the material with a focus on the real world. The above examples have enhanced the classroom learning and retention of the course material, and everyone has had fun in the process. These particular exercises can be used in many different courses, especially the role-play as it can be applied to courses covering systems development, IS strategy/policy, or specific courses on systems acquisition techniques.
7. ACKNOWLEDGEMENTS
The author wishes to thank Kirsten Moline for her invaluable assistance throughout the development of these exercises. Her ideas, time, and patience made them possible.
8. REFERENCES
Bernstein, Jeffrey L., Sarah Scheerhorn & Sara Ritter [2002], "Using Simulations and Collaborative Teaching to Enhance Introductory Courses." College Teaching, 50:1, 9-12.
Byerly, Steven [2001], "Linking Classroom Teaching to the Real World Through Experiential Instruction." Phi Delta Kappan, 82:9, 697-699.
Davis, Barbara Gross [1993], Tools for Teaching. Jossey-Bass Publishers, San Francisco.
Dekkers, J. & S. Donatti [1981], "The Integration of Research Studies on the Use of Simulation as an Instructional Strategy." Journal of Educational Research, 74, 424-427.
Hertel, John P. & Barbara J. Mills [2002], Using Simulations to Promote Learning in Higher Education: An Introduction. Stylus Publishing, Herndon, VA.
King, A. [1993], "From Sage on the Stage to Guide on the Side." College Teaching, 41, 30-35.
McKeachie, Wilbert J. [1994], Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 9/e. D.C. Heath and Company, Lexington, MA.
McKeachie, Wilbert J. [1999], Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 10/e. Houghton Mifflin Company, Boston.
Mitchell, Gordon [1998], "Role-Playing Rhetoric of Science Pedagogy and the Study of Medical Ethics." Proceedings of the 1998 Annual Meeting of the National Communication Association, November 20-24, New York.
Parente, D.H. [1995], "A Large-Scale Simulation for Teaching Business Strategy." In D. Crookall and K. Arai (eds.) Simulation and Gaming Across Disciplines and Cultures. Sage, Thousand Oaks, CA. Taylor, John L. & Rex Walford [1972], Simulation in the Classroom.” Penguin Books, New York.
AUTHOR BIOGRAPHY
Lee A. Freeman is an assistant professor of MIS at The
University of Michigan – Dearborn. He has a B.A. from The University of Chicago, and he received both his M.B.A. and Ph.D. in Information Systems from Indiana University. His teaching interests include systems analysis and design, enduser computing, and electronic commerce; and his primary research interests include the and use of information systems knowledge, systems analysis and design, and electronic commerce. He has published in MIS Quarterly , the Communications of the ACM , Information Systems Frontiers , the Journal of IS Education , and Failures and Lessons Learned in Information Technology Management , among others. conceptualization
Journal of Information Systems Education, Vol. 14(2)
APPENDIX 1 – Summary of Simulation Rounds
| Round | Volunteers | Item(s) to Build | Rules | Time |
|---|---|---|---|---|
| One | 3 | Vehicle (3 individual) | Select any blocks necessary. | 7 minutes |
| Two | 3 | Boat (3 individual) | Must start from one of the vehicles from Round One. May select up to 10 additional blocks. | 7 minutes |
| Three | 3 | Car (1) | One car as a group. Must use all blocks from the three boats from Round Two. | 7 minutes |
| Four | 3 | Boat (3 individual) | The three boats from Round Two using the blocks in the car from Round Three. | 10 minutes |
LEGO® Categories
Money
Time
Knowledge
System Success
System Failure
Department Resource Allocation (# of pegs)
Systems to Acquire
ExpMgr – Personal expense report manager
Know – Knowledge sharing application for department (FAQ sheet and resource)
CustMgmt – Additional queries and reports in reservations/customer management database
WebEC – Electronic Commerce website with reservation capabilities and customer preferences
System Costs and Benefits
| System | Costs | Benefits |
|---|---|---|
| ExpMgr | Buy – 10 Money; 2 Time OutS – 40 Money; 6 Time IntIS – 16 Time EUC – 12 Time; 6 Knowledge | Buy – 6 Time; 14 Success; 6 Failure OutS – 18 Success; 2 Failure IntIS – 18 Success; 2 Failure EUC – 16 Success; 4 Failure; 8 Knowledge |
| Know | Buy – 30 Money; 4 Time OutS – 100 Money; 10 Time IntIS – 24 Time EUC – 20 Time; 12 Knowledge | Buy – 10 Time; 30 Success; 10 Failure OutS – 34 Success; 6 Failure IntIS – 36 Success; 4 Failure EUC – 26 Success; 14 Failure; 16 Knowledge |
| CustMgmt | Buy – 40 Money; 4 Time OutS – 150 Money; 10 Time IntIS – 24 Time EUC – 20 Time; 14 Knowledge | Buy – 10 Time; 36 Success; 14 Failure OutS – 44 Success; 6 Failure IntIS – 46 Success; 4 Failure EUC – 36 Success; 14 Failure; 20 Knowledge |
| WebEC | Buy – 200 Money; 6 Time OutS – 900 Money; 20 Time IntIS – 36 Time EUC – 30 Time; 20 Knowledge | Buy – 8 Time; 48 Success; 18 Failure OutS – 56 Success; 10 Failure IntIS – 60 Success; 6 Failure EUC – 50 Success; 16 Failure; 26 Knowledge |
Journal of Information Systems Education, Vol. 14(2)
APPENDIX 2 – Role-Play Details
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human wildliFe conflict
What is this Action Sheet about?
It's about Human-Wildlife Conflict (or HWC for short). HWC describes any situation where wild animals cause problems for people. Wild animals may damage people's crops, they may destroy people's houses and property, and they may even endanger people's lives. There are many different forms of conflict, but they are all similar in that they have a negative effect upon the people involved. Wild animals that cause conflict with people are often called 'problem animals'.
Who is affected by HWC?
HWC happens across the world, from bears raiding dust bins in American suburbs to chimps raiding crops in the forests of central Africa. Wherever people and wildlife come into contact there is potential for conflict. However, the people who are most likely to be affected are those living in remote villages surrounded by woodland where many animals live. In Africa, rural farmers suffer from conflict with wildlife because they share the landscape with wild animals.
So why does conflict occur?
Many of the big animals of Africa need large areas of land to survive. National parks do not always cover all the land which these large animals need and so they move outside the parks. But people have settled on the land that wild animals once used and this is one reason why animals like elephants and buffaloes come into conflict with humans. In other cases people have settled around sources of permanent water and in the dry season the animals are forced to enter the villages in order to drink.
1 Living with Wildlife
What animals cause conflict with people?
In Africa a wide range of animals cause problems for people. Many animals raid crops: elephants and buffaloes eat all food crops; monkeys and baboons eat maize and fruits; bush pigs love potatoes and ground nuts; and birds eat the seeds from sorghum. Large and dangerous animals such as hippos and elephants may injure or kill people. They move around at night so that people living nearby are often too scared to travel after dark. Elephants and buffaloes may use the same water holes as people. When the animals are there, people may be too scared to use them. Lions and hyenas may eat people's cattle and goats, and may also attack people occasionally.
What effect does conflict have upon people?
HWC makes it more difficult for a farmer to survive. When animals damage crops or eat livestock, they are making it harder for a farmer to feed his or her family. Subsistence farmers will rely upon the food they grow to see them through the rest of the year, and if there is not enough they will face serious problems. The same applies when livestock are killed by wild animals. But the most serious form of conflict is when someone is killed by a wild animal.
Who is responsible for controlling conflict?
The national government is usually responsible for controlling problem animals. However, in some situations, local government or local committees are also involved. The most common way of dealing with problem animals is either to scare them away using gun shots or to build fences to protect crops and livestock. In serious cases the problem animal may be shot. However, these methods are not always very effective. Animals stop being scared of gun shots and may find ways to break through fences. Where animals have been shot and killed, others often take their place.
Why not kill all the animals?
Wild animals are part of the African environment - without them, the landscape would change and some of these changes could hurt people (see Box 1). In addition, wild animals have other values. Some people make money from showing these animals to tourists who have nothing like them in their own countries. In some areas, community projects are funded by money from wildlife hunting, which provides direct benefits to local people. Many people believe that wildlife is important for its own sake and for the cultural and religious importance it holds. They argue that the world would be a poorer place without it. Finding ways to live with wildlife will help protect the whole environment for the benefit of humans and animals alike.
2 Living with Wildlife
Box 1: How big cats control other pests.
Big cats such as leopards may occasionally kill goats and other livestock, and thus can be a problem to farmers. However, they also perform a vital role in controlling wildlife pests. Leopards kill baboons for food, and in doing so control the size of the baboon population. If the leopards were to disappear, the baboon troops would get bigger and bigger, and would cause more damage to people's crops. Therefore it is important to conserve leopards and recognise the pest control service they provide.
So how do we reduce conflict?
The best way to reduce conflict with wildlife is to use a combination of different methods. Conflict reduction methods are known as deterrents, because they aim to deter (stop) the animal from causing the problem. For example, if elephants are damaging your crops then you can build fences and form co-operative guarding groups. You can try new methods such as chilli dung bricks and bangers. You should also seek assistance from game scouts if they are available in your area. By using a variety of new and traditional methods you stand the best chance of protecting your crops and livestock against wildlife. Please see Action Sheets 4: Reducing crop-raiding by elephants; 6: Protecting against primates; and 7: Protecting livestock against predators for more details.
Monitoring conflict
It is important to monitor conflict. This means recording the type of animal that causes the problem, and the damage that it does. Monitoring conflict will help you to pinpoint where the worst conflict occurs. This information will help you to direct your deterrent efforts to where they are most needed. In addition, monitoring conflict will help you to see how effective your deterrent methods are. If the deterrents work well, then the amount of conflict should become less over time. Please see Action Sheet 3: Monitoring Human Wildlife Conflict.
FOR MORE INFORMATION
CONTACTS
The PACE Contacts Directory – Living with Wildlife section lists organisations involved in wildlife conservation.
ACKNOWLEDGEMENTS: This Action Sheet was written by Guy Parker. Original cartoon by Alan Hesse.
3 Living with Wildlife
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COMMON COURSE OUTLINE
Course discipline/number/title: COMP 1112: Introduction to Computers with Applications
A. CATALOG DESCRIPTION
B. COURSE DESCRIPTION: This course introduces the components of a personal computer, computer terminology, the internet, email, and the creation of documents, presentations, worksheets, and databases through hands-on experience with the Microsoft Windows operating system and the Microsoft Office Suite (Word, PowerPoint, Excel, Access, and Outlook). This course is designed as a general education course for all learners, regardless of their career choice. This course enhances the learner's knowledge and understanding of computers and their awareness of how computers impact their lives. Keyboarding skills, Windows experience is helpful but not required.
C. DATE LAST REVISED (Month, year): March, 2022
1. Credits: 3
2. Hours/Week: 3
3. Prerequisites (Course discipline/number): None
4. Other requirements: Keyboarding skills, Windows experience is helpful but not required.
5. MnTC Goals (if any): NA
D. OUTLINE OF MAJOR CONTENT AREAS:
1. Personal computer components
2. Internet and World Wide Web best practices
3. Computer application and system software
4. Security, ethics, and privacy
5.
Current issues and trends in computing
6. Operating Systems - Microsoft Windows operating system basics
7. Word Processing - Microsoft Word introduction
8. Spreadsheets - Microsoft Excel introduction
9. Database - Microsoft Access introduction
10. Presentation Graphics - Microsoft PowerPoint introduction
11. Integration: Use two or more applications to create a professionally formatted document
E. LEARNING OUTCOMES (GENERAL): The student will be able to:
1. Define and use basic computer terminology.
2. Identify ethical issues related to the use of computers.
3. Create, edit, and print a word processing document, using techniques including font selection, paragraph alignment, page setup (margins, headers/footers, etc.), text manipulation by cut and paste, and inclusion of graphics.
4. Create, add data to, and print a spreadsheet incorporating absolute and relative cell referencing, formulas, built in functions, and cell formatting.
5. Create a database with multiple tables and retrieve information using the three basic query types and create data entry forms and data reports.
6. Create, edit, and print a presentation including graphics, fonts, formatting, and audio overlay.
7. Send and read email, using a search engine.
8. Prepare to effectively use PC applications in future course work.
9. Save, copy, create, and organize files and folders.
10. Create, respond to, forward emails including text and graphics; maintain and organize inbox.
F. LEARNING OUTCOMES (MNTC): NA
G. METHODS FOR EVALUATION OF STUDENT LEARNING: Methods may include but are not limited to:
1. Tests
2. Lab Exercises
3. Programming Assignments
4. Comprehensive Final Exam
COMMON COURSE OUTLINE
H. RCTC CORE OUTCOME(S) This course contributes to meeting the following RCTC Core Outcome(s) Critical Thinking. Students will think systematically and explore information thoroughly before accepting or formulating a position or conclusion.
I. SPECIAL INFORMATION (if any): None
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Worksheet #7.2:
General Overview of the Four Social Styles
My Social Style is: ______________________
Know Your Comfort Zone and Help Others Feel Comfortable
Review this sheet before you meet 1:1 with your boss or direct reports.
| Reaction | Slow | Swift | Unhurried | Rapid |
|---|---|---|---|---|
| Orientation | Thinking and fact | Action and goal | Relationship and peace | Involvement and intuition |
| Likes | Organization | To be in charge | Close relationships | Much interaction |
| Dislikes | Involvement | Inaction | Conflict | To be alone |
| Maximum effort | To organize | To control | To relate | To involve |
| Minimum concern | For relationships | For caution in relationships | For affecting change | For routine |
| Behavior directed toward achievement | PRIMARY EFFORT: Works carefully and alone | PRIMARY EFFORT: Works quickly and alone | SECONDARY EFFORT: Works slowly and with others | SECONDARY EFFORT: Works quickly and with team |
| Behavior directed toward acceptance | SECONDARY EFFORT: Impress others with precision and knowledge | SECONDARY EFFORT: Impress others with individual effort | PRIMARY EFFORT: Gets along as integral member of group | PRIMARY EFFORT: Gets along as exciting member of group |
| Actions | Cautious | Decisive | Slow | Impulsive |
| Skills | Good problem- solving skills | Good administrative skills | Good counseling skills | Good persuasive skills |
| Decision- making | Avoids risks, based on facts | Takes risks, based on intuition | Avoids risks, based on opinion | Takes risks, based on hunches |
| Time frame | Historical | Present | Present | Future |
| Use of time | Slow, deliberate, disciplined | Swift, efficient, impatient | Slow, calm, undisciplined | Rapid, quick, undisciplined |
Figure 7.6 (Chapter 7, page 121) – Adapted from The Delicate Art of Dancing With Porcupines by Bob Phillips (Regal Books). See Note #5 under Core Competency 7: The People Bucket on page 276 of Mastering the Management Buckets.
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HEAD LICE (PEDICULOSIS)
What are Head Lice (Pediculosis)?
How are Head Lice Transmitted?
Pediculosis is an infestation of head lice on the hair of the head. The lice feed on human blood that can cause severe local itching. Adult head lice are roughly 2–3 mm long. Head lice infest the head and neck and attach their eggs to the base of the hair shaft. Lice move by crawling; they cannot hop or fly. Head lice infestation, or pediculosis, is spread most commonly by close person-to-person contact. Dogs, cats, and other pets do not play a role in the transmission of human lice.
In the United States, infestation with head lice is most common among pre-school children attending child care, elementary schoolchildren, and the household members of infested children. Head lice are spread by direct contact with the hair of an infested person. Anyone who comes in head-to-head contact with someone who already has head lice is at greatest risk. Although uncommon, lice can be spread by contact with clothing (such as hats, scarves, coats) or other personal items (such as combs, brushes, or towels) used by an infested person. Personal hygiene or cleanliness in the home or school has nothing to do with getting head lice.
Symptoms of Head Lice
It may take 2-3 weeks for a person to notice the intense itching associated with pediculosis. Lice can be spread as long as they remain alive on the infested person or their clothing. Unattached to the body and without a blood meal, head lice survive for approximately 6-24 hours.
Symptoms include:
- Tickling feeling of something moving in the hair.
- Itching, caused by an allergic reaction to the bites of the head louse.
- Irritability and difficulty sleeping; head lice are most active in the dark.
- Sores on the head caused by scratching. These sores can sometimes become infected with bacteria found on the person's skin.
How to Treat Head Lice?
Treatment for head lice is recommended for persons diagnosed with an active infestation. All household members and other close contacts should be checked and treated if there is evidence of an active infestation. Some experts recommend prophylactic treatment for persons who share the same bed with someone who has an active infestation. All infested persons (household members and close contacts) and their bedmates should be treated at the same time. Whenever using any type of treatment read the directions carefully.
Over-the-counter Medications
Many head lice medications are available without a prescription at a local pharmacy. Each Over-thecounter product approved by the FDA for the treatment of head lice contains one of the following active ingredients. If crawling lice are still seen after a full course of treatment contact your health care provider.
1. Pyrethrins combined with piperonyl butoxide; Brand name products: A–200*, Pronto*, R&C*, Rid*, Triple X*. Pyrethrins are safe and effective when used as directed. Pyrethrins can only kill live lice, not unhatched eggs (nits). A second treatment is recommended 9 to 10 days after the first treatment to kill any newly hatched lice before they can produce new eggs. Pyrethrins generally should not be used by persons who are allergic to chrysanthemums or ragweed. Pyrethrin is approved for use on children 2 years of age and older.
2. Permethrin lotion, 1%;
Brand name product: Nix*. Permethrin lotion 1% is approved by the FDA for the treatment of head lice. Permethrin is safe and effective when used as directed. Permethrin kills live lice but not unhatched eggs. Permethrin may continue to kill newly hatched lice for several days after treatment. A second treatment often is necessary on day 9 to kill any newly hatched lice before they can produce new eggs. Permethrin is approved for use on children 2 months of age and older.
Prescription medication
Please consult your physician regarding prescription medication for the treatment of head lice.
Cleaning Personal Items
- Machine wash and dry clothing, bed linens, and other items that the infested person wore or used during the 2 days before treatment using the hot water (130°F) laundry cycle and the high heat drying cycle. Clothing and items that are not washable can be dry–cleaned or sealed in a plastic bag and stored for 2 weeks.
- Soak combs and brushes in hot water (at least 130°F) for 5–10 minutes.
- Vacuum the floor and furniture, particularly where the infested person sat or lay. However, the risk of getting infested by a louse that has fallen onto a rug or carpet or furniture is very small. Head lice survive less than 1–2 days if they fall off a person and cannot feed; nits cannot hatch and usually die within a week if they are not kept at the same temperature as that found close to the human scalp. Spending much time and money on housecleaning activities is not necessary to avoid reinfestation by lice or nits that may have fallen off the head or crawled onto furniture or clothing.
- Do not use fumigant sprays; they can be toxic if inhaled or absorbed through the skin.
Is infestation with head lice reportable to health departments?
Most health departments do not require reporting of head lice infestation. However, it may be beneficial for the sake of others to share information with school nurses, parents of classmates, and others about contact with head lice.
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Kick-off! The Story of Football
Patrick Adams
A Before Reading
1 Students' own answers.
2 Students' own answers. Answers might include:
People: coach, player, manager, referee, commentator
Clothes: boots, shirt, shorts, socks, pads
Places: pitch, stadium, terraces, ground, penalty area
Positions: defender, midfielder, striker, goalkeeper, winger
Verbs: score, shoot, tackle, head, dribble
3 Correct answers:
The earliest ball games were played in Mexico.
In these early ball games, there were two teams of seven players.
The players were men who had been captured in wars and kept as prisoners.
When Spanish soldiers took one of these early ball games back to Spain, it was soon banned as the Church did not like it.
Records show that the Ancient Greeks also played a kind of football from about 2000 BC.
When the Romans invaded Britain in the first century AD, they played the game there too.
B While Reading
Macmillan Readers
Kick-off! The Story of Football1
5 Correct answers from the text:
C After Reading
6 a Students' own answers.
Michel Platini
French, born in 1955
A midfielder who could pass the ball very well and was very good at taking free kicks
Got his first professional contract with AS Nancy in 1976
First played for his country in the World Cup of 1978
Went to play for Juventus in Italy in 1984 – stayed there for five years and scored sixty-eight goals
Was captain of the French national team and helped France to win the
European Championship of 1984, scoring nine goals in five games
Retired aged thirty-two
Was coach of the national team
Now president of UEFA
Diego Maradona
Argentinian, born in 1960 in a poor part of Buenos Aires
Powerful and quick, only 1.68m tall
Noticed by a football scout at the age of ten, and was playing professionally before he was sixteen
Won his first medal, for Boca Juniors, in 1981
Moved to FC Barcelona in June 1982 for five million pounds
Moved to Napoli in 1984, and helped Napoli to win many honours
Played in the World Cup of 1982, but best remembered for the World
Cup of 1986, when he scored two goals against England
Played in four World Cups and captained the national team sixteen times in that competition
Had problems with drugs and increased weight, but has been strong enough to fight them
Now retired, but works as the Argentinian national coach
Laid the first stone of Calcutta's soccer academy in 2008
David Beckham
English, born in 1975 Very good at taking free kicks Has won a record number of caps for England Was signed for LA Galaxy in the USA Set up the David Beckham Football Academy in London
b Students' own answers.
7 Students' own answers.
8 a Students' own answers. Arguments may include: For: They are major entertainment stars, they have a high level of stress, their careers are short … Against: Other professions (like doctors and teachers) are more important, they earn a lot of money doing something that most people would do for free, they are greedy …
b Students' own answers.
Macmillan Readers
Kick-off! The Story of Football
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1999 Volume III: Immigration and American Life
The Italian Immigrant Experience in America (1870-1920)
Curriculum Unit 99.03.06 by Joan Rapczynski
The curriculum unit presented will be incorporated into the United States History II survey course that is required of all eleventh graders in the city of New Haven. The unit will focus on the Italian immigrant experience during the years 1870-1920. As the general population of Wilbur Cross High School is diverse, it is imperative that teachers embrace as many ethnic and racial groups as possible in the course of study. I believe that by studying the various groups students will learn not only about the differences in the cultures and backgrounds, but shared experiences as well.
In A Larger Memory by Ronald Takaki, it is noted that our grandparents are "worthy of scholarly attention... making choices as they left their homelands and settled in America. They helped to transform their adopted country as they became Americans." Takaki offers many personal stories that may be read and studied in the classroom. Students love to listen to and read personal accounts of immigrant experiences. I have enjoyed relating my own memories with them about growing up in an Italian-American household. Both my maternal and paternal grandparents came to America around the turn of the century passing through Ellis Island. I have told my students the stories that my grandparents told to me when I was a child. Every spring my class participates in a visit to Ellis Island and I show them the names of my grandparents on the wall of honor. America has become a nation of immigrants; persons of many nationalities, languages, customs and religion. To tell their story is also to tell the story of the United States. Oscar Handlin in The Uprooted begins his introduction "Once I thought to write a history of the immigrants in America. Then I discovered that the immigrants were American history."
I have divided this unit into five major categories: reasons Italians left their homeland, their crossing, experiences at Ellis Island, settlement, and discrimination.
Objectives and Strategies
Students will investigate the reasons Italians left their homeland . Between 1880 and 1920 over four million Italians were recorded as entering the United States. No other ethnic group has sent so many immigrants in such a short time. Prior to the 1870's only scattered thousands of Italians had come to areas outside of Europe to either North or South America. Up to 1900 most Italians had emigrated to either Argentina or Brazil. Those entering the United States were mostly male and many intended to return to Italy
after making some money. However, for various reasons many of them ended up staying in America.
(Daniels,p.188)
Much has been written about the suffering and discrimination encountered by the Italian immigrant in the United States, but this must be measured against what they left behind at home in Italy. The immigrant at this time left one thing behind and that was poverty. At home there was unemployment, and underemployment, high mortality, little or no medical care, little or no schooling, poor housing, semi-starvation, rigid class structure, and exploitation. (Mangione,p.25.) A very dismal picture, to say the least. For the average Italian migration was an opportunity for liberation; the hope for a better life. After all wasn't the United States supposed to be the land of opportunity where the "streets were paved with gold?" This would be a good time for teachers to stop and ask students what would motivate them to leave their country of birth? There are always students in my class who are foreign born and are willing to relate their stories to other members of the class. This is done best in small groups where you assign one student to be the recorder and one student as their facilitator to report back to the entire class the findings of the group. Students with personal experiences will feel more comfortable in a smaller group setting.
The year 1871 is considered a starting point for mass migration from southern Italy. In this year, Italy had become a unified nation with a democratic constitution, however, the south had not reaped any economic benefit from this development. Conditions had actually gotten worse. Taxes increased and yet, nothing had been done to stimulate the stagnant economy of the south. The land was not looked after properly. It was not irrigated, trees were not planted to stop erosion and floods, and little was done to improve the quality of the soil. As the land grew poorer so did the peasants. Disease took is toll. Epidemics of cholera and malaria spurred thousands of southern Italians into leaving the country. Along with disease came a mysterious parasite that destroyed most of the grapevines in southern Italy. As a result, thousands of farmers found themselves without the means to make a living. Traditionally, the south of Italy had always been worse off than central and northern Italy. By the turn of the century it was barely possible to subsist. Most of the land was owned by a few wealthy nobles who lived in the north and allowed overseers to run their estates. In many townships water was a luxury. Roads and streets were impassable in bad weather. Winter was short, but it was harsh and the hovels had no heat. Summers were fiercely hot and accompanied by drought. (Mangione, p.27) The peasants were offered terms similar to the sharecroppers of the south after the Civil War. Teachers might ask students to research the experiences of sharecroppers in the United States after the Civil War and see if a comparison can be made to the farming peasants of Sicily. Then ask students to diagram the cycle of sharecropping. What they will probably find is that sharecroppers in the south after the war were supposed to have a chance to climb the economic ladder, but by the time they had shared their crops and paid their debts, they rarely had any money left. A sharecropper frequently became tied to one plantation, having no choice but to work until his debts were paid. Sicilians did not have the opportunity to climb any social ladder, for you had to be born into a noble class. Hard work made no difference.
The Italian peasant was not the only one who suffered from the general poverty of the south. Skilled workers could no longer find employment. Thousands of men left their families behind to find work in America. Both my grandfathers left Italy at age 16.They hoped to find work in America as stonemasons and send money home to their families as soon as possible. Like many young men they had learned their trade by working along side their fathers at a very early age.
The majority of immigrants around the turn of the century were males between the ages of 24 and 45. Many expected to stay in the United States only long enough to earn money to improve their family situation.
Others intended to send for their families as soon as they could. (Amfitheatrof, p.158) Ask students if they can imagine leaving their parents and extended family and going to a new land. Have them think about the emotional drain on them when they would part from their loved ones; the feelings of isolation that they would encounter ;along with alienation in a new land where they would be unfamiliar with the language and the customs if the people. Teachers might suggest that they create a fictional journal recording the experiences of the immigrants during the crossing and immediate settlement. It would be helpful if students conducted research from first person histories which have been authored by Salvatore John La Gumina, The Immigrant Speaks and Ronald Takaki, A Larger Memory. Both selections offer first hand accounts of Italian immigrants from a variety of occupations and social stations. Another option for a classroom activity might include the creation of an imaginary classroom that includes the following students: Patrick O'Brien. Elpedio Vitale, Rachael Lemsky, Betty Washington, Jane Choi, and Carmen Rodriguez. If these students were asked to identify their backgrounds, they might answer, Irish, Italian, Jewish, African -American, Chinese, and Mexican. Given an assignment to learn about their family histories they might include the following reports, Patrick O'Brien's great-great-grandfather left Ireland as a result of the Great Potato Famine that occurred in Ireland in 1845, Elpedio Vitale's great-great grandfather left Caserta, Italy to find work in America as a stone cutter, Rachel Lemsky's great-great grandmother fled Russia in 1901 to escape the religious pogroms inflicted on her people by the Czar's Cossacks. Betty Washington traces her heritage five generations removed from slave ancestors in South Carolina. Jane Choi's great-great-grandfather came to California from China in the 1860's to work on the Central Pacific Railroad, and finally Carmen Rodriguez's great- grandfather was recruited to work as a farm laborer during the second world war. These imaginary family histories illustrate a wide variety of circumstances over a period of 150 years. After doing their research students should report their findings back to the class for discussion on common experiences, as well as the different kinds of decisions the immigrant groups faced.
Students will examine the conditions the immigrants experienced during the crossing . Major improvements in transatlantic travel were achieved by the 1870's when larger ships entered the trade and steam powered vessels which were safer and faster outnumbered sailing vessels. Since the majority of the Italian immigrants crossed the Atlantic after 1870, their journey was shorter than those who had crossed in the l830's. The average crossing in the early l800's was around 40 days depending on the weather, and the conditions aboard the ship were deplorable. By 1900 the average crossing took one week. Conditions improved somewhat, but they were by no means easy. The average steerage fare at this time was thirty dollars. Rarely allowed on deck, the third class or steerage passengers spent most of their time crowded together, sleeping in the same clothes alongside their luggage because there was no room for it elsewhere. They usually were provided with soup or stew. They had to wash themselves with salt water which sometimes caused skin irritations and infections. (Mangione p.29) Students should be encouraged to research and compare the conditions aboard ship faced by the immigrant in the early part of the l800's with those who arrived in the later 1800's. An excellent source for the students to use is The Uprooted by Oscar Handlin. He offers a detailed account of the crossing in easy to read language. Or students upon visiting Ellis Island might listen to audio tapes compiled as part of the Ellis Island Oral History Project. This project included first hand accounts of immigrants traveling to America between 1892 and 1954. It includes over 1500 taped and transcribed interviews of actual Ellis Island immigrants and staff all of which are available to the public for research. Immigrants talk about their reasons for leaving their country of origin, their journey, processing, and their adjustment to living in the United States. These interviews can be obtained in the Library at the Ellis Island Immigration Museum.
Teachers might want to consider showing the section of the mini series Ellis Island. This film recreates the immigrant experience of an Irish woman.an Italian man and a Jewish man by creating fictional characters based on real experiences. It is an excellent re-enactment of what it was like crossing the Atlantic, as well as the processing experience at Ellis Island. The film was shot on location at Ellis Island before it had reopened to the public in 1986.
On a positive note, for the first time in their lives, Italians from different parts of Italy found themselves forced to mix with each other in the crowded steerage sections. There were Neapolitans and Sicilians from the various provinces of Abruzzi, Apulia, Basilicta, and Calabria, as well as those from the northern provinces. They all spoke different dialects and sometimes could not be understood. At home the Italians from the North looked down on the Southerners because of their lack of education and social status. And yet on the ship, crossing the Atlantic, these differences disappeared, as they clung together once they realized they would all be on an equal footing in America.
Students will become knowledgeable about the treatment and the experiences of the immigrants while at Ellis Island . About three-fourths of the immigrants who entered the United States between 1892 and 1924 went through the Ellis Island immigration station, which was built on a small island in New York Harbor. It was originally suggested that an immigration facility be built on Liberty Island, where the Statue of Liberty sits, but opposition from nativists ended that effort. Nativists did not want the Statue of Liberty "tainted" by the immigrant masses. (McLaughlin&Lightman,p.59)
Shipping companies made large profits by carrying "human cargo" to the United States. They would bring cotton, wood, and crop cargoes to Europe and on the return trip bring immigrants to America. The federal government required the shipping companies to begin the inspection process before an immigrant entered America. If an immigrant had to be sent back to his country of origin, it would be up to the shipping company to bear the cost. Before leaving Europe an accurate listing of each passenger along with information about each person had to be entered on a formal list. This was the ship's manifest, and was always used by the captain as a record of inventory of their cargo. It now became the document of record for all persons coming through Ellis Island. Students might be interested in viewing the original ship's records. These are on display at Ellis Island museum.
As soon as the immigrants landed in New York, a New York State quarantine inspector boarded the ship and had to approve the passengers before they entered. Next a U.S. medical inspector had to approve all native born Americans as well as first and second class passengers. These people would then move directly into New York. All steerage passengers were taken in barges to Ellis Island for processing. The immigrants disembarked with all of their belongings and they were tagged with a number that designated which ship they had traveled on. Their first view of the inside of the building was the baggage room where they were told to check their belongings. They then were told to walk single file up the stairway to the second floor Registry Room. In this way they could quickly be observed by medical personnel for any obvious deformities or handicaps. Whenever a case aroused suspicion ,a large X would be marked on their coat followed by another symbol such as L for lameness, CT for Trachoma, S for senility, G for goiter, H for heart, Pg for pregnancy and so on. Next ,came a test to determine mental deficiency, for this could be grounds for deportment. Immigrants who showed no signs of mental or physical deficiencies were then sent to be questioned by immigration inspectors, many of whom could speak the same language as the immigrant. Answers to questions must match those original answers given to the ship's captain before leaving Europe. The time period did alter the types of questions asked by the inspector. Questions as simple as "what is your name?" "How are you going to support yourself?" gave way to "Are you an anarchist or a polygamist?" (Yans-Mclaughlin and Lightman,p.56.) At this time I usually split up the class into groups and ask them to compile a list of questions they feel would be necessary for the immigrant to answer before gaining entry into America. Students also need to keep in mind the time
period for immigration that they are dealing with, for this may influence the type of questions they ask. An excellent source for a completed detailed explanation of the procedure can be found in Ellis Island and the Peopling of America by Virginia Yans-McLaughlin and Marjorie Lightman. Students might also benefit by creating human time line of key immigration laws. They should be able to explain the law as well as the impact it had on American society.
The entire procedure at Ellis Island might take three hours or more if everything went smoothly. However, the name Ellis Island often struck fear in the hearts of the Italians, for they had heard stories of families being sent back or separated for various reasons; thus, the nickname the "Isle of Tears." Ask students to compile a list of possible reasons that they would not allow people to enter into the U.S. during the time period 1870-1920. This will make for a lively class discussion, for students will often look at the problems of today and apply them to the turn of the century. Unfortunately, some of the concerns are still the same. Of the immigrants processed on Ellis Island, most of them went through successfully in a single day.
Students will become aware of the early experiences of the immigrant upon settling in America .
Once the immigrants set foot in the United States they had an urgent financial problem. Most had come with a minimal amount of money; some with as little as seventeen dollars. Some Italians were traveling beyond New York city and already had purchased railroad tickets to places where they expected to find work or to live with relatives or friends. My grandmother often told stories of waking up as a child in the morning, only to find a roomful of newly arrived Ellis Island immigrants smelling of disinfectant. She said her parents never turned anyone away, always making room for one more.
Most of the immigrants settled in the cities where they could find work in the factories. There was hardly a city of any size in America that did not have a section designated as Little Italy. Italians would look to settle in these areas, for it was here that they felt most comfortable. They could speak their own language and be understood, and they could eat food familiar to them. This resulted in the formation of very definite ethnic communities. The ideals, language, and customs of the Italians were preserved because of these neighborhoods. Little Italies could be found in major cities like Hartford, New Haven, Waterbury, New Britain, Torrington etc., where they were sealed off from the wider American society. This isolation served to nurture and maintain the Italian ways of life (food, language, close-knit family organization and religious practices) Students should be allowed to visit Little Italy in New York city which offers the best and most varied selection of Italian cuisine on the East coast.
New Haven's Italian colony centered around Wooster Sguare. It was at first a neighborhood for the Irish. There were many large mansions in the area. However, after the Civil War, industry began flourishing and factories moved into the area. Landlords turned the remaining homes into multiple dwellings which became overcrowded and neglected. Italians in the area went to work at the Candee Rubber Company, which was the first factory to hire them. Later J.B. Sargent Co. began to hire Italians. The owner of the Sargent Company was married to a woman of Italian descent.(Capobianco&Gould,p.75)
For the most part the Italian immigrant was ignorant of the laws and customs of America, and without much opportunity for learning about them except from what he observed. His contact with Americans was with those who probably exploited his labor for as little pay as possible; or with his landlord who took as much as he could get in rent money. Students will examine the padrone system which allowed for Italian laborers to find work throughout the United States. The padroni or employment agent furnished contractors, longshoremen, miners, and railroads with the necessary labor. He would sometimes work on commission and exercised a great deal of control over the Italian laborer. The immigrant worker did not have to be afraid to
travel. The padrone would make sure that he was escorted to the work site and would maintain close vigilance over him until the job was done. Overall, the padroni played a vital role in stimulating and directing the Italians in America. He insured that once the laborer came here he would have a job. Unfortunately, many padroni sought to exploit and enslave their own countrymen. These were the ones who cared nothing for the poor Italian laborer and did them real injustice. As Italians became more self-sufficient they relied less and less on the padroni. (Capobianco &Gould,p.77) A good source for students who wish to further investigate the padroni system can be found in The Children of Columbus by Erik Amfitheatrof. He describes the worst of the padroni as "flesh peddlers" who recruited peasants from southern Italy, stuck them in the disgusting tenements (all in the same room) and took over 60% of their pay as his commission. The padrone system flourished for two reasons; one was the immigrant did not speak English and could easily be taken advantage of and two was fear of living in a large city. Once the immigrant learned how to speak English he was able to fend for himself. As the years passed Italians depended less on the padroni, but they continued to settle in those areas originally opened up by the padroni.
Italians upon first arriving in New York city were forced to live in the worst section of New York referred to as Mulberry Bend. Jacob Riis. a police reporter for the New York Tribune and an immigrant himself, described the horrors of these tenements in his book How The Other Half Lives. Students should be encouraged to obtain a copy of this book ,not only for its prose, but for the photographs he took of the immigrants living in these deplorable conditions. Students have always found these photos to be unbelievably compelling. He reports "one room 12x12 with five families living in it, comprising twenty persons of both sexes and all ages, with only two beds, without partitions, screen, chair or table." This is an example of the worst type of living conditions, but the constant numbers of immigrants that needed a place to live in New York city allowed for rents to be at an all time high at the turn of the century In the tenements, it would not be unusual for an immigrant to pay ten to twelve dollars a month rent for two to three rooms. This would have to come out of his average monthly wage of thirty dollars. Life in the tenements was grim. The plaster was always falling down; there was no drinking water for days, pipes froze in the winter; bedbugs were commonplace. They suffered from oppressive heat in the summer, rats, flies, sickness, and the stink of cats. (Handlin, p.133) Students often shudder when they read the descriptions of these tenements. How could places like this be allowed to exist, they ask? Then they mention the projects in New Haven. Can they really compare to these tenements? What about building codes and violations of the housing law? These questions make for a lively discussion in the classroom.
Students will realize that Italians were subject to prejudice and discrimination . The hostility that greeted the Italian immigrants grew out of a rising anxiety about large scale immigration. This anxiety began to influence a political response by the middle of the 19th century. In the 1840's and 1850's the Know-Nothing Party characterized immigrants as paupers and called for a drastic curtailment in citizenship privileges. The most common proposal was to require a twenty one year period for naturalization and bar the foreign born from holding any but minor local offices.
Most Italians who came to America at the turn of the century were farmers. However, they did not choose to farm in America for a variety of reasons. Students should split into groups and brainstorm possible reasons why Italian farmers chose not to or could not farm in America. There were many reasons for this. First, was financial-they had to make money as quickly as they could and farming requires time. Secondly, land in America was expensive. All of the free land offered in various parts of the west under the Homestead Act was no longer available. Another possible reason is that farming reminded them of the miserable conditions they had left behind. Finally, farming in America was too isolated. Neighbors were too far apart. They were afraid of being separated from other Italians and that leads us to the next issue. For some Italians, neighborhoods became their permanent destination. They were afraid to venture beyond the familiar streets They were
weary of strangers and they had a very limited English vocabulary. Italians settled among their own kind even if it meant living in a dark and dirty city tenement. They had been warned not to trust Americans; that Americans called them "dirty" names like "wop," "guinea," and "dago." They had heard many stories from relatives about how they were not welcome. Some stores refused to sell groceries to Italians, or rent homes to them in the hopes that they would just leave. Immigrants would probably have found life easier in America if they had learned the language. Unfortunately. they had no time to go to night school after working a 12 to 14 hours a day. And so it became a vicious circle; the Italians remaining ignorant of the American ways and the Americans not taking the time to understand the new immigrants. Students might be interested in drawing comparisons to the problems faced by the immigrants of the nineties to see if there are any shared experiences. Students might draw up a series of common questions to ask foreign students at Wilbur Cross High. We have a rather large ESOL program and have a variety of students from many different parts of the world.
Italians were also not welcomed by the trade union movement. The unions were fearful that the European immigrant would be willing to work for just about any amount of money. They felt this would be a threat to the American worker. "We keep out pauper-made goods, why not keep out the pauper?" stated an add placed by the American Federation of a Labor. They were referring to the protective tariffs. In fear that immigrants would take away their jobs, slogans like "America for American" began to appear. The American Protective Association was organized to close the doors to all Roman Catholics using the argument that the pope would end up ruling America. Curiously, this was one of the strategies used against John Kennedy in the 1960 presidential campaign. As we know, Kennedy holds the distinction of being the only Roman Catholic President. Students might find it interesting to research other examples of politically motivated religious bigotry that has occurred in our history.
The unfriendly attitude of the American press toward the Italian immigrants only served to isolate them from mainstream society. As the numbers of Italians entering New York swelled each day, some newspapers started to print angrier words such as "a herd of steerage slime" In 1882, Thomas Bailey Aldrich published a poem in the Atlantic Monthly that began "Wide open and unguarded stand our gates, and then through them passes a wild motley throng." Students should be given a copy of the poem in its entirety and asked to interpret what Aldrich was trying to say. Then ask students to read a copy of the poem "The New Colossus" by Emma Lazarus that is inscribed on the base of the Statue of Liberty. Ask students to contrast the meanings of these two selections.
An example of one of the worst cases of discrimination and violence against Italians was the situation that occurred in New Orleans in 1891. Many Sicilians had settled in this area and were employed as fishermen or farmers. The police chief of this city had been investigating reports of what he considered to be "mafia" activity in the city. He was assassinated by unknown persons and the backlash against the Italian community was an hysterical one. Suspicion fell on the Italians in the community and ten were arrested and put on trial for the crime. There never seemed to be any doubt that this was not going to be an impartial trial. The mayor of the city had made an announcement to the press that "We must teach these people a lesson they will not forget for all time." All ten of the men were acquitted. However, a mob of 5000 angry New Orleaneans stormed the jail and shot 11 men to death in their cells. One of the men was being held for a smaller crime. Afterward, a spokesperson for the mob passed the blame to the jury for having acquitted these ten men in the first place! Students might find it interesting to investigate in more detail the facts of this case. They could even write a script and present a mock trial for the class The New York Times condemned the act as "cowardly". However, they called the Sicilians "sneaky and descendants of bandits and assassins who have transported to this country the lawless passion, cut-throat practices, and oath bound societies." Students
might also be assigned to investigate the power of the press in this trial. What role did they play? What were the local newspapers reporting about this case?
This case caused a rift between the American government and the Italian government that was not settled for one year. The Italian government withdrew its minister from Washington and broke diplomatic relations with the United States. Eight of the murdered men were naturalized American citizens and three were Italian citizens. Not until the United States agreed to pay $25,000 to the families of the three non-American victims were relations resumed.
Another issue that should be dealt with is anarchism. Anarchism had deep roots in Italy and some Italian laborers had already converted. Others acquired anarchist views in America. Two of the most famous Italian anarchists were Nicola Sacco and Barotolomeo Vanzetti, a fish peddler and a shoemaker who were living in Massachusetts. They were charged with the murder of a guard at a shoe factory that they had allegedly robbed. Both men were known anarchists. They were found guilty of the crime and questions arose as to whether they were tried on their views as anarchists, as well as the fact that they were Italian immigrants,or on the evidence. There were witnesses at the trial who swore that Vanzetti was delivering eels on the day of the robbery. Both men were found guilty and were put to death. Questions still remain today concerning the facts of the case. Students might also enjoy recreating the courtroom issues in this case and have the class decide whether or not these men should have been found guilty of the crimes. Students might also consider-is this jury nullification in reverse?. Recent trials can be investigated where juries have come in with not-guilty verdicts as a protest against racism.
The most controversial aspect of the Italian -American experience involves crime or organized crime. The persistence of the image of the Italian as a criminal or a gangster has been encouraged both by the print , television and movie world. Whether it was a "Black hand" assassin with a stiletto, to a prohibition gangster, the notion of an international mafia centered in Palermo, dominating all Italian crime seems ridiculous. Nevertheless, this idea has been perpetuated. How many times have Italians been asked if the are in the Mafia? Students find this topic fascinating and they should be encouraged to research the true story of the origin of the term mafia, in order to end the mystique. Italians have been scapegoats and their participation in the political process was low because they were late to arrive.
The final insult for Italians came about as a result of the National Origins Act of 1924. Commonly known as the quota, this set severe limits on the numbers of immigrants that could enter the United States in any given year. A limit of 2% based on the 1890 census severely curtailed the numbers from southern and eastern Europe while favoring those immigrants wishing to enter the U,S, from northern and western Europe. Students should investigate the underlying causes for the passage of this act and be able to report them back to the class. Students should uncover the following information. Once World War I came to a close, Americans began to turn inward. The nativist spirit grew along with a growing hysteria that came to be known as the Red Scare. Immigrants became suspect to having communist sympathies and anyone with a foreign sounding last name was at risk for discrimination and possible deportation. The press fed into this frenzy by writing about the"large"number of immigrants coming to America from war torn Europe, even though statistics do not back up this claim.(Daniels,p,281) Americans feared hat immigrants would take their jobs for lower wages. Around 154,00 immigrants were allowed to enter the U.S. under the quota system. Visas set aside for British, Irish, and Scandinavian took up 76% of the allotted number. The remaining numbers were divided up among the following groups: Poles -6,524, Italians-5,802. Dutch-3,153, French-3,086, Czechs-2,874, Russians-2,712, Swiss-1,707, Austrians-2,413, Hungarians-869, Yugoslavs-845, Finns 569, Portuguese-440, Lithuanians 386, Rumanians-377, and Greeks-307. No other group was allowed more than 300 people. Strict guidelines were
enforced that restricted the kinds of people who were allowed entry. First claims were given to parents of citizens asnd then skilled agriculturalists, (Archdeacon,p..175)
Students should research in the Congressional Record, speeches made by Congressman Johnson. Johnson was the chief author of the 1924 quota act. In 1927 Johnson was justifying the passage of the act when he wrote ;"Today, instead of a nation descended from generations of freemen bred to a knowledge of principles and practice of self government, of liberty under the law, we have a heterogeneous population, no small proportion of which is sprung from races that throughout the centuries have known no liberty at all... In other words our capacity to maintain our cherished institutions stands diluted by a stream of alien blood, with all of its misconceptions respecting the relationships of the governing power to the governed...(Daniels,p.283) ... Ask students what Johnson was trying to say. What does he mean when he uses the phrase "...diluted by a stream of alien blood...." ? Teachers might ask students to draw comparisons between Johnson's ideas and Adolf Hitler's intentions to create a master race.
Lesson Plan One "U.S. Immigration policy in Historical Context, 1788-1986
Objective : Students will examine and understand the significance of the laws that have influenced the entry and exclusion of persons from the United States.
Procedure : In this activity students will review the series of immigration laws between the years 1788 -1986. Before class begins the teacher should write each of the events listed below on a separate large index card. The laws are listed in chronological order. Begin the activity by explaining to students that their assignment is in two parts; first, they are about to create a human time line of the laws listed below. Randomly distribute the cards. Direct students to read the information on their card. They are responsible for placing the law in its correct chronological order. Second, they must place the law in historical context. They should think about any circumstances including famine, depression, war, technological advances, and industrialization that might have influenced the course of immigration policy. Students will have to do some research from their textbook, The Americans, in order to write a description of what life was like in the U.S. politically, economically. and socially at the time of their immigration law. Teachers should designate starting and ending points for the human time line. Direct the rest of the class to decide among themselves where along the line they should stand to create an accurate chronology. Students should then report to the class the law, as well as place it in historical context.
Materials Used: 5x7 index cards, textbook The Americans
The following time line presents a brief glimpse into the key immigration laws and events from 1788-1986.
1788 The U.S. Constitution restricts the presidency to native born citizens and gives Congress the authority to establish a uniform rule on naturalization.
1798 Alien Act, an attempt to control French radicals after the revolution, stipulates residency and deportation ; regulation repealed 1801
1808 U.S. forbids the importation of slaves
1812 Ship's captains must provide a list of all passengers including age, sex, occupation, country of origin and
deaths on route
1875 No prostitutes or convicts allowed to enter the U.S.
1976 Immigration and Nationality Act amendments
1980 Refugee Act
1986 Immigration Reform and Control Act
Lesson Plan Two Immigration-Terms
Objective : Students will become familiar with and understand vocabulary that is associated with immigration.
Procedure : Teachers will distribute the meanings of vocabulary associated with immigration. Students are to take the list home and study them for homework. The next day teachers should divide the class into four to five teams. Teachers will then review the terms by playing jeopardy. The team with the highest number of points should receive a reward to be decided upon by the classroom teacher.
Material Used Vocabulary list on immigration
Immigration Terms:
1. The crossing- refers to the passage of immigrants by ship by way of the Atlantic Ocean.
2. steerage- the cargo holds below a ship's waterline; many immigrants traveled in the steerage class where by the end of the 1800's ticket prices had been reduced to $15
3. Statue of Liberty- a gift from France to the U.S. in 1886; became a symbol of hope and opportunity for the New Immigrants.
4. "The New Colossus"- a poem inscribed on the base of the Statue of Liberty. Written by Emma Lazarus, it serves as a welcoming message for immigrants.
5. The Golden Door- an expression that referred to the U.S. as the land of economic opportunity.
6. Angel Island- in San Francisco Bay. Between 1910-1940 about 50,000 Chinese immigrants arriving on the West Coast passed through this island. In contrast to the procedure at Ellis Island, processing at Angel Island included harsh questioning and a long detention.
7. Ellis Island- located in New York harbor; all immigrants traveling steerage class and docking in New York harbor were processed into America by way of Ellis Island .
8. Ellis Island disinfectant- immigrants and their clothes were sprayed for lice with this chemical before being allowed to leave Elis Island.
9. runners- people from various ethnic groups who met the immigrants at Ellis Island; because they spoke the same language as the newly arrived immigrant they were usually trusted; they would find work and a
temporary place to stay for the immigrant; many times they took advantage of them.
10. Baggage Room-located at Ellis Island. Immigrants arrived first in this room and were told to check their belongings while they were being processed
11. Registry Room-located on the second floor at Ellis Island; medical exams were performed here as well as intelligence tests; gathering of personal information by inspectors.
12. Detention- referred to being kept at Ellis Island for a variety of reasons such as medical or legal, or waiting to be picked up by a family member; women traveling alone would not be allowed to leave the island without an escort.
13. Trachoma- a highly contagious eye disease; grounds for denial of entry into the U.S.(even today).
14. sweatshops- workers experienced deplorable conditions; overworked, underpaid, poor ventilation and hazardous conditions.
15, piecework- workers paid by what they produce each day and not by the hour.
16.melting pot- a mixture of people of different cultures and races who blended together by abandoning their native languages and customs.
17. nativism- overt favoritism toward native-born Americans.
18. tenements- apartments that were rundown; poor ventilation and lighting; overcrowded conditions
19. neighborhoods- immigrants settled in areas near their own people; thus, areas sprang up like Little Italy, Little Warsaw, Chinatown, etc.
20. Old Immigrants- people from northern and western Europe who were usually skilled workers and literate; came in the early 1800's.
21. New Immigrants- people from southern and eastern Europe who came to the U.S. in the late 1800s; usually unskilled workers and illiterate.
22. contadini- Italian peasantry
23. mafie- small bands of bandits in western Sicily, originally formed as a self help system of retaliation against the French and Spanish rulers who kept the people oppressed and illiterate.
24. padrone- boss or leader and was the name given to the work agents who hired Italian laborers and shipped them to the United States on a contract basis.
Lesson Plan Three "A Walk through Ellis Island"
Objective : Students will be able to understand the experiences of the New Immigrants at Ellis Island.
Procedure : In this activity students will review the series of key events that immigrants experienced at Ellis Island. Teachers need to set the stage for the students. This activity may be done in two different ways; a visual presentation or a scripted play or presentation Remind students that the immigrants at Ellis Island had already experienced a long and difficult journey before arriving in New York harbor. But their journey was not quite over. Immigrants needed to proceed through a set immigration process before they could set foot in America. For the visual presentation the class should be divided into three groups. Each group will present a different aspect of the Ellis Island experience. These groups are then to present their findings in a poster presentation that includes written as well as visual material. Then they are to present their findings back to the class. Another way of meeting the objective of this lesson is to have the students present a scripted play where specific roles have been assigned. It is helpful if this is done with the cooperation of the English teachers. Suggestions for possible roles include: immigration official, medical examiners, legal inspectors, runners, and immigrants from various countries in southern and eastern Europe.
Group One Immediate Arrival
Students should take the role of the first immigration officials that meet the immigrants at Ellis Island. Teachers should share the following information with this group. The ferry landed in a slip next to the main Ellis Island building. A gangplank was put down and a man was at the bottom shouting that men should go one way and women and children the other. The immigration official would examine them for admission. The newcomers came off their ship with their baggage. Their outer garments were tagged with their manifest number from the steamship, a card often seen in photographs. After they walked into the building they went directly to the Baggage Room. where they were told to check their belongings. Many chose to carry their belongings with them because they were afraid of theft.
Group Two The Medical Inspection
Students will think of themselves as medical officers. Teachers should share the following information with this group. It is their job to observe the immigrants as they walk single file up the grand staircase that led to the second floor Registry Room. As they made their way upstairs, medical officers observed their movements in what became known as the six second exam. They were looking for any obvious deformities or medical problems. Experienced inspectors were able to take in six details in one glance; namely, the scalp, face, hands, neck, gait and general condition. If anything unusual was noted, the immigrant would be stopped and a closer examination would be done. Next, came a more formal inspection. One of the most famous exams was for the eye disease known as trachoma. Examination was done with a buttonhook, a metal instrument used to button gloves. It was used to pull the eyelid back to exam for signs of this infection. Immigrants with medical problems were identified by marking their outer garments with white chalk. Abbreviations were used for the various problems, H for heart problems, Pg for pregnancy, E for eye problems, L for lameness . The intelligence of the immigrants was tested due to laws that had been passed excluding "idiots, imbeciles or morons and other mentally deficient persons." Students should be told that it was not always easy for medical examiners to test for mental deficiency. Students should be reminded that answers to questions asked by examiners might indicate just being stressed and nervous rather than from mental deficiency. It was often
times very difficult to make the correct diagnosis. Immigrants who had obvious symptoms of mental or physical problems were sent to the examination room. Here, they would receive a more detailed examination. If they passed the examination they would be sent back to join the main group, If they did not pass, they would be held on the island in separate dormitories until they were cured so they could enter the United States. Immigrants not cleared for entry were deported back to their country of origin.
Group Three The Legal Inspection
Students must imagine they are about to question the immigrants about their personal life. After the medical inspection, the legal inspectors asked a series of questions already posed to the immigrants by the shipping companies. The inspectors asked the same kinds of questions to see if the answers matched.
The inspector would be assisted by interpreters when needed and a registry clerk recorded their responses. Immigrants were told that it was to their advantage to show letters from friends and relatives already living in the U.S. The questioning only lasted two to three minutes, but to those involved it probably seemed like forever. Immigrants who gave answers that were questionable were then sent to a special inquiry board. The boards of inquiry were independent tribunals. Their decisions were final and not subject to court review. Inconsistent responses might result in further examination. The objective was to exclude people who might become public charges, act immorally, or cause social unrest. The following questions are from Do People Grow on Trees by Ira Wolfman. These were typical questions asked by inspectors:
1. What is your name?
2. How old are you?
3. Are you married or single
4. What is your calling or occupation?
5. Are you able to read or write?
6. What is your nationality?
7. Where was your last residence?
8. Which U.S. seaport have you landed in?
9. What is your final destination in the U.S.?
10. Do you have a ticket to your final destination?
11. Did you pay for your passage over? If not, who did?
12. Do you have much money with you? More than $30.? How much less? More?
13. Are you going to join a relative? What relative? Name ?Address?
14. Have you ever been to the U.S. before?
15. Have you ever been in prison? in a poorhouse or supported by charity?
16. Are you a polygamist?
17. Are you under contract, expressed or implied to perform labor in the U.S.?
18. What is the condition of your health?
19. Are you deformed or crippled? .
Lesson Plan Four How did my family and I get here?
Objective : Students will become aware of the various kinds of migration throughout history.
Procedure : Ask students to examine their own family background by questioning various members of their family. Tell them to try and interview the oldest living person they know. Those students that are not able to answer questions about their own family's past should act as interviewers or researchers of another student or family in the community. Once the research is complete, students should chart the material they have found along with a family tree that indicates their migration history? The questions listed below are just to be used as a guide to help students construct their own family history. After research is complete students should compare their findings to determine if there is any common theme among them or were their experiences totally unique.
Suggested questions that students might ask:
1. Who was the first in your family to live in another country? When was this?
2. What were the reasons for this person coming to America?
3. Did they know anyone already living in the U.S.? any relatives here?
4. What type of work did they do when they first arrived in America?
5. How much were they paid for this first job?
6. Did they speak English? If not, did they found this to be a problem?
7. What type of work did they do later on?
8. Were men treated any differently than women?
Teacher Bibliography
Amfitheatrof, Erik. The Children of Columbus. Boston: Little Brown and Company, 1973.
This book tells the story of Italian-Americans from the age of Columbus though the 1930's.
Archdeacon, Thomas J. Becoming American. New York: The Free Press,1983.
This book presents an overview of immigration from the founding of Jamestown through the
Coming to America: American Immigrant Series. New York: Dell,1981.
A series of five books on the Far East, British Isles, northern Europe, southern Europe, Mexico/Puerto Rico. Each book describes the crossing, the arrival, and the reaction of the immigrants through letters, diaries, photographs, and interviews.
Daniels, Roger. Coming to America. New York: Harper Collins Publishers,1990.
This book provides an excellent presentation of the immigration waves from 1500 to 1990's.
Forester, Robert. The Italian Immigration of Our Times. New York: Russell and Russell, 1968.
This book offers an account of the domestic conditions that led to dispersal of people from Italy and Sicily.
Glazer, Nathan and Daniel Moynihan. Beyond the Melting Pot. Cambridge: M.I.T. Press. 1970.
Offers an excellent section in his book on the Italians in America.
Handlin, Oscar. The Uprooted. Boston: Little Brown and Co.,1973.
This book tells the story of the immigrant beginning with the crossing and all of his experiences in America.
Heap, William A. The Story of Ellis Island. New Jersey :Prentice-Hall, 1959.
This book tells the story of how the immigrants were processed through Ellis Island.
Higham, John. Strangers in the Land: Patterns of American Nativism, 1860-1925. New York: Atheneum, 1963.
Portrays the nativist reaction to immigrants (especially Italians)
La Gumina, Savatore J. The Immigrant Speaks. New York: The Center For Migration Studies, 1981.
This book contains a collection of personal accounts of Italian -American coalminers, shoemakers, teachers, social workers, artists, lawyers, and businessmen from the turn of the century until the 1960's.
Lieberson, Stanley and Mary C. Walters. From Many Strands. New York: Russell Sage Foundation,1988.
A study of the ethnic makeup in the United States (based on the 1980 census) and its impact on life in the United States.
Null, Gary and Carl Stone. The Italian-Americans. Harrisburg: Stagpole Books, 1976.
A collection of biographies on famous Italian-Americans from Christopher Columbus to Liza Minnelli.
Riis, Jacob. How the Other Half Lives: Studies among the Tenements of New York. New York: Hill and Wang, 1957.
A detailed and comprehensive (written and photographs) account of the lives of the immigrants in New York city around the turn of
the century.
Takaki, Ronald. A Larger Memory. Boston: Little Brown and Company, 1998.
This book provides a collection of diaries, letters, and personal accounts of people from a variety of ethnic backgrounds.
Yans-McLaughlin and Marjorie Lightman. Ellis Island and the Peopling of America. New York: The New York Press. 1990.
A valuable guide for teachers who want to teach American and world history through an exploration of Ellis Island.
Student Bibliography
Danzer, Gerald, A. and Louis E. Wilson, The Americans. Evanston: McDougal Littel, Inc. 1990.
A comprehensive textbook providing information from diverse points of view.
Davidson, James West and Mark Hamilton Lytle. After the Fact: The Art of Historical Detection. New York: Alfred A. Knopf, 1986.
This book explains the use of historical photographs by analyzing those of Jacob Riis.
Handlin, Oscar. The Uprooted. Boston: Little Brown and Co.,1973.
This book provides a detailed account of the immigrant experience in America in the 1800's.
Musmanno, Michael. The Italians in America. New York: Doubleday and Company,1965.
This book outlines the achievements of Italians in America from the time of Christopher Columbus to Joe DiMaggio.
Mangione, Jerry. America is Also Italian. New York: G. Putnam and Son's, 1969.
This is the story of the Italians who came to the U.S. to find a better way of life., concentrating mainly on those who came around 1900.-1910
Morrison, Joan and Charlotte Fox Zabusky. American Mosaic: The Immigration Experience in the Words of those Who Lived It. New York: E.P.Dutton, 1980.
This book provides immigrants' descriptions of their reasons for migrating to America and their experiences during the trip.
Weibust, Patricia , Gennaro Capobianco, and Sally Innis Gould. The Italians. Storrs: World Education Project.1976.
An overview of Italians in their homeland, in America, and in Connecticut.
Materials Used
Beecher, Jeremy. History From Below., How to Uncover and Tell the Story of Your Community,Association or Union. New Haven: Advocate Press/Common-work Pamphlets, 1988.
This pamphlet offers basic suggestions to help students organize their research and conduct interviews when trying to do a family or community history.
Dublin, Thomas. ed., Becoming American,Becoming Ethnic: College Students Explore Their Roots. Philadelphia: Temple University Press. 1996.
This provides examples of student's writing their family history.
Ellis Island, this three hour video provides a comprehensive history of the island and puts into historical context. The History Channel, 1997. Ellis Island, Every Man's Monument, this one hour video provides a history of Ellis Island as well as a tour of the exhibits. Panorama Productions, 1991. Ellis Island, this four hour mini-series was made for television. It is a fictional account of three immigrants; an Italian man, a Jewish man and an Irish woman and their trials and tribulations in America from 1900 -1930. Excellent recreation of the Ellis Island procedure.1985.
https://teachersinstitute.yale.edu
©2019 by the Yale-New Haven Teachers Institute, Yale University For terms of use visit https://teachersinstitute.yale.edu/terms
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COMMON COURSE OUTLINE
Course discipline/number/title: MUSC 1340: World Drum Ensemble
A. CATALOG DESCRIPTION
1. Credits: 1
2. Hours/Week: 2
3. Prerequisites (Course discipline/number): None
4. Other requirements: None
5. MnTC Goals (if any): Goal 6/The Humanities-the Arts, Literature, and Philosophy, Goal 8/Global Perspectives.
B. COURSE DESCRIPTION: The World Drum Ensemble is a percussion ensemble that practices and performs World Beat Music. This is defined as music created in the New World (the Americas) by African slaves who combined African cultural elements (instruments, rhythms, and other musical concepts) with the elements they found in the New World (Harmonies, Melodies and other musical elements). The ensemble presents an opportunity for students to participate in world drumming through the practice and performance of World Beat percussion music from various world cultures.
C. DATE LAST REVISED (Month, year): March, 2021
D. OUTLINE OF MAJOR CONTENT AREAS:
1. Culturally diverse percussion styles explored will include those from:
a) Brazil
b) Caribbean
c) West Africa
2. Instruments played by students in these styles will include those from:
a) Brazil
b) Caribbean
c) West Africa
3. Introduction to cultural significance of music styles
a) History
b) Uses
E. LEARNING OUTCOMES (GENERAL): The student will be able to:
1. Perform basic percussion parts in the culturally diverse styles as presented and practiced in class.
2. Demonstrate basic orchestrations of World Beat Styles as percussion parts are combined through group performance.
3. Demonstrate proper performance technique on the instruments studied in the class.
4. Engage with the cultures of World Beat Music through performing music from those cultures.
5. Describe the cultural significance and uses of the World Beat Music styles.
F. LEARNING OUTCOMES (MNTC):
Goal 6/The Humanities-the Arts, Literature, and Philosophy: The student will be able to:
1. Demonstrate awareness of the scope and variety of works in the arts and humanities
2. Engage in the creative process or interpretive performance.
3. Articulate an informed personal reaction to works in the arts and humanities.
Goal 8 / Global Perspectives: The student will be able to:
1. Describe and analyze political, economic, and cultural elements, which influence relations of states and societies in their historical and contemporary dimensions.
2. Demonstrate knowledge of cultural, social, religious, and linguistic differences
3. Understand the role of a world citizen and the responsibility world citizens share for their common global future.
G. METHODS FOR EVALUATION OF STUDENT LEARNING: Methods may include but are not limited to:
1. Demonstrated twice weekly individual performance skills.
2. Demonstrated twice weekly ensemble performance skills.
3. Ensemble participation.
COMMON COURSE OUTLINE
G. METHODS FOR EVALUATION OF STUDENT LEARNING: Methods may include but are not limited to: Continued. . .
4. Performance in public music concerts.
5. Percussion Music portfolio repertoire development.
H. RCTC CORE OUTCOME(S). This course contributes to meeting the following RCTC Core Outcome(s): Global Awareness and Diversity. Students will demonstrate an understanding of and respect for human diversity through their words and actions.
I. SPECIAL INFORMATION (if any):
1. All instruments are provided by the college.
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Marching to the Music: Songs from the American Labor Movement
Welcome to This Is America with VOA Learning English.
Most of the world observes Labor Day on May first. But the United States has its workers holiday on the first Monday in September. Steve Ember and Barbara Klein have a few songs from the history of the American labor movement.
Labor songs are traditionally stories of struggle and pride, of timeless demands for respect and the hope for a better life.
Sometimes they represent old songs with new words. One example is "We Shall Not Be Moved." It uses the music and many of the same words of an old religious song.
Here is folksinger Pete Seeger with "We Shall Not Be Moved."
Many classic American labor songs came from workers in the coal mines of the South. Mine owners bitterly opposed unions. In some cases, there was open war between labor activists and coal mine operators.
Once, in Harlan County, Kentucky, company police searched for union leaders. They went to one man's home but could not find him there. So they waited outside for several days.
The coal miner's wife, Florence Reece, remained inside with her children. She wrote this song, "Which Side Are You On?"
Again, here is Pete Seeger.
Probably the most famous labor songwriter in America was Joe Hill. He was born in Sweden and came to the United States in the early 1900s. He worked as an unskilled laborer.
Joe Hill joined the Industrial Workers of the World, known as the Wobblies. More than any other union, they used music in their campaigns, urging members to "sing and fight."
One of Joe Hill's best-known songs is "Casey Jones." It uses the music from a song about a train engineer. In the old song, Casey Jones is a hero. He bravely keeps his train running in very difficult conditions.
In Joe Hill's version, Casey Jones is no hero. His train is unsafe. Yet he stays on the job after other workers have called a strike against the railroad company.
Pete Seeger and the Song Swappers sing "Casey Jones (The Union Scab)."
Another American labor song is called "Bread and Roses." That term was connected with the women's labor movement.
The song was based on a poem called "Bread and Roses" by James Oppenheim. The poem was published in The American Magazine in December of 1911.
The following month there was a famous strike by textile workers in Lawrence, Massachusetts. They won higher pay and better working conditions. Oppenheim's poem gained more attention.
At that time, conditions in factories were already a national issue. In 1911, a fire at a clothing factory in New York had taken the lives of 146 people. The victims were mostly immigrant women.
Here is Pat Humphries with "Bread and Roses."
Union activists know that labor songs can unite and help people feel strong. This can be true even when the music has nothing to do with unions.
"De Colores" is a popular Spanish folksong. It talks about fields in the spring, little birds, rainbows and the great loves of many colors.
This song is popular with supporters of the United Farm Workers union. We listen as Baldemar Velasquez leads the band Aguila Negra in "De Colores."
For many years, folksinger Joe Glazer was a union activist with a guitar. He was also a labor historian. Labor's Troubadour was the name of a book he wrote about his life. He believed in organized labor and preserving the musical history of the American labor movement. Joe Glazer died in 2006 at the age of 88.
Here is Joe Glazer with "Solidarity Forever," written by Ralph Chaplin.
Our program was written by Jerilyn Watson and produced by Mario Ritter. Steve Ember and Barbara Klein were our readers. To learn more about American life, go to learningenglish.voanews.com. And join us again next week for This Is America with VOA Learning English.
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CSC489: Selected Topics in Computer Science
Assignment: Project Presentation
Objective
The goal of this assignment is to deliver a 10-minute presentation on your mobile app project to the class. This will provide an opportunity for you to showcase your understanding of cloud computing concepts and your ability to apply them in a practical project.
Presentation Details
Your presentation should cover the following topics:
1. App Idea: Explain the purpose of your app and its target users. Discuss why you chose this idea and how it benefits the users.
2. Design: Describe the architecture and components of your app and service. Explain how you applied cloud computing principles in your design, such as scalability, reliability, and security.
3. Implementation: Discuss the technologies and tools you used to implement your app and service. Show some examples of your code and explain how they work.
4. Deployment: Demonstrate the deployment of your app and service in the cloud provider. Show how the app works in the cloud environment and discuss any challenges you faced during the deployment.
5. Lessons Learned: Reflect on your experience in this project. Discuss what you learned, what you would do differently next time, and any advice you have for future projects.
Deliverables
You are required to prepare the following:
1. Presentation Slides: A set of slides covering the above topics. The slides should be clear, concise, and visually appealing.
2. Live Demonstration: A live demonstration of your app during the presentation. You should prepare a backup plan in case of technical issues, which includes having screenshots of key functionalities of your app ready to be shown.
Here are some guidelines for your presentation slides:
1. Title Slide: The first slide should include the title of your project, your name(s), and any other relevant information.
2. Introduction Slide: This slide should provide a brief overview of your app idea and its target users.
3. Design Slide(s): These slides should illustrate the architecture and components of your app and service. Use diagrams to visually represent your design. Explain how you
CSC489: Selected Topics in Computer Science
applied cloud computing principles in your design, such as scalability, reliability, and security.
4. Implementation Slide(s): These slides should discuss the technologies and tools you used to implement your app and service. Include snippets of your code and explain how they work.
5. Deployment Slide(s): These slides should demonstrate the deployment of your app and service in the cloud provider. Show screenshots of the deployed app and service, and discuss any challenges you faced during the deployment. You can also show your app in a simulator.
6. Lessons Learned Slide: This slide should reflect on your experience in this project. Discuss what you learned, what you would do differently next time, and any advice you have for future projects.
7. Conclusion Slide: Summarize the key points of your presentation and thank the audience for their attention.
8. References Slide (if applicable): If you used any external resources or references in your project or presentation, list them here.
Remember, these are just guidelines. Feel free to add more slides or sections as needed to fully present your project. Good luck!
Evaluation
Your presentation will be evaluated based on the following criteria:
1. Quality of the slides and script.
2. Clarity and effectiveness of the presentation.
3. Successful demonstration of the app.
4. Understanding of cloud computing concepts and their application in the project.
5. Adherence to the 10-minute time limit for the presentation.
Submission Guidelines:
Submit your presentation in the LMS (in two formats, PDF & PPTX).
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The Wonderful Wizard of Oz
L. FRANK BAUM
A Before Reading
1 Student's own answers, but may include Harry Potter, Hansel and Gretel, Snow White, Sleeping Beauty, Fantasia, Merlin.
2 Student's own answers. May involve the following: storm is taking place in a farm setting; man is rounding up animals; woman is going beneath the house, into a cyclone cellar; girl is getting her dog and also coming inside; a cyclone is about to hit the area.
B While Reading
3 (a) In the Land of the Munchkins.
(b) Wicked Witch of the East
(c) Dorothy's house landed on the witch during the cyclone storm.
4
| Characters they meet | What the character does |
|---|---|
| Queen of the Field Mice | Helps to carry the sleeping Lion out of the field of poppies |
| Man and woman in a farmhouse | Give them supper and somewhere to sleep |
| Green man, green soldier and Guardian of the Gate, green girl | Take them through to the Palace of Oz |
| Wizard of Oz | Listens to their wishes and tells them to kill the Wicked Witch of the West |
| Wicked Witch of the West | Tries to kill Dorothy, the Scarecrow, the Tin Man and the Lion |
| Winkies | Wicked Witch’s slaves: carry out her orders |
| Winged Monkeys | Grant three wishes when the Wicked Witch wears a magical golden cap |
| Hammer Heads | Hit Dorothy and her friends as they try to climb over the hill to the land of the Quadlings |
| Quadling woman | Gives Dorothy and her friends cake and milk and helps them to find Glinda |
| Three girls dressed like soldiers in red and gold | Take Dorothy and her friends to the Castle of Glinda and let them see the Good Witch |
Macmillan Readers
4
| ‘I am tired of being a humbug.’ | Wizard of Oz, page 60 |
|---|---|
| ‘Brains are better than a heart.’ | Scarecrow, page 21 |
| ‘I would like to return to the Country of the West. I want to be King of the Winkies.’ | Tin Man, page 69 |
| ‘Peck out the strangers’ eyes! Tear them to pieces!’ | Wicked Witch of the West, page 45 |
| ‘Home is always the best place to be.’ | Dorothy, page 13 |
| ‘My dearest child! Where have you come from?’ | Aunty Em, page 71 |
| ‘I have always been happy because I’m so big and strong. But little flowers nearly killed me and little animals saved me.’ | Lion, page 33 |
| ‘The monster is dead. I am your King!’ | Lion, page 65 |
| ‘You were able to get back to your Aunt Em as soon as you put the Silver Shoes on.’ | Glinda, page 69 |
C After Reading
6 Student's own designs. May include friendly mice, green people, magical poppies, good witches, dangerous wildlife (winged monkeys), amazing architecture (emerald palaces), amazing sunsets (green light).
7 Student's own answers. May include the Wizard of Oz telling her to kill the Wicked Witch of the West (but she can't do that), scary animals and being trapped as a slave by the Witch.
8 Student's own answers.
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Health Promotion Board eTeens for Secondary Schools
Dear Sir/ Madam
1. The Health Promotion Board (HPB), in collaboration with the Ministry of Health (MOH) and the Ministry of Education (MOE), conducts a programme titled Empowered Teens (eTeens) to educate Secondary 3 students about preventing STIs (Sexually Transmitted Infections)/HIV (Human Immunodeficiency Virus). The programme provides information on the transmission and prevention of STIs/HIV and guides students to make responsible decisions to avoid risky sexual behaviors.
2. The following topics are taught:
a) Infectious diseases (STIs and HIV): what it is, how it spreads, how to prevent infection mainly through ABC (Abstinence, Being faithful, Correct and Consistent condom use)
b) Managing relationships and risky situations in a healthy way
3. The programme includes a 50-minute mass talk and a 1-hour classroom-based lesson:
a) The talk includes a multi-media presentation using a video and presentation to convey key learning points. The video depicts how teenagers weigh considerations in different scenarios and eventually make responsible decisions. Presenters are engaged by the HPB and follow a presentation guide approved by MOE.
b) The classroom-based lesson by an MOE Sexuality Education trained teacher reinforces skills of responsible decision-making, negotiation and assertiveness, based on the values which students have been brought up with, in the family and the community. The training for teachers who conduct the classroom-based lesson is provided by MOE.
4. Additional information is available on the MOE website: https://go.gov.sg/moesexuality-education
5. If you do not wish your child/ward to attend this programme, please complete the opt-out form on page 2 of this document. For further clarifications about this programme, please email us at firstname.lastname@example.org.
Yours Sincerely
Ann Low (Ms) Covering Director, Preventive Health Programmes Division Health Promotion Board
eTeens Opt-out Form
Please complete this section if you DO NOT wish your child to attend the eTeens Programme and return it to the school.
I, (name) , do not wish my son/daughter/ward*, (name) of class , to attend the eTeens STIs/HIV Prevention Programme conducted by the Health Promotion Board.
My reason(s) for opting out:
❑ My child is too young
❑ I would like to personally educate my child
❑ I am not comfortable with the topics/content to be covered
❑ Religious reasons
❑ I have previously taught my child the topics/content to be covered
❑ I do not think it is necessary for my child to attend
❑ Others (please state):
Signature of Parent/Guardian
Date
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INTRODUCTION
The Heritage Foundation for Arts and Cultural Sustainability has developed this guide to help donors, collectors and collecting organizations understand some of the ways to preserve and take care of objects of different types. Historic objects constitute a priceless heritage cultural. They are a trust for present and future generations to enjoy, and their care and preservation are entrusted to national and or cultural organizations.
These guidelines are designed to help everyone responsible for the care and handling of historic objects to preserve cultural heritage. Many objects hold historical, artistic, scientific or cultural significance and improper care can lead to deterioration or loss. Guidelines help prevent damage and extend the lifespan of object. Consistent care practices help maintain integrity of objects.
The guidelines are also a basis for collaboration and knowledge sharing. Best practices and lessons learned can benefit the broader community of collectors and appreciators. It is hoped that by sharing guidelines for proper care, we will help to increase awareness about the importance of cultural preservation and encourage responsible stewardship among collectors and the community. In summary the development of these guidelines stems from the need to protect and preserve cultural
heritage, standardize care practices and serve as essential tools for maintaining objects.
The Heritage Foundation for Arts & Cultural Sustainability was established to promote better understanding about cultural heritage. The Foundation also encourages and facilitates programs with other entities. Encourage, promote and engage in cooperative educational historic and cultural activities, projects and programs of federal, state or local governments or private, philanthropic or non-profit interest for benefit of the public.
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Primary & Secondary Sources
Primary Sources
Secondary Sources
A primary source is a first-hand account by someone who experienced or witnessed an event. Primary sources can be described as those sources that are closest to the origin of the information. These sources are records of events or evidence as they are first described or actually happened without any interpretation or commentary. Primary sources display original thinking, report on new discoveries, or share fresh information.
Primary sources can include:
- Historical documents (e.g. Bill of Rights) and other original documents
- Newspaper reports by reporters who witnessed an event or who quote people who did
- Speeches, diaries, letters and interviews from people involved
- Survey data, such as census or economic statistics
- Photographs, video, or audio that capture an event
- First publication of a scientific study
- Original artwork
- Autobiographies
Primary sources are appropriate to directly quote in a paper (even when contained in a secondary source).
Not commonly directly quoted in a paper (secondary sources are more commonly paraphrased, unless quoting a primary source within the secondary source).
A reflection on primary sources: Instead of asking IF a particular source is a primary source, it might be more useful to ask WHEN that source would be a primary source; see explanation here LOC.
Information above was compiled from: UMass Boston, Furman University, Monmouth College, SUNY Empire, University of Minnesota, and OSLIS (for more particulars & examples, please use these links)
Additionally, Tertiary Sources may also be a consideration. The use of tertiary sources is relative to the discipline/assignment: generally tertiary sources are even further removed from a primary source, summarizing or synthesizing research in secondary sources. These are sources that index, abstract, organize, compile, or list other sources. Tertiary sources are usually not credited to a particular author. Note: Check with your teacher if you need help deciphering secondary vs. tertiary sources.
Tertiary sources are frequently a starting point, but are not generally cited sources; they include:
- Dictionaries and general encyclopedias like Britannica, Wikipedia, and World Book (note: subject-specific encyclopedias are usually secondary sources)
- Almanacs, directories, guidebooks, manuals, handbooks, and bibliographies
- Textbooks (note: some are considered secondary, especially those with authors)
Secondary sources are one step removed from primary sources, though they often quote or otherwise use primary sources. These sources are written or reported at some point after an event occurred by someone other than the originator. They can cover the same topic, but the most important distinction is that there is usually an added layer of interpretation and analysis.
Secondary sources can include:
- Most books about a topic
- Scholarly or other articles about a topic, especially by people not directly involved
- Literary criticism, reviews of law and legislation, political analyses and commentaries
- Analysis or interpretation of data
- Documentaries (some will include primary source photos/videos)
- Biographies
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Who:
Why:
Website:
About BECU:
THE NEXT BIG TALK FACT SHEET
What:
Inspired by the belief that the money talk is just as important as conversations about any of life's challenges, BECU is providing parents with the information, tools and encouragement to speak with their teens about finances. The credit union's Next Big Talk conversation guide (available in English and Spanish on BECU.org) features questions, tips and activities for parents and teens that reinforce smart money management.
The guide is focused on four areas of financial health, introduced by the Financial Health Network:
1. Spend: Managing cash flow and spending less than your income to save for future expenses and help deal with unexpected events.
2. Save: Building up sufficient savings to cope with the unexpected, like a car repair or a sudden drop in income. A strong savings account also means you can take advantage of financial opportunities like investing or education.
3. Borrow: Managing your debt responsibly to avoid getting overwhelmed by late fees or payments, which impact your credit score and can lead to further financial problems.
4. Plan: Planning ahead by setting goals, preparing for expenses and obtaining insurance are important fundamentals of positive financial health—now and in the future.
As a not-for-profit financial institution, BECU is uniquely positioned to take the lead on giving parents the tools and resources necessary to have the money talk with their teens.
According to BECU's Finance and Parents Survey, only 28% of parents are currently talking to their kids about money and 82% cite fear as a barrier to having the conversation.
A healthy relationship with money starts at an early age. BECU wants to help parents feel equipped to talk with their teens about finances so they can jump into adulthood with the right tools to manage their money responsibly.
www.becu.org/thenextbigtalk
With nearly 1.4 million members and $28.8 billion in assets, BECU is the largest not-for-profit credit union in Washington and one of the top four financial cooperatives in the country. As a member-owned credit union, BECU is focused on helping increase the financial well-being of its members and communities through great rates, low or no fees, community partnerships and financial education. The credit union currently operates 60 locations, including two financial centers in South Carolina. For more information, visit www.becu.org.
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Chapter 1
Overview
JOB-RELATED SOCIAL SKILLS: A CURRICULUM
Why Teach Job-Related Social Skills?
Program Purpose
Many students, including those with special needs, are frequently at a disadvantage in competitive employment because they lack appropriate communication and social interaction skills. Students often encounter problems when initiating interactions or responding to others. Good communication and interaction skills are essential for finding, getting, keeping, and holding a job; in fact, many employers consider social behavior and good communication more important on the job than technical training.
Employers also indicate that many employees lose jobs because of personality factors and the way they relate to people rather than because of inadequate performance of the job itself. It is critical, therefore, that individuals receive instruction in the social skills necessary for job success regardless of age, gender, qualifications, disabilities, or past school and work history.
The purpose of Job-Related Social Skills: A Curriculum is to teach social skills that will increase the opportunity for job success. This evidence-based program is designed for a semester course and provides for the explicit instruction of 18 job-related social skills and job monitoring procedures to facilitate skill maintenance.
The interpersonal skills were identified through a literature review and conferences with employment experts (Montague, 1988). The sequence of social skills selected for the training program is as follows:
1. Ordering Job Responsibilities.
2. Understanding Directions.
3. Making Introductions.
4. Asking Questions.
5. Asking Permission.
6. Asking for Help.
7. Accepting Help.
8. Offering Help.
9. Requesting Information.
10. Taking Messages.
11. Engaging in a Conversation.
12. Giving Directions.
13. Responding to Compliments.
14. Giving Compliments.
15. Convincing Others.
16. Apologizing.
17. Accepting Criticism.
18. Responding to a Complaint.
The skill sequence is hierarchical; that is, the skills are ordered from simple to complex and easy to difficult.
The curriculum is developed around a task analysis of social behaviors to be learned, systematic instruction with repeated practice, and feedback to the learner regarding the appropriateness of responses. Self-management strategies are used to increase students' responsibility for performing on-the-job-behaviors (Montague, 1987a). Students are systematically taught the strategies of self-instruction, self-questioning, self-monitoring, and self-reinforcement. Since social skills are generally learned through observing the actions of others, students are taught to refine their observation skills as well as improving their interaction and problem solving skills—in other words, to "think" before acting.
This instructional program was validated with individuals between the ages of 15 and 22 who had mild to moderate learning disabilities, emotional disturbance, or educable mental retardation (Montague, 1985, 1987b, 1988; Montague & Lund, 1985). However, the program also is appropriate for low-achieving or low-quartile students who evidence social skill deficits.
The Job-Related Social Skills Curriculum provides:
* ● Guidelines for teaching job-related social skills and on-the-job problem solving.
* ● Methods to assess the performance of students on specific social skills.
* ● Lessons for individual and group instruction across a variety of job-related skills.
* ● Activities to enhance transfer of social skills to work settings.
* ● Strategies to promote maintenance of learned skills in the workplace.
Program Components
Everything you need to teach the job-related social skills is found in the Instructional Guide or on the CD found inside the back cover. The materials found in the Instructional Guide and on the CD may be duplicated for classroom use only. Any other duplication of the materials is prohibited. Teachers are encouraged to copy the CD files to your computer, or double-click the "Run Job-Related Social Skills.PDF" file on the CD to navigate through the files using the displayed menu.
The Instructional Guide provides background information for teaching job-related social skills.
* ● Chapter 2 discusses the types of instructional strategies that research and best practice suggest should be used for teaching social skills successfully.
* ● Chapter 3 describes how the JobRelated Social Skills curriculum incorporates the instructional strategies discussed in Chapter 2 into the lessons. It also offers suggestions for organizing and leading groups during the instructional sessions.
* ● Chapter 4 discusses job-monitoring procedures that help students transfer what is learned in the classroom to the work setting (Lund, Montague, & Reinholtz, 1987; Montague & Lund, 1988). It offers suggestions and recommendations for
skill maintenance and generalization into the workplace.
* ● The Appendix contains Skill Lesson 1: Ordering Job Responsibilities in its entirety. [Note: All 18 Skill Lessons and the 2 Monitoring Lessons are found on the CD.] Readers are encouraged to use it as an example as you read through Chapter 3.
There are 18 Scripted Skill Lessons in the Job-Related Social Skills Curriculum. Each Scripted Lesson contains explicit directions for facilitating individual and group instruction. The following materials are found at the end of each scripted lesson.
* ● Master Class Charts. These list anticipated student responses to be developed during the lesson and are used in guided practice. The charts introduce and reinforce each skill. They are employed by the teacher to elicit the most desired or appropriate social response.
* ● Student Cue Cards. These present an acronym to identify the skill steps. The acronym helps to facilitate memorization of a particular skill. These mnemonic devices give the students a way to organize new understandings and provide a self-check for remembering appropriate responses.
* ● Role Play Activities. The Job-Related Social Skills curriculum incorporates both scripted and impromptu role plays to engage students in active practice. They are designed to enhance skill acquisition by presenting situations that reflect typical job interactions. The Role Play Activities allow students to try out social skills in a controlled environment in which they are given immediate performance feedback.
The Role Play Observation/Feedback Worksheet is included. It is used to help guide students in preparing feedback for their peers.
* ● Social Skill Assessments. A Pretest, Posttest, and Role Play Behavioral Assessment form are included for each Skill Lesson.
The Job-Related Social Skills assessments also are discussed in the Instructional Guide and are found on the CD. There are two types of assessments.
* ● The Social Skill Behavioral Checklists. These include criterionreferenced checklists for each of the 18 social skills. The assessments include the Pretest, Posttest, and Role Play Behavioral Assessments that accompany the Role Play Activities found in each lesson. Teachers can use these checklists to monitor progress and mastery of the social skills. The CD includes the Social Skill Checklists Recording Form (in print and in a Microsoft Excel version). The Excel version has an advantage in that it creates a progress graph that can be shared with students.
* ● The Social Skills Surveys (student version, teacher version, and parent version, found on the CD). Individuals use these scales to rate a particular student's social skill performance. When three parties independently us the same instrument to rate a student's performance, a more objective perception of the student emerges and instructional needs may be further clarified. The teacher can tally the surveys on the Social Skills Surveys Tally Sheet (print or Excel spreadsheet version, both found on the CD).
References
Lund, K., Montague, M., & Reinholtz, M. (1987). Monitoring students on the job. Teaching Exceptional Children, 19, 58–60.
Montague, M. (1985). Final Report for Grant #G008530216: Project STEP. (ERIC Document Reproduction Service).
Montague, M. (1987a). Self-management strategies for job success. Teaching Exceptional Children, 19, 74-76.
Montague, M. (1987b). Job-related socialization training for mildly to moderately handicapped adolescents. In R. Rutherford, C.M. Nelson, & S. Forness (Eds.), Severe behavior disorders of children and youth (pp. 173-185). San Diego, CA: College Hill Press.
Montague, M. (1988). Job-related social skills training for adolescents with handicaps. Career Development for Exceptional Individuals, 11, 26-41.
Montague, M., & Lund, K. (1985). Project INTERACT: Job-Related Social Skills to Facilitate School-to-work Transition. (ERIC Document Reproduction Service No. ED 258 380)
Montague, M. & Lund, K. (1988). Job maintenance for special needs adolescents. Illinois Schools Journal, 67, 26-30.
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RESPONSE TO INTERVENTION Applications to
Storylands—Adventures in Reading
Storylands—Adventures in Reading is a supplemental resource for emergent through early-fluent readers. The program includes stories that are fun and engaging with memorable characters and eye-catching illustrations.
Lessons and activities in the Storylands program reinforce basic reading skills, including phonemic awareness, phonics, vocabulary and word study, meaning and comprehension, and fluency.
The Storylands program provides books for readers at different levels, so students can read books at their own level that feature the same characters and themes.
CONTENTS
PAGE 2: What is Response to Intervention?
PAGE 3: RTI & Storylands
— Evidence-Based Practices
— Screening and Assessment for Monitoring Progress
— Family Involvement
PAGE 4: RTI & Storylands
— Applying the Three-Tiered Model
— Conclusion
— References
© Blue Star Education page 1
What is Response to Intervention?
Response to Intervention (RTI) is a model that involves early intervention for the purpose of providing supports and services for students in order to keep them on a path to academic success. This model can be successfully used with Pre-K and school-aged children. RTI identifies a three-tiered framework of supports and services for children.
Tier 1 involves high-quality curriculum that is comprehensive and evidence-based. This tier also involves a system of progress monitoring that is used in order to gather baseline information. Once this information is gathered, decisions can be made about a child's need for academic support.
There is a difference, however, between the RTI model used for older children and the model used in early childhood. Approaches must be adapted to meet the developmental needs of children in the early years.
Tier 2 addresses the needs of children who have been identified as needing additional support. This support is offered in the form of large- or small-group instruction that is intensive and focuses on children's specific learning needs. A child's progress is continually and frequently monitored at this stage. Family members are brought in as part of a team for collaboration and problem solving.
Tier 3 involves additional support for those children who need more support above and beyond Tier 2. Intensive intervention now becomes individualized. Monitoring of the child's progress persist and problem-solving efforts continue with a team that makes decisions about the child's plan of action.
While the majority of entities utilizing RTI do so with school-aged children, many have shifted their focus to early childhood. Using RTI with young children is believed to circumvent problems with language and literacy development (Colemen, Roth, & West, 2009).
© Blue Star Education
According to Coleman, Roth, & West (2009, p. 9), RTI models for young children should include:
the use of tiered service delivery models;
learning standards that guide instruction;
the use of intentional teaching methods that include embedded and explicit instruction; and
the emerging use of progress monitoring measures and data driven decision-making models.
page 2
Evidence-Based Practices
Response to Intervention calls for the use of high-quality instructional methods that meet the developmental needs of children. Storylands— Adventures in Reading includes key components necessary for building literacy skills as identified by the National Reading Panel (National Institute of Child Health and Human Development, 2000). Instruction focused on phonemic awareness and phonics provides children with knowledge of the sounds of spoken language and how these sounds connect to our written system of communication.
Experience with vocabulary and word study encourages children to encounter new words, which are repeated throughout the Storylands series.
Another necessary component of early literacy instruction involves fluency, which addresses reading with accuracy, appropriate rate, and expression. Development of fluency leads to greater comprehension.
Finally, Storylands —Adventures in Reading focuses on meaning and comprehension, which ultimately, is the purpose for reading.
Screening and Assessment for Monitoring Progress
One of the major components of RTI involves monitoring the strengths and needs of children as they learn. Storylands—Adventures in Reading meets the needs of children who read on a variety of levels. Similarly themed books are written for emergent, early, and early-fluent readers, so children of all ability levels can participate in literacy experiences together.
In particular, Response to Intervention advocates for authentic assessments that require teachers to monitor progress through everyday learning experiences, such as "observation, work samples,
© Blue Star Education and curriculm probes" (Coleman, Roth, & West, 2009, p. 9).
Storylands—Adventures in Reading is perfectly matched to authentic assessment, as each lesson includes activities that lend themselves to this form of monitoring. Each lesson includes prompts and questions a teacher can ask before, during, and after reading. Key concepts from the stories are addressed in fun, game-like formats that allow a teacher to observe children's participation and assess understanding.
Throughout the Storylands—Adventures in Reading Teacher's Guide, reading record sheets are provided for the purpose of monitoring comprehension and reading behaviors related to specific stories in the series.
Family Involvement
Response to Intervention includes a family engagement component that is particularly crucial as part of a program for young children. As families possess knowledge of their children's strengths and needs, it is imperative to involve them in the decision-making process and planning for supports and services their children require.
The literature on parent involvement in education strongly emphasizes the immediate and long-term academic benefits to children. This is especially the case with children in their early years of school as they adapt to the new environment and begin to form who they are as learners. "It is a well-established fact that home-school collaboration benefits all children" (Raffaele, 1999). For this reason, Storylands—Adventures in Reading provides a Web site that includes all of the fiction titles in a read-aloud format, which can be accessed by children and their families. Involving families in the process of reading is a perfect way to provide families with a peek into their children's literacy development.
page 3
Applying the Three-Tiered Model
Tier 1
Determine approximate reading levels of children (emergent, early, early-fluent), and provide each child with a corresponding book. (Storylands books revolve around similar themes with common characters across the reading levels, so all children can have shared experiences with the theme, regardless of the reading level.)
— The teacher uses authentic assessment strategies to monitor student progress.
— The teacher observes as children interact with the stories and participate in discussions of the storylines.
— The teacher periodically assesses children using the provided Reading Record Sheets in order to gain insights about student progress and make recommendations for additional supports needed.
— The teacher implements the Literacy Centers to provide more focused practice with a variety of literacy skills.
If questions arise about a particular child's progress, the teacher adjusts instruction to provide more intense learning opportunities that address specific needs. The teacher may find it necessary to adjust the reading level of the book a child reads or focus on the instruction of targeted literacy skills in small-group settings.
The Literacy Centers provided in Storylands— Adventures in Reading allow the teacher to engage children in activities that focus on identified problem areas, such as sight words, letters and sounds, blends and digraphs, word families, sequencing, rhyming words, vowel sounds, story comprehension, and more.
© Blue Star Education
Families are encouraged to participate in the literacy development process at home, using the provided online books and accompanying games and activities.
For a child who continues not to make adequate progress, the teacher implements elements of Tier 3. The teacher works one-on-one with the child to teach and prompt as the child interacts with stories in the series. If the teacher notices that the child continues to struggle, he or she might recommend a more formal evaluation of the child's learning needs.
Differentiated Learning
Storylands: Adventures in Reading lends itself to differentiated instruction, which makes it perfect for use in Tiers 2 and 3 of RTI.
The stories are organized around themes. Within each theme there are 20 reading levels that begin with the emergent level and increase in difficulty through early fluent and fluent.
Children, whose reading levels vary, will have shared experiences with similar story themes and characters, but they can focus on stories that meet their developmental reading needs. As children progress in their reading abilities, they can proceed through stories written at higher levels of difficulty.
A more specific opportunity for providing differentiated instruction is built into the lessons themselves. After the story, lesson, and follow-up activities are completed, the teacher can evaluate the child's progress using the Reading Record Sheet. If the final analysis indicates satisfactory progress, the child moves to the next level(s). If not, the child is re-evaluated, and he or she may continue at the same level, or work with books and activities at a less difficult reading level, depending on the teacher's recommendations.
page 4
Conclusion
Response to Intervention is an approach that emphasizes the holistic development of children, combined with authentic assessment, early intervention, collaborative decision-making, and family involvement (Coleman, Roth, & West, 2009). Storylands—Adventures in Reading weaves together these components in the context of engaging stories with delightful characters, while offering children enjoyable experiences with skills that contribute to reading success.
References
Coleman, M.R., Roth, F.P., West, T., (2009). Roadmap to Pre-K RTI: Applying Response to Invervention in Preschool Settings, National Center for Learning Disabilities.
National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Raffaele, L.M.K., (1999). Improving home-school collaboration with disadvantaged families: Organizational principles. School and Psychology Review 28 March 1999: 448+.
Dr. Jennifer Prior
This paper was researched and written by Dr. Jennifer Prior. Dr. Prior is Associate Professor of Early Childhood and Literacy at Northern Arizona University. Her scholarly interests include using environmental print as an instructional literacy tool, family involvement in education, and effective literacy practices. She has coauthored Environmental Print in the Classroom: Meaningful Connections for Learning to Read (International Reading Association) and Family Involvement in Early Childhood Education: Research into Practice (Thomson Cengage Learning). She has presented her literacy research and classroom applications at numerous conventions for the International Reading Association as well as for the National Reading Conference, the National Association for the Education of Young Children, and the Association for Childhood Education International.
© Blue Star Education page 5
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THE HARDEST MATH PROBLEM GRADE 7
At Sunny Middle School, Ms. Addison's class is investigating how greenhouse gases (GHGs) contribute to global climate change. They wrote their research on note cards:
Greenhouse gases cause climate change by trapping heat on the planet.
Greenhouse gases contribute to smog and air pollution, which can cause respiratory diseases, like asthma.
Extreme weather, disruptions to the food supply, and increased wildfires are also caused by greenhouse gases.
"Where do greenhouse gases come from?" Mia asked. "One of the most common greenhouse gases is carbon dioxide, also known as CO2. People release CO2 into the atmosphere when we burn fossil fuels (like coal and natural gas) for energy and transportation," Ms. Addison answered.
The class examined the graph. The source for the largest percentage of CO2 emissions for a typical household was vehicles. The students conducted some research and found:
Highway vehicles release about 1.7 billion tons of GHGs each year.
Each gallon of gasoline burned creates 20 pounds of GHG.
A typical vehicle releases 6 to 9 tons of GHG into the atmosphere each year.
Solve the Problem
For their group project, Mia and Ichiro researched hybrid cars that combine gas and an electric motor. "Awesome, so it consumes less fuel and emits less CO₂ into the environment," Ichiro said.
"While hybrid cars are better for the environment, I'm seeing that some people are hesitant to buy one because of the higher purchase price," Mia noted.
They found the graph to the right, which shows the miles per gallon (MPG) and the annual tons of GHG produced by 8 different types of cars.
If each gallon of gasoline burned created 20 pounds of GHG, and the price of gasoline was $2.454 per gallon, how much money was saved annually on gas by the car that got 40 miles per gallon when compared to the car that got 20 miles per gallon? Provide your answer to the hundredths place.
Note: 1 ton = 2,000 pounds.
Although each problem has one correct numeric solution, there are multiple pathways students can take to arrive at the answer. Students who answered Challenge 1 correctly are invited to enter Challenge 2!
THE HARDEST MATH PROBLEM CHALLENGE 1 ANSWER KEY – GRADE 7
Sample Solution
Step 1: To compare cost, you need to find the amount spent on gas for each car. Looking at the chart, you can see that the car averaging 40 mpg emitted 4.4 annual tons of GHG.
Step 2: Since 1 ton = 2,000 pounds, convert 4.4 tons into pounds by multiplying by 2,000.
4.4 x 2,000 = 8,800 pounds GHG
Step 3: Since 1 gallon of gas emitted 20 pounds of GHG, divide the pounds of GHG by 20 to find the number of gallons of gas that emitted that amount of GHG.
8,800/20 = 440 gallons of gas
Step 4: Multiply the gallons of gas by $2.454, the price of gas per gallon, to find out how much was spent on gas.
440 x $2.454 = $1,079.76
Step 5: To find out how much money was saved compared to the car that averaged 20 mpg, we need to repeat the first 4 steps to figure out how much money was spent on gas. Looking at the chart, the car that averaged 20 mpg emitted 8.8 annual tons of gas.
Step 6: Repeat steps 2, 3, and 4 using 8.8 annual tons to figure out how much was spent on gas for the car.
8.8 x 2,000 = 17,600 pounds GHG 17,600/20 = 880 gallons of gas 880 x $2.454 = $2,159.52
Step 7: Find the difference in the two amounts spent on gas.
$2,159.52 – $1,079.76 = $1,079.76
Final Answer: $1,079.76 was saved annually on gas for the car that averaged 40 miles per gallon compared to the car that averaged 20 miles per gallon.
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Word Problems
1) Alice has 97 sets of tea cups, and each set has 9 cups. How many tea cups does Alice have in total?
8) Goofy has 95 boxes of crayons, and each box has 3 crayons. How many crayons does Goofy have in total?
2) Woody Woodpecker has 23 trees, and each tree has 3 branches. How many branches do all the trees have in total?
3) If Simba has 68 lion friends, and each friend has 7 claws, how many claws do they have in total?
4) Snow White and the Seven Dwarfs have 83 beds, and each bed has 6 pillows. How many pillows do they have in total?
5) Alvin and the Chipmunks have 3 bags of acorns, and each bag has 6 acorns. How many acorns do they have in total?
6) Buzz Lightyear has 67 spaceships, and each spaceship has 2 laser guns. How many laser guns does Buzz have in total?
7) Pluto has 54 bones, and each bone has 9 stripes. How many stripes are there in total?
9) If Iron Man has 87 suits, and each suit has 3 weapons, how many weapons does he have in total?
10) If Batman has 77 gadgets, and each gadget has 2 buttons, how many buttons do his gadgets have in total?
11) If Woody has 77 toy soldiers, and each soldier has 31 weapons, how many weapons do they have in total?
12) Simba has 5 groups of lions, and each group has 5 lions. How many lions are there in total?
13) Tinkerbell has 58 jars of fairy dust, and each jar has 9 ounces. How many ounces of fairy dust does she have in total?
14) The Smurfs have 57 mushroom houses, and each house has 12 windows. How many windows do all the mushroom houses have in total?
- - - - - - - - - - - - - - - - Fold or tear from here - - - - - - - - - - - - - - - -
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Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level
COMPUTER SCIENCE
9608/43
Paper 4 Further Problem-solving and Programming Skills
May/June 2018
PRE-RELEASE MATERIAL
No Additional Materials are required.
This material should be given to the relevant teachers and candidates as soon as it has been received at the Centre.
READ THESE INSTRUCTIONS FIRST
Candidates should use this material in preparation for the examination. Candidates should attempt the practical programming tasks using their chosen high-level, procedural programming language.
This document consists of 8 printed pages.
Teachers and candidates should read this material prior to the June 2018 examination for 9608 Paper 4.
Reminders
The syllabus states:
* there will be questions on the examination paper which do not relate to this pre-release material
* you must choose a high-level programming language from this list:
Visual Basic (console mode)
Python
Pascal / Delphi (console mode)
Note: A mark of zero will be awarded if a programming language other than those listed is used.
The practical skills for Paper 4 build on the practical skills covered in Paper 2. We therefore recommend that candidates choose the same high-level programming language for this paper as they did for Paper 2. This will give candidates the opportunity for extensive practice and allow them to acquire sufficient expertise.
Questions on the examination paper may ask the candidate to write:
* structured English
* program code
* pseudocode
A program flowchart or the use of Jackson Structured Programming (JSP) should be considered as an alternative to pseudocode for documenting a high-level algorithm design.
Candidates should be confident with:
* the presentation of an algorithm using either a program flowchart or pseudocode
* the production of a JSP structure diagram from a given scenario
* the production of a program flowchart from given pseudocode and vice versa
Candidates will also benefit from using pre-release materials from previous examinations. These are available on the teacher support site.
Declaration of variables
The syllabus document shows the syntax expected for a declaration statement in pseudocode.
If Python is the chosen language, each variable's identifier (name) and its intended data type must be documented using a comment statement.
Structured English – Variables
An algorithm in pseudocode uses variables, which should be declared. An algorithm in structured English does not always use variables. In this case, the candidate needs to use the information given in the question to complete an identifier table. The table needs to contain an identifier, data type and description for each variable.
TASK 1
Key focus:
JSP structure diagrams
Staff salaries are read from a file. The role of each member of staff is determined by their salary:
* if they earn 50 or less, they are a Manager
* if they earn 90 or more, they are a Project Manager.
* if they earn more than 50 but less than 90 they are a Lead Developer
The following JSP structure diagram shows the structure of a solution for this problem.
TASK 1.1
Research the purpose of JSP structure diagrams.
TASK 1.2
Find out the meaning of the different symbols inside the boxes and how these affect the structure of the program.
TASK 1.3
Complete the following pseudocode algorithm for the JSP structure diagram on the previous page.
WHILE.....................................................................................................................................................
CALL ReadSalary()
IF......................................................................................................................................................
THEN
IF.........................................................................................................................................
THEN
Role
←
.................................................................................................................
ELSE
Role
←
.................................................................................................................
ENDIF
ELSE
Role
←
..............................................................................................................................
ENDIF
ENDWHILE
TASK 1.4
A new role is introduced. Any member of staff earning more than 70 and less than 90 is now called a Consultant.
Edit the JSP structure diagram to include the Consultant role.
TASK 1.5
Edit the pseudocode algorithm to add the Consultant role.
TASK 1.6
Write a function in program code to determine the role of a staff member.
The function will take salary as its parameter, and return the role title.
TASK 2
Key focus:
Object-oriented programming
A toy shop needs a computer system to store information about its toys.
The developer writes a program using object-oriented programming.
* A toy has the properties:
Name (for example, Train engine)
ID (for example, TE11)
Price (for example, 0.99)
Minimum age (for example, 4)
* A computer game is a type of toy; it has the properties of toy, and:
Category (for example, Car racing)
Console (for example, Camstation)
* A vehicle is a type of toy; it has the properties of toy, and:
Type (for example, Car)
Height (for example, 4)
Length (for example, 15)
Weight (for example, 0.2)
TASK 2.1
Use the following incomplete class diagram to specify the three classes. Make sure you include the constructor, and get and set methods for each class.
Toy
ComputerGame
Vehicle
Key focus:
Class diagrams
© UCLES 2018
9608/43/PRE/M/J/18
TASK 2.2
Find out what is meant by inheritance.
The ComputerGame and Vehicle classes inherit from the Toy class.
Add arrows to represent the inheritance relationships in your class diagram.
TASK 2.3
Write program code to create the Toy class. Make sure:
* the properties are declared as private
* you have get and set methods for each property.
* you have a constructor
TASK 2.4
Write program code to create the ComputerGame and Vehicle classes. Make sure:
* the properties are declared as private
* you have get and set methods for each property
* you have a constructor
* the classes inherit the properties from the Toy class.
TASK 2.5
Add validation (where appropriate) to the constructor and set methods for all three classes. For example, age range may be limited to between 0 and 18.
TASK 2.6
Create instances of ComputerGame and Vehicle with appropriate data, in the main program. Store the objects in arrays. The data for one instance of Vehicle is given to get you started.
```
Name = "Red Sports Car" ID = "RSC13" Price = 15.00 Minimum age = 6 Type = "Car" Height = 3.3 Length = 12.1 Weight = 0.08 Key focus: Instantiating objects
```
TASK 2.7
A procedure prompts the user to input the ID for a toy. The program finds that toy and outputs the values of its properties in an appropriate format.
Write the procedure and test it with appropriate data.
TASK 2.8
A procedure allows the user to input a number to be used as a discount rate. The price of all the toys will be reduced by that number. For example, 10 would reduce the price of all toys by 10%.
Write the procedure and test it with appropriate data.
TASK 2.9
Research the differences between a bubble sort and insertion sort.
TASK 2.10
The shop would like the program to sort the objects in the ComputerGame class in ascending order of price, and output the values of their properties.
Write at least one algorithm to sort and output the arrays in ascending order of price.
Test the algorithm with appropriate data.
TASK 3
Key focus:
Declarative language
A declarative language is used to create a set of facts and rules for characters in a computer game.
```
01 character(jim). 02 character(jenny). 03 character_type(jim, prince). 04 character_type(jenny, princess). 05 has_skill(jim, fly). 06 has_skill(jenny, invisibility). 07 pet(jim, horse). 08 pet(jenny, bird). 09 animal(horse). 10 animal(bird). 11 skill(fly). 12 skill(invisibility). 13 has_skill(X, Y) if character(X) and skill(Y).
```
TASK 3.1
Add the following facts:
* Habib is a character, who is an explorer.
* Habib has a pet fish and the skill of time travel.
TASK 3.2
Write a rule to state that a character can only have a pet, if they are a character, and the pet is an animal.
TASK 3.3
Add additional characters, animals, pets and skills.
TASK 3.4
State what would be returned if the following goals were added.
* character(jim).
* character_type(X, prince).
* character_type(jenny, X).
* has_skill(jenny, X).
* has_skill(X, fly).
TASK 3.5
Write goals to find the following information.
* all Jim's pets
* all the skills
* all the characters who can fly
* all the pets of characters who are princesses
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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AYA College
Child on Child Abuse Policy
Child-on-child sexual violence and sexual harassment
December 2022
Owner: Michael Buadi
This policy was written: December 2022
Date agreed and ratified by Governing Body/Trust/Committee/ Directors: December 2022
Date of next review: December 2024
Keeping Children Safe in Education 2022 states that 'Governing bodies and proprietors should ensure there are appropriate policies and procedures in place to ensure appropriate action is taken in a timely manner to safeguard and promote children's welfare.
These should include individual schools and colleges having:
* an effective child protection policy which:
* should describe procedures which are in accordance with government guidance.
* refer to locally agreed multi-agency safeguarding arrangements put in place by the three safeguarding partners.
* include policies as reflected elsewhere in Part two of this guidance, such as online safety, Child on child abuse and SEND
Definition
Children can abuse other children. This is generally referred to as child-on-child abuse and can take many forms. It can happen both inside and outside of school/college and online. It is most likely to include, but may not be limited to: bullying (including cyberbullying, prejudice-based and discriminatory bullying); abuse in intimate personal relationships between children/young people; physical abuse; sexual violence, such as rape, assault by penetration and sexual assault; sexual harassment; non-consensual sharing of nude and semi-nude images and/or videos; causing someone to engage in sexual activity without consent; up skirting; and initiation/hazing type violence and rituals.
Adapted from: Keeping Children Safe in Education
Introduction
AYA College recognises that children are vulnerable to and capable of abusing their peers. We take such abuse as seriously as abuse perpetrated by an adult. This includes verbal as well as physical abuse. The school's responsibilities, the governors, senior leadership team, and all staff (which term shall apply to all volunteer staff members) are committed to the prevention, early identification, and appropriate management of child-on-child abuse (as defined below) both within and beyond the school.
In particular we:
Believe that in order to protect children, all schools should
(a) be aware of the nature and level of risk to which their students are or may be exposed, and put in place a clear and comprehensive strategy which is tailored to their specific safeguarding context; and
(b) take a whole-school community Contextual Safeguarding approach to preventing and responding to child-on-child abuse,
Regarding the introduction of this policy as a preventative measure. We
(a) do not feel it is acceptable merely to take a reactive approach to child-on-child abuse in response to alleged incidents of it; and
(b) believe that in order to tackle peer on peer abuse proactively, it is necessary to focus on all four of the following areas:
1. systems
2. structures
3. prevention
4. identification response/intervention
* recognise national and increasing concern about this issue, and wish to implement this policy in order to mitigate harmful attitudes and child-on-child abuse in the school setting
* encourage parents to hold us to account on this issue, so that if their child is feeling unsafe as a result of the behaviour of any of their peers, they should inform the school so that it can ensure that appropriate and prompt action is taken in response.
What is child-on-child abuse?
Child-on-child abuse is sexual, emotional or physical abuse that happens between children of a similar age or stage of development. It can happen between any number of children and can affect any age group
(Department for Education (DfE), 2021).
It can be harmful to the children who display it as well as those who experience it. Children can experience child-on-child abuse in a wide range of settings (NSPCC, 2018), including:
* at school
* at home or in someone else's home
* in public spaces
* online
It can take place in spaces which are supervised or unsupervised. Within a school context, for example, child-on-child abuse might take place in spaces such as toilets, the playground, corridors and when children are walking home (Contextual Safeguarding Network, 2020).
As children develop healthily, it's normal for them to display certain types of behaviour. It's important that adults who work or volunteer with children can identify if any behaviour has become harmful or abusive and respond proportionally to keep all the children involved safe. We recognise that peer on peer abuse can manifest itself in many ways such as:
Child-on-child abuse is most likely to include, but may not be limited to:
* Vulnerable groups
We recognise that all children can be at risk however we acknowledge that some groups are more vulnerable. This can include
* Experience of abuse within their family;
* Living with domestic violence; young people in care;
* Children who go missing; children with additional needs (SEN and/or disabilities);
* Children who identify or are perceived as LGBT and/or have other protected characteristics under the Equalities Act 2010.
Whilst research tells is us girls are more frequently identified as being abused by their peers and, girls are more likely to experience unwanted sexual touching in schools this is not confined to girls. Boys are less likely to report intimate relationship abuse and may display other behaviour such as antisocial behaviour. Boys report high levels of victimisation in areas where they are affected by gangs. We recognise that both boys and girls experience child-on-child abuse, but they do so in gendered ways.
* Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
* Abuse in intimate personal relationships between children (sometimes known as 'teenage relationship abuse')
* Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse)
* Sexual violence, such as rape, assault by penetration and sexual assault; (this may include an online element which facilitates, threatens and/or encourages sexual violence)
* Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
* Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
* Consensual and non-consensual sharing of nude and semi-nude images and/or videos11 (also known as sexting or youth produced sexual imagery)
* Upskirting, which typically involves taking a picture under a person's clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress, or alarm, and
* Initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element)
* Radicalisation
* Abuse in intimate relationships
* Children who display sexually harmful behaviour
* Gang association and serious violence (County Lines)
Purpose and Aim
The purpose of this policy is to explore the many forms of child-on-child abuse and include a planned and supportive response to the issues. At AYA College, we have the following policies in place that should be read in conjunction with this policy:
* Child Protection Policy,
* Anti-Bullying Policy,
* Online Safety Policy.
* Behaviour and Positive Handling Policy.
Framework and Legislation
This policy is supported by the key principles of the Children's Act 1989 that the child's welfare is paramount. Another key document that focuses adult thinking towards the views of the child is Working Together 2018, highlighting that every assessment of a child, should 'reflect the unique characteristics of the child within their family and community context' (Working Together, 2022:28).
This is clearly echoed by Keeping Children Safe in Education 2022 through ensuring procedures are in place in schools and settings to hear the voice of the child and to be mindful of the context's children live in.
Identifying child-on-child abuse
All staff should be aware of indicators, which may signal that children are at risk from, or are involved with serious violent crime.
These may include:
* increased absence from school
* a change in friendships or relationships with older individuals or groups
* a significant decline in performance
* signs of self-harm
* a significant change in wellbeing
* signs of assault or unexplained injuries.
* unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs.
Prevention
AYA College actively seeks to raise awareness of and prevent all forms of Prevention AYA College actively seeks to raise awareness of and prevent all forms of child-onchild abuse by
* Educating all Governors, Senior Leadership Team, staff and volunteers, students, and parents about this issue. This will include training all Governors, Senior Leadership Team, staff and volunteers on the nature, prevalence and effect of peeron-peer abuse, and how to prevent, identify and respond to it.
This includes
* Contextual Safeguarding
* The identification and classification of specific behaviours
* The importance of taking seriously all forms of peer-on-peer abuse (no matter how low level they may appear) and ensuring that no form of peer-on-peer abuse is ever dismissed as horseplay or teasing.
* Educating children about the nature and prevalence of peer-on-peer abuse via PSHE and the wider curriculum.
* Students are frequently told what to do if they witness or experience such abuse, the effect that it can have on those who experience it and the possible reasons for it, including vulnerability of those who inflict such abuse.
* They are regularly informed about the School's approach to such issues, including its policy towards all forms of peer-on-peer abuse.
* Engaging parents on this issue by:
(a)Talking about it with parents, both in groups and one to one
(b) Asking parents what they perceive to be the risks facing their child and how they would like to see the School address those risks
* Involving parents in the review of School policies and lesson plans
* Encouraging parents to hold the School to account on this issue.
* Ensuring that all child-on-child abuse issues are fed back to the School's safeguarding lead so that they can spot and address any concerning trends and identify students who maybe in need of additional support. This is done by way of a weekly safeguarding meeting at which all concerns about students (including peeron-peer abuse issues) are discussed
* Challenging the attitudes that underlie such abuse (both inside and outside the classroom)
* Working with Governors, Senior Leadership Team, all staff and volunteers, students and parents to address equality issues, to promote positive values, and to encourage a culture of tolerance and respect amongst all members of the School community
* Creating conditions in which our students can aspire to and realise safe and healthy relationships – Incorporating the School ethos of Success
* Creating a culture in which our students feel able to share their concerns openly, in a non-judgmental environment, and have them listened to - Incorporating the School ethos of Strive
Preventative Strategies for Schools and Settings
For all schools and settings, it is important to develop appropriate strategies in order to prevent the issue of Child-on-child abuse rather than manage the issues in a reactive way.
Firstly, and most importantly for schools and settings is recognition that Child on child abuse can and will occur on any site even with the most stringent of policies and support mechanisms. In which case it is important to continue to recognise and manage such risks and learn how to improve and move forward with strategies in supporting young people to talk about any issues and through sharing information with all staff.
This can be supported by ensuring that each school/setting has an open environment where young people feel safe to share information about anything that is upsetting or worrying them.
This can be strengthened through a strong and positive PHSE curriculum that tackles such issues as prejudiced behaviour and gives children an open forum to talk things through rather than seek one on one opportunities to be harmful to one another. At AYA College our PSHE Curriculum incorporates:
* Healthy and respectful relationships
* What respectful behaviour looks like
* Consent
* Gender roles, stereotyping and equality
* Body confidence and self-esteem
* Prejudiced behaviour
* Sexual violence and sexual harassment
Expected action taken from all staff
All staff should be alert to the well-being of children and young people and to signs of abuse, and should engage with these signs, as appropriate, to determine whether they are caused by Child-on-child abuse. However, staff should be mindful of the fact that the way(s) in which children will disclose or present with behaviour(s) as a result of their experiences will differ (Farrer and Co. 2017).
Although the type of abuse may have a varying effect on the alleged victim and alleged perpetrator of the harm, these simple steps can help clarify the situation and establish the facts before deciding the consequences for those involved in perpetrating harm.
* It is important to deal with a situation of child abuse immediately and sensitively.
* It is necessary to gather the information as soon as possible to get a true, accurate account of the facts around what has happened, so that nothing is forgotten.
* It is equally important to deal with it sensitively and think about the language used and the impact of that language on both the children and the parents when they become involved. For example, do not use the word perpetrator, this can quickly create a 'blame' culture and leave a child labelled.
In all cases of Child-on-child abuse it is necessary that all staff are trained in dealing with such incidents, talking to young people and instigating immediate support in a calm and consistent manner.
Staff should not be prejudiced, judgemental, dismissive or irresponsible in dealing with such sensitive matters.
Staff should also be mindful of contextual safeguarding and that wider safeguarding concerns may influence the child's account of the event(s).
Alongside this peer pressure and the impact of sharing information about the incident(s) may also influence a child's account.
Gather the Facts
In cases specifically relating to Sexual violence and sexual harassment, part 5 of Keeping Children Safe in Education, 2022 states that two members of staff (one being the Designated Safeguarding Lead) should be present to manage the report, where possible.
In all circumstances, staff need to speak to all the young people involved separately, gain a statement of facts from them and use consistent language and open questions for each account.
The easiest way to do this is not to have a line of questioning but to ask the young people to tell you what happened. Only interrupt the young person from this to gain clarity with open questions, 'where, when, why, who'. (What happened? Who observed the incident? What was seen? What was heard? Did anyone intervene?)
A full and clear record of exactly what the young person has said in their own language should be made and stored on CPOMS.
Consider the intent (begin to Risk Assess)
Has this been a deliberate or contrived situation for a young person to be able to harm another?
Decide on your next course of action
If from the information that you gather you believe any young person to be at risk of significant harm, you must make a safeguarding referral to social care immediately (where a crime has been committed the police should be involved also).
This action would, in most circumstances be undertaken by the Designated Safeguarding Lead but in the event of their absence the referral can be made by another member of staff. If this is the case, once social care has been contacted and made a decision on what will happen next then you will be informed on your next steps. If social care and the police intend to pursue this further, they may ask to interview the young people in school or they may ask for parents to come to school to be spoken to also.
It is important to be prepared for every situation and the potential time it may take. It may also be that social care feel that it does not meet their criteria in which case you may challenge that decision, with that individual or their line manager. If on discussion however, you agree with the decision, you may then be left to inform parents.
Points to consider:
What is the age of the children involved? How old are the young people involved in the incident and is there any age difference between those involved? (In relation to sexual exploration, children under the age of 5, in particular 1–4-year-olds who are learning toileting skills may show a particular interest in exploration at around this stage. This, however, should not be overlooked if other issues arise (see following)
Where did the incident or incidents take place?
Was the incident in an open, visible place to others? If so, was it observed? If not, is more supervision required within this particular area?
What was the explanation by all children involved of what occurred?
Can each of the young people give the same explanation of the incident and also what is the effect on the young people involved? Is the incident seen to be bullying for example, in which case regular and repetitive? Is the version of one young person different from another and why?
What is each of the children's own understanding of what occurred?
Do the young people know/understand what they are doing? E.g., do they have knowledge of body parts, of privacy and that it is inappropriate to touch? Is the young person's explanation in relation to something they may have heard or been learning about that has prompted the behaviour? Is the behaviour deliberate and contrived?
Does the young person have understanding of the impact of their behaviour on the other person? In dealing with an incident of this nature the answers are not always clear cut. If you are concerned or unsure as to whether or not there is any risk involved, please seek advice from Children's Services Social Care.
Repetition
Has the behaviour been repeated to an individual on more than one occasion? In the same way it must be considered has the behaviour persisted to an individual after the issue has already been discussed or dealt with and appropriately resolved?
Outcomes
The outcome of the investigation will follow our local threshold guidance.
Therefore, a referral has been made to the police/social care for a full investigation (tier 4). It may have resulted in Children's Services undertaking a further assessment
(Tier 3) or as a school/setting you may have identified additional services/intervention that are non-statutory and in which case completed an early help assessment (Tier 2).
It may be that on investigation; a decision has been made to handle the incident (s) internally and which case the school may implement a risk assessment plan (Tier 1).
In any of the above outcomes the school has a duty of care to manage the education needs of both children/young people in which case a risk assessment plan may be needed irrespective of the outcome.
Multi-agency working
The School actively engages with its local partners in relation to peer-on-peer abuse, and works closely with Croydon's children's social care, and/or other relevant agencies, and other schools.
The relationships the School has built with these partners are essential to ensuring that the School is able to prevent, identify early and appropriately handle cases of peer-on-peer abuse.
They help the School
(a) To develop a good awareness and understanding of the different referral pathways that operate in its local area, as well as the preventative and support services which exist
(b) To ensure that our students can access the range of services and support they need quickly
(c) To support and help inform our local community's response to peer-on-peer abuse
(d) To increase our awareness and understanding of any concerning trends and emerging risks in our local area to enable us to take preventative action to minimise the risk of these being experienced by our students.
The School actively refers concerns/allegations of child-on-child abuse where necessary to Croydon's children's social care, and/or other relevant agencies.
Children resident out of borough but attending Aya College will be reported to their home authority Social Care team. In cases involving children who are subject to risk, harm and abuse and who have LAC status, the children's social worker will be informed and a coordinated approach to address any incidents or concerns will be required.
The Context
Child-on-child abuse takes place on a spectrum. Understanding where a child's behaviour falls on a spectrum is essential to being able to respond appropriately to it. It is essential that responses to incidents are proportionate and contextual. In this policy we recognise the importance of distinguishing between problematic and abusive sexual behaviour (Harmful Sexual Behaviour HSB). Simon Hackett (2010) has proposed a continuum model to demonstrate the range of sexual behaviours presented by children and young people, from those that are normal, to those that are highly deviant:
Determining the level of incidents
While determining the level of incidents is not always clear-cut we use this as a guide. In addition to this we consider the following behaviours:
* Chronological and developmental ages of everyone involved
* Difference in their power or authority in relation to age, race, gender, physical, emotional or intellectual vulnerability
* All alleged physical and verbal aspects of the behaviour and incident
* Whether the behaviour involved inappropriate sexual knowledge or motivation
* What was the degree of physical aggression, intimidation, threatening behaviour or bribery
* The effect on the victim
* Any attempts to ensure the behaviour and incident is kept a secret
* The child or young person's motivation or reason for the behaviour, if they admit that it occurred
* Whether this was a one-off incident, or longer in duration. An example of this is the consensual sharing of an image between 16-year-olds might be inappropriate but would sit on the continuum as 'inappropriate', however if these images were shared wider without consent this could be deemed as 'problematic & abusive'.
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FASTER, HIGHER, STRONGER - TOGETHER
WHAT DOES IT MEAN TO BE AN OLYMPIAN?
Athletes who aspire to compete in the Olympic Games must uphold Olympic values.
AUSTRALIAN SPORTS MUSEUM EXHIBITION FOCUS:
FASTER, HIGHER, STRONGER - TOGETHER
FOCUSING QUESTIONS
1. Why do athletes compete in the Olympic Games?
2. What is a day in the life of an Olympic athlete?
3. What inspires Olympic athletes to do their best?
4. Have Olympians become "faster, higher, stronger - together" over time?
CURRICULUM FOCUS
Learning Areas: Health and Physical Education; English; Mathematics Capabilities: Personal and Social Capability; Critical and Creative Thinking
OVERVIEW
These activities are designed to engage students in their study of the Olympic Games, to maximise their involvement during the visit to the Australian Sports Museum and to guide them in making an informed response to the question: What does it mean to be
an Olympian?
The activities involve students in: writing a letter to the Australian Olympic Committee to be selected for the Australian Olympic team, comparing Olympic records, creating a training regime for an Olympian, and writing an inspirational speech for an Olympian. The activities culminate in a class debate about the Olympics.
Introduce the key concept: Athletes who aspire to compete in the Olympic Games must uphold Olympic values.
PRE-VISIT ACTIVITIES
Focus skills, knowledge and understandings: Critical and Creative Thinking
Materials
* Worksheet 1
Invite students to think about what it means to be an Olympic athlete. Facilitate the class brainstorm by drawing five Olympic rings on the board. Remind students that the Olympic rings represent the union of the five continents and the meeting of athletes from throughout the world at the Olympic Games. Label each ring with one of the following: Looks like, Sounds like, Feels like, Smells like, Tastes like. Ask students to imagine, for example, what it would feel like to be an Olympic athlete.
Extend the discussion by reading students the athletes' Olympic oath from Worksheet 1:
In the name of all the competitors I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, committing ourselves to a sport without doping and without drugs, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.
Distribute Worksheet 1. John Landy's cue card from when he read the Olympic oath at the 1956 Olympics. The wording of the oath has changed slightly over the years. Ask students to compare and discuss how and why the oath read by John Landy differs from the current oath.
Focus skills, knowledge and understandings: English; Critical and Creative Thinking
Materials
* Letter-writing materials, electronic or handwritten
Ask students to imagine they are athletes who aspire to compete in the Olympic Games. They will each write a letter to the Australian Olympic team manager, explaining why they would like to compete in the Olympic Games. Before students begin the activity, discuss and review the key features of effective letter writing.
Note: Students should also keep a watch on the AOC Paris2024 website which tell the stories of the current Olympians and Olympic hopefuls:
* https://www.olympics.com.au/games/paris-2024/team/
* https://www.olympics.com.au/news/
DURING THE VISIT TO THE ASM
While at the Australian Sports Museum, students need to focus on the information provided about Olympic athletes to prepare for the post-visit activities. Remind students to consider the question: What does it mean to be an Olympian? Ask students to look closely at the images and items on display. Raise discussion points such as the following:
* What do you notice in common about the experiences of Olympians?
* What unique experiences have some Olympians encountered?
* What preparation is necessary to become a successful Olympic athlete?
* How would you feel if you were chosen to read the Olympic Oath on behalf of all athletes from your country?
Students could also bring the letters they wrote to the Australian Olympic team manager and compare these with what they experience at the Australian Sports Museum. They may want to amend and revise their letters after the visit.
POST-VISIT ACTIVITIES
FOCUSING QUESTION 2:
What is a day in the life of an Olympic athlete?
Focus skills, knowledge and understandings: English; Health and Physical Education
Materials
* Laptop and projector to read athlete blogs and other commentary on the Australian Olympic website
* A copy of the assessment criteria
Begin by reading some of the updates on athletes on the Rio2016 social stream and team pages.
After discovering more about the athletes, and considering the displays they have seen at the Australian Sports Museum, ask students to identify the key features in the life of an Olympic athlete.
Students then select an Olympic athlete whom they would like to coach. They are to create a timetable and plan for a day leading up to the Olympic Games. They need to consider training, food, rest, social interaction, mental preparation, and so on. Ask students to specify times and to write notes indicating what they would like their Olympic athlete to accomplish.
This activity could be extended so that students also outline a schedule for their athlete during the Olympic Games.
Focus skills, Knowledge and understandings: English
Ask students to imagine what inspires and motivates athletes to do their best. One aspect is the role of a coach.
Brainstorm with students a list of positive words and phrases that coaches could use to inspire their Olympic athletes to achieve the best possible results. Have students use these ideas to write a motivational speech which they could deliver to the athlete they are coaching. Discuss with students the best way to present these speeches.
It could be in the form of an oral presentation to the class or another mode of presentation which suits students' needs and abilities.
FOCUSING QUESTION 4:
Have Olympians become "faster, higher, stronger" over time?
Focus skills, Knowledge and understandings: Mathematics; Health and Physical Education
Materials
* Worksheet 2
The Olympic motto is three Latin words: citius, altius, fortius meaning faster, higher, stronger.
Worksheet 2 shows the Olympic records for four different sports. Have students compare the results and analyse the improvements. Subtraction techniques may need to be modelled, particularly highlighting how to work with decimals. (Calculators may also be used if appropriate.) To make the results more meaningful, students could measure themselves doing these events and compare their results with the Olympic records.
Ask students to reflect on whether Olympians have indeed become "faster, higher, stronger" over time and, if so, why they think this has happened.
Revisit the key concept: Athletes who aspire to compete in the Olympic Games must uphold Olympic values.
Focus skills, Knowledge and understandings: Critical and Creative Thinking
Materials
* A large copy of the Olympic Oath displayed in the classroom
Reflect and review the thoughts from the beginning of the unit when students participated in the brainstorm about what it means to be an Olympic athlete. Ask students to use this and other information they have learnt throughout the unit to debate one of the topics below.
Divide the class into two teams. Explain and outline the format of a debate. Regardless of whether students agree or disagree with the topic, they need to provide evidence to support their side of the argument.
Possible debate topics:
* Anybody can become an Olympic athlete if they train hard enough.
* Competing in the Olympics is all about winning.
* An Olympic athlete only has to be good at their sport.
* Fair play is more important than winning.
ADDITIONAL RESOURCES
* https://www.olympics.com.au/olympic-schools/hub/
INDICATORS OF STUDENT ACHIEVEMENT AND ASSESSMENT STRATEGIES
The activities in these materials address the following:
Health and Physical Education
* Students describe their own and others' contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. (VCHPEP112)
Personal and Social Capability
* Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team's performance when undertaking various roles (VCPSCSO032)
English: Writing; Speaking and listening
* Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (VCELA352)
* Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358)
* Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366)
* Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multi-modal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (VCELY367)
Mathematics: Number and Algebra; Measurement and Geometry; Statistics and Probability
* Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (VCMNA214)
* Students relate decimals to the metric system and choose appropriate units of measurement to perform a calculation. (VCMMG222)
* Interpret secondary data presented in digital media and elsewhere (VCMSP236)
Critical and Creative Thinking
* Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities (VCCCTQ021)
* Students explain and apply basic techniques to construct valid arguments and test the strength of arguments. (VCCCTR027)
* Students represent thinking processes using visual models and language. They practice and apply learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information. (VCCCTM029) (VCCCTM030)
ASSESSMENT STRATEGY
The table below can be given to students and used as an assessment tool for two of the post-visit activities.
Five marks will be allocated to each criterion. The teacher can instruct students that they will be evaluated against the following scale by the teacher, a peer and the student themselves.
| Prepared a well thought out plan for their Olympic athlete. |
|---|
| Demonstrates knowledge of importance of food and how this relates to energy needs for active lives. |
| Presented the training plan neatly and creatively. |
| Wrote an inspirational speech for their athlete. |
| Used appropriate oral language for the particular audience and occasion. |
WORKSHEET 1: THE OLYMPIC OATH
Present day Olympic oath
In the name of all the competitors I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, committing ourselves to a sport without doping and without drugs, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.
John Landy's Olympic oath cue card, 1956
WORKSHEET 2: HAVE OLYMPIANS BECOME "FASTER, HIGHER, STRONGER"?
NAME:
Search for the current Olympic records for these sports and then compare them
| EVENT | FIRST OLYMPIC RECORD | CURRENT OLYMPIC RECORD | WHAT IS THE DIFFERENCE BETWEEN THE FIRST OLYMPIC RECORD AND THE CURRENT RECORD? |
|---|---|---|---|
| Men’s 100m sprint | 11.8 sec (Athens 1896) | | |
| Women’s high jump | 1.59m (Amsterdam 1928) | | |
| Men’s shot-put | 11.22m (Athens 1896) | | |
Using these results, do you think Olympians have become "faster, higher, stronger"? Why?
Do you think Olympians will continue to get "faster, higher, stronger"? Why?
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Bunker Hill Basin Facts
* The Bunker Hill Basin covers approximately 92,000 acres. The Conservation District boundary covers an area of approximately 50,000 acres, which represents about 60% of the Bunker Hill Basin. Figure 1 displays the boundary of the Bunker Hill Basin in relationship with the cities and the major highways.
* The Bunker Hill Basin is located at the top to the Santa Ana River watershed and receives all the surface water runoff from the headwaters of the Santa Ana River, Mill Creek, Lytle Creek, and other tributaries.
* The Bunker Hill Basin is bounded on the northwest by the San Gabriel Mountains, on the northeast by the San Bernardino Mountains, on the south by the Crafton Hills and Badlands, and on the southwest by the San Jacinto Fault. These features are identified in Figure 2.
* The Bunker Hill Basin stores approximately 5 million acre-feet of water. Of this, 1.2 million acre-feet are easily accessible.
* The Bunker Hill Basin is recharged by rain, runoff from the surrounding mountains, and imported water. The Conservation District recharges through its efforts an average of 16,000 acre-feet annually. An acre-foot provides water for one family for 1-2 years. Figure 3 shows the annual precipitation for the last two years in comparison to the historical average.
* The Bunker Hill Basin provides water to approximately 650,000 people in the cities of Redlands, Highland, San Bernardino, Loma Linda, Colton, Rialto, Bloomington, Fontana, Grand Terrace, and Riverside, and portions of San Bernardino County.
The major pumpers in the Bunker Hill Basin are: The cities of Redlands, San Bernardino, Loma Linda, and Riverside; East Valley Water District; and West Valley Water District. Figure 4 shows the location of the major production wells.
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LEVEL: PRIMARY LESSON: UNDERSTANDING OUR EMOTIONS
OBJECTIVE
To be able to describe different emotions. To know that it is normal to feel a range of emotions.
RESOURCES NEEDED
STARTER
INTRODUCTION
Feelings Forecast Activity Sheet – one per child or one between two.
Play the game 'In the manner of the word':
Display the list of emotion adverbs on the board:
Happily, sadly, proudly, confidently, shyly, excitedly, angrily, sorrowfully, gratefully, calmly, nervously, inquisitively, anxiously.
Ask for a volunteer who is feeling confident today. Tell them to choose a word from the list and keep it to themselves. Remove the list from the board. Give the volunteer an activity e.g. reading a book. The volunteer has to mime doing this activity 'in the manner of the word' (so, if their adverb is 'angrily' they have to mime reading a book angrily!) Ask the rest of the class to give more examples of activities e.g. playing football/eating lunch/waving to a friend. The volunteer continues to mime each activity in the manner of the word until somebody guesses their adverb. The guesser then has a go at miming. At the end of the activity, ask the children what all the adverbs have in common? (They all describe emotions.)
* To make this activity more challenging, don't display the adverbs on the board, put them in a hat and ask the volunteer to pick one.
Or/
A simpler version is the game 'Emotions charades':
Show a selection of different emotions words on the board e.g. happy, sad, confused, worried, cross, shocked, curious, calm, scared, nervous, shy, excited, bored, lonely, proud, grateful. Ask a volunteer to choose an emotion and mime it with their face and body. The class have to guess the emotion.
Explain that the game we just played showed us how different emotions might look to other people. In today's lesson we are going to be thinking about how different emotions feel inside.
It can be difficult to find the words to describe how we feel inside so we're going to use the weather to help us. Show children the slide with symbols for different weather conditions. Let's try an example together – joy. What weather do you think would best describe how joy feels? Would joy be dull grey clouds or fog? As the children share
LEVEL: PRIMARY LESSON: UNDERSTANDING OUR EMOTIONS
their ideas, encourage them to extend their descriptions, for example if they suggest sunshine, ask what colour is the sky? What temperature is it? Model drawing the weather that best describes joy and writing a description: e.g. 'Joy is a bright sunny day that's not too hot and not too cold' or 'Joy is a beautiful rainbow in a blue sky'.
ACTIVITY
PLENARY (10 mins)
Introduce the Feelings Forecast Activity Sheet and check that the children understand the different emotions – can they think of a time they've felt each one? Display the slide with photos of different weather conditions and key weather words to give ideas. Children complete the sheet by drawing and describing the weather they think best describes each emotion. (Differentiate the length of description required according to age and ability.) Encourage them to think about how the emotions feel inside rather than just how they look. You might like to have the children working in pairs to encourage discussion.
Explain that the weather changes all the time - sometimes it's heavy rain and sometimes it's warm sun. Our emotions are the same - they come and they go. We can feel lots of different emotions in one day.
It can be helpful to check in with ourselves every so often to see how we are feeling. This helps us to understand our feelings and to make choices about what to do.
Ask: What can you do when feeling a difficult emotion? Collect ideas on the board. Examples might include talk to an adult, talk to a friend, exercise, listen to music, take some deep breaths, write in a journal, do a mindfulness or relaxation activity, do something creative like colouring, be kind to someone else (when we are kind to other people it can help us to feel happier too).
To finish, you might like to practise doing a guided relaxation together:
Waterfall relaxation
Close your eyes and place your hands in your lap. Take three gentle, slow breaths. Now, imagine beautiful white light flowing gently over you, like a waterfall of light. It feels light and warm and soft. As it flows over you, you feel your body become soft and relaxed. First, feel your face relaxing – feel your forehead become smooth, your eyelids relax and your cheeks soften. Feel your jaw loosen and even your tongue feel a little bit softer in your mouth. As the light flows over your neck feel any tightness in your neck ease, let your shoulders relax, maybe let them drop a little. Keeping your back fairly straight, imagine the waterfall of warm light flowing over your body, over the tops of
LEVEL: PRIMARY LESSON: UNDERSTANDING OUR EMOTIONS
your arms, over your chest and your back and down to your fingers. Feel your arms and your body relax. Let any tension or tightness in your muscles melt away. Feel the light flow onto your legs and right down to your toes. Feel your legs and your feet and your whole body soften and relax. Take some calm, slow breaths. When you are ready, gently open your eyes.
FURTHER ACTIVITES
Ask children to do an internal weather check regularly to see how they are feeling. When they do this, they might find it helpful to close their eyes, put their hand on their chest and take a moment to notice how they are feeling in their body. Can they use weather words to describe their feelings? You might ask them to just check in with themselves quietly, to draw their weather in a journal, or share their weather with the class or with a partner.
Display strategies that you can use when feeling a difficult emotion.
Practise the guided relaxation regularly.
Try this 15 minute activity to reinforce the learning from this lesson:
Listen to Rossini's 'Overture to William Tell' from approx. 2 minutes to 6mins10secs. (A recording can be found here: https://www.youtube. com/watch?v=D5LVM_lIXqY )
This is a piece of classical music which paints a musical picture of a day starting at dawn and moving into the afternoon. Rossini uses music to describe the weather.
Ask the children to write or draw what kind of weather they picture in their minds as they listen. (The piece starts off peaceful then building to a storm and then settles again.)
After listening, discuss the children's thoughts. You could go back and play some key points:
3.36 the first gusts of wind?
3.19 the first drops of water?
5.37 perhaps some glints of sun after the storm?
Ask the children how they felt listening to this piece.
Link to emotions and the work you've done in this lesson - the weather is always changing and so are our feelings and emotions.
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Growing up in Rendcomb village – Helen Comrie, née James
My parents, John and Kathleen James, met at Oxford. They both had teaching jobs in different locations before marrying, and then set up their first home in a flat in the Stable block at Rendcomb.
The college was in need of more staff accommodation, and built Conigre House in the late 1930's; my parents were its first occupants, and it was my home until I went to university.
Notes on Rendcomb childhood.
My early memories are of freedom, friendship with other staff children – particularly those of the Neale and Richards families. There was very little traffic in the village – only a few cars. My father had a car which he bought from Walter Telling when he was called up for the war. Groceries and meat were delivered from Cirencester
The village shop and Post Office was run by Mrs Worcester at the bottom of the hill. Sweets could be purchased there during the war – deciding which to buy was an agonising decision. Many houses in the village had no running water, water had to be fetched from the village pump. Similarly, the loo was usually down at the bottom of the garden – probably until after the war.
The first 'school' I went to a was a small private affair in the college, run by a lovely lady called 'Spriddy', who was employed as a nanny by the Headmaster (D W Lee-Browne) for his daughter Hermione (and son Martin)
I then went to North Cerney Village School during the mid1940's, when I was about eight. We had to run down the Slippery Path through the trees and up to the main road to catch the Cheltenham to Cirencester service bus. If there wasn't room on the bus coming home we walked from North Cerney to Rendcomb across the fields (beside the river, then up the Cirencester drive). It was a small school of three classes – I started in the middle class, which was run by Mrs Sykes, and then into the top class with Mr Sykes – the Headmaster. This class had some quite big boys aged 12 or more who I think spent some time gardening for Mr Sykes. I don't know at what age they left school. I remember being kept in at one break because I didn't know my catechism. We were terrorised by one parent who felt we were mean to her son. When the shout went up 'Mrs S is coming' we rushed to hide in the toilets, which were evil smelling buckets, with wooden seats.
There were separate playgrounds for boys and girls, and games on the field next to the main road; lunch was in the Village Hall.
Another village school activity was potato picking for local farms; we were taken to and from the potato fields in trucks on the back of tractors; also collecting rose hips in the autumn for 3d a pound – about one penny in modern currency – some families collected a whole sackfull in a weekend.
My mother was able to return to teaching during the war. Previously during the 1930's married women were not allowed to work due to widespread unemployment. This meant my parents now needed, and could afford, someone to look after my sister Katharine and I. The arrival of Betty was a delight, and made a very big difference to us. One of my favourite memories of her is seeing her rush into the garden when a squadron of aeroplanes was flying overhead and shouting 'bomb Hitler, boys!'
I wasn't really aware of food shortages. My father worked every free moment growing vegetables and fruit (we were allowed to choose an apple to take to school). My mother kept hens, so we had a supply of eggs, and we went gleaning to try to collect corn for the hens. Occasionally Bill Buckle would arrive outside the back door with a rabbit; and just after the war, my father and others – particularly Jack Fell – kept a pig.
There were estate gardens across the road, where the climbing wall now is. This was a lovely walled fruit garden, with dark sheds where we went and bought plums and currants. I presume this was manned by elderly estate workers.
During the war, my father used to go out at night to lecture to groups of Polish soldiers (and airmen?) about the English constitution. Only very dim lights were allowed at night, so winter journeys were particularly hazardous. In the days of cars with no heating, it was possible to open the windscreen to be able to see better in fog or mist; my father returned on one such evening with frozen hair!
I was not very aware of which men in the village were serving in the war, but I do remember seeing one man walking back up through the village looking awful, particularly gaunt and ill: I think he was returning from Dunkirk.
The Americans arrived in Rendcomb in 1944, before the invasion of Europe. Tanks and lorries rumbled through the village and up to the playing fields, where some 5,000 men made camp. We knew they were coming, but were told very firmly not to shout 'got any gum, chum?', but fortunately there was no need, and we benefited, because someone down the road had already done so.
The soldiers left silently one night; we later heard of the D Day invasions. We also heard rumours that before they left, they dug a huge hole behind the pavilion and buried all their possessions there – things they could take no further – cameras, binoculars – all sorts. The college boys made several attempts to retrieve their goodies, but no one has succeeded so far! On the other hand, we did scavenge several empty petrol cans which we used to build a hut – only to be furious when someone in the village 're-acquired' them to build a hen-house!
VE Day and VJ Day were both marked by celebrations and huge bonfires in the village. Just after the war, my father was approached by a man in the village who during the war had fallen in love with a young widow in Holland, and he wanted to bring her and her sons to the UK, and he needed some money to go and fetch her; my father helped him with a loan – which was later repaid. I think these three young boys caused a ripple or two when they arrived, as they had been used to 'living off the land', and for a while, continued to do so. Many years later, in the week after my father died, this lovely man came to my mother and told her that from now on, he would take on the responsibility for maintaining her garden.
As some of the college staff moved on to other jobs, so their children moved too, and in 1946 I lost some of my early friends. One who moved was Granston Richards – teacher of maths and physics, the other, Earnest Neale, who taught biology. He had made a name for himself by studying and writing one of the New Naturalist books, on the badger. He took my sister Katharine – then aged seven, and me, aged ten, badger watching in Conigre Wood. I can still remember lying in the dark in the wood, hardly daring to breathe, when the unmistakeable black and white animal suddenly appeared – most exciting. Mr Neale's pupils always did very well in public exams, and my father said he thought the examiners were relieved to read about the badger, rather than the ubiquitous rabbit!
After the Richards and Neale children left, the childhood pleasures for Hermione (Lee-Browne) and I, were mostly outside. We were great plant hunters, knew where all sorts of wild flowers grew in the area, where various birds nested, and we could identify them.
At the bottom of the Cheltenham drive was a 'huge' lake, where the boys canoed in the boats they had built themselves in the college workshops. If the lake froze in winter, those who were lucky enough to have skates used them, and we all tobogganed – Rendcomb is full of fantastic sloping fields – and we and all the college boys whizzed down the slopes – some more intrepid than others! The winter of 1946 was particularly bad.
At the age of ten I passed the exam to go to Cirencester Grammar School, and later became a weekly boarder at Oxford High School. At about that time, the boys at Rendcomb became an attraction, and I looked forward to going to the dances which were held on Saturday evenings in the school music room. As well as records of dance music, I seem to remember an excellent 'group', The Four Aces, playing. (Keith Statham, piano; Bob Jones, trumpet; John Kitto, cello; John Gilchrist, drums).
I also became very popular at my school when it was discovered that I could bring girl-friends home for the weekend and take them to the dances!
(It should be remembered that at this time Rendcomb was definitely a boys only school, and the boys were equally delighted to see the girls at the dances!)
My parents lived the rest of their lives at Rendcomb, moving to The Garden House from Conigre House after their retirement. Throughout their lives, they put their all into the college, the boys, their education, and their futures. It has been warming to my sister and I to hear many tributes to my parents' huge contribution to the school, from many people whose lives were undoubtedly affected by them.
As an afterthought, my own admiration for my father's teaching increased considerably after I had a gap year in which he taught me Economics and Public Affairs for A Level. At my very reputable GPDST school in Oxford, I got a B and a C for English and History at A Level. For Economics and Public Affairs, taught by JCJ, I got an A and a distinction!
Helen ComrieJanuary 2020, revised March 2023
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April 2007
A Time for Tree Hugging
A Grassroots Guide to Going Green in L.A. – and Why We Should All Be Doing It.
By Brenda Rees
For my family, every day is a green day. Before my husband, Jim, hops the train to work, he inspects the electric meters on our solar-panel system (32 panels in all!). To his geeky glee, it makes the dials run backward, proving that good ol' Mister Sun is generating about twice as much electricity as we are using. In the afternoons, I tromp outside to the compost bin to greet the worms and mix in the kitchen scraps, I inspect the current crop of vegetables growing in the backyard. Seven-year-old daughter Katie's job is to sort the recycling and hunt for the triangular symbol on plastic containers.
Our gradual green transformation began 13 years ago when we acquired that compost bin cut our weekly garbage load more than half. Since then, we've taken additional – and simple -- eco-friendly steps by turning off the heat at night, regulating our water use and switching to fluorescent light bulbs. Everyday, it seems, we learn something new about how to take better care of our surroundings.
Overall, the environmental movement of the 70s has taken on new life here in 2007 where going green is not only a phrase for celebrities, companies and merchandisers – it's also an everyday fact of life for many Southern California families.
It's of particular note here in Los Angeles County where residents are witnessing effects of daily pollution. Heal the Bay reports that 100 million gallons of contaminated water flows through the storm drain system daily – on rainy days that increases to 10 billion gallons per day. The non-profit organization also estimates that a minimum of 10 million pounds of trash enter the Santa Monica Bay every year.
Pollution can also be an unseen killer. According to a release last year by the South Coast Air Quality Management District, Southern California continues to have the "worst overall air pollution…despite the strictest air quality requirements in the nation."
Last year, Southern California racked up 86 days when the federal 8-hour ozone health standard was surpassed. In short, we Angelinos spend about one–fourth of our year breathing air that may cause us permanent lung damage.
And it's not just big people. The ground-breaking USC Children's Health Study reports that "the number of [Southern California] children particularly susceptible to air pollution children with asthma or other respiratory problems is growing."
It's no wonder with such disturbing news, families are starting to take charge of their own eco-destiny by driving hybrid cars, buying biodegradable cleaning products and using natural pesticides in their gardens among other simple – and more complex – green habits.
Indeed, green can mean different things for different families who have to consider economical and practical issues. Sure, I enjoy hanging our clothes outside to dry, but I know many other families don't have the time or space. Still, that doesn't stop Southland families from becoming more environmentally conscious and taking action in their own ways to reduce their carbon footprint on this Earth.
Saving green
Some families, like the Liflands of Los Angeles, really concentrate on the basics like waste reduction.
The family makes good use of the recycling containers that Dad Kerin built into the kitchen. Mom Jennifer says that it's a constant reminder for the family to pay close attention to their waste. "We are always saying, 'Is this for the landfill or recycling?'" she explains. "I wish everyone could visit a landfill first hand to see the amount of things we throw away on a daily basis."
Son Noah (7) and daughter Lucia (4) don't find plastic baggies or plastic water bottles in their lunch bags. Instead, they'll discover Tupperware and reusable athletic bottles.
The children routinely take table scraps out the backyard compost pile, says Lifland who is a tree care arborist for TreePeople. Naturally, she's says planting and tending trees – something her family is very involved in – "is one of the best things you can do as a family and for the earth."
For Kathy Arnos, a Van Nuys mom, green changes also started in the kitchen, but soon spread. "Every time I was done with a cleaning product, I would automatically substitute it with an earth-friendly one," says the organizer of the Whole Children, Whole Planet Expo, a green family event with eco-friendly exhibitors, merchandise and lectures. (The next Expo is scheduled for May, 2008 at the Highland Hall Waldorf School in Northridge.)
Arnos turned to green practices when her then 5-month old daughter Danielle was experienced a number of health issues. Arnos took control of her home environment by eliminating all toxic products that affected her chemically and environmentally sensitive daughter.
Surprisingly, some of those practices saved Arnos money. For example, when she wanted to rid her house of termites she used electrocution as opposed to tradition fumigation. "I got a two year guarantee by going the green way and I would have had only a one year guarantee with the chemical," she says. "It really was a better way to go."
Inspirational green
Families often get creative when they go green. The Ptak family of Sherman Oaks use shredded newspapers for not only the cages of 7-year-old son Ian's guinea pigs but also as a decorative touch to gift baskets.
A self-declared packrat, mom Virginia McCrum of Temple City reuses containers, papers and even wrapping paper. "This year, I also simply wrapped items with ribbons (like pretty T-shirts) and used cloth bags," the stay-at-home-mom writes in an e-mail to L.A. Parent.
Those cloth bags, McCrum explains, are part of a new family tradition with her relatives and extended friends who will wrap, send, receive and start the circle all over again.
In addition, McCrum admits that she has done her share of dumpster diving, recently salvaging some Christmas and Halloween decorations – materials that would have instead hit the landfills.
"I'm not suggestions that everyone become a packrat or go searching through their neighbor's trash," she writes. "But I am promoting keeping your thinking caps on and an eye out for ways you can help the environment at every turn and be open to new creative ideas that come to you in perhaps surprising ways."
Going homemade is a common thread for these greenies, whether it's gifts, food or cleaning products.
Michelle Rojas-Sota of Eagle Rock makes her own homemade toothpaste and lotion – she finds recipes from web sites and friends. Home solar panels create sun-sponsored energy and hubby Adrian walks to his job as a professor at nearby Occidental College; they look forward to buying a bio-diesel car and plan on making homemade fuel in their backyard.
"I also use a solar cooker and will be building a solar oven soon," says Rojas-Sota, mom to 17-month-old Evan. Working out of her home office, she says she reduces her paper waste by doing most of her home health care business via e-mail and phone.
"We want these little efforts to make a big difference," sums up Rojas-Sota.
Green work
While much of going green sounds simple, Ellen Mackey of Sun Valley reminds folks about the flip side to being environmentally friendly. "It is work, it's not the easy way out," declares the ecologist for the Metropolitan Water District who says that green living "is a process and it never ends."
When Mackey and her two daughters Rebecca and Alexia moved into their new home in 1996 and got their first DWP bill, she was aghast. "I remember saying, 'Nope, we're not doing that again!'" she recalls.
That's when the work began: Mackey changed out light bulbs and covered windows with solar coating. Then, she did the unthinkable: she stopped watering the lawn. "My neighbors hated me, but I refused to use that much water for just grass," she says.
Forgoing a lawn and planting instead native plants and fruit trees, Mackey says green chores are a fact of life at her home. After dishes are washed, the used water is brought outside to water trees – a simple gray water system. A fire place insert generates heat in the winter and the family routinely prunes wood from the backyard orchards for fire starting material.
Mackey is forever researching new products as she renovates her home to make it even more green. She's discovered that some of more exotic-sounding materials – such as counter tops made of recycled waste – are now found in, of all places, big chain stores like Home Depot.
"Some of that stuff is carefully hidden right in front of you," she says.
Indeed, today homeowners have a variety of resources available when remodeling or building their homes in a green fashion. Mary and Bruce Lyons of Brentwood spent 3 years building their home from the ground up using sustainable materials including bamboo ceilings, a natural slate floor in the kitchen and recycled rubber roof shingles.
"My son Michael's cub scout troupe would come and watch the building because we were doing some unique green things," says Mary, a craft artist, about the house that is designed with thick adobe walls that keep out the summer heat and yet catch and contain cool breezes.
"With this house, I feel like I finally put my money where my mouth is," notes Mary.
A green place of mind
But green living can go well beyond swapping out products and/or materials – it's also about families making choices involving non-tangible experiences.
For example, Brian and Susan Jensen of West Hills find that even their hobbies can be ecologically friendly. "We like to hike and bike," says Brian who's dad to 4-year-old Henry and 4-month-old Rose. "We go land-yachting up in El Mirage/Palmdale area with a 3-wheel sailboat that uses wind power. It's loads of fun."
Gifts can be green too. Parents of 21-month old Rosalind, Kathryn Bickel and Jeffrey Goldman of Sherman Oaks have been giving out carbon neutral donation cards from Carbon Fund for birthdays and weddings. (The organization, www.carbonfund.org, supports renewable energy sources as well as reforestation projects.)
"The people we've given them to have been very appreciative," says Bickel, an environmental consultant. "As we get older, we realize we don't so much stuff anymore. This kind of gift can be more meaningful."
But even younger kids seem to know the value of simplicity.
When Mackey's youngest daughter Alexia turned 8, she wanted her birthday party that would be a fundraiser for Heifer International, a non-profit organization that strives to end world hunger through self-reliance.
In addition, the party was also a non-plastic event since Alexia had recently seen a film about plastic waste ending up in the ocean.
"She really wants to be part of the solution and has early on made the connection between her actions and consequences," sums up Mackey. The non-plastic approach did force parents to think up some creative gifts which, in the end, was a learning experience for everyone.
"This next generation may surprise us," says Mackey with a hopeful pause. "Their future can certainly be a better place, but it's going to take work."
On the Web
* Greenopia – www.greenopia.com – calls itself the urban dwellers guide to green living. Based in SoCal, the site is a neighborhood guide with lists of restaurants, dry cleaners, pet stores, beauty shops and other eco-friendly locales
* Junk K – www.junkk.com – is a forum and online community that shares advice on ideas on how to reduce, reuse, repair and recycle items.
* I Buy Different – www.ibuydifferent.org – encourages teens to do their part in protecting the environment through wise choices, smart shopping and community activism. Sponsored by the World Wildlife Fund and the Center for a New American Dream.
* L.A. Green Living – www.lagreenliving.com – offers green tips, events and a directory of local services and products.
* New American Dream – www.newdream.org – offers resources to live consciously buy wise and join with others in their communities.
* My Footprint – www.myfootprint.org – is an eye-opening experiment to determine your "ecological footprint" – i.e. your consumption rate of goods and services. Answer questions and learn ways to reduce your carbon impact.
* Treehuggers – www.treehuggers.com – provides in-depth articles on a variety of sustainable living practices along with simple everyday tips to, as they say, "get us out of this mess."
* Smart Homeowner – www.smart-homeowner.com – navigates through the myriad of options homeowners can do to make their houses more energy efficient, healthy and eco-friendly.
Books
* 365 Ways to Change the World: How to Make A Difference – One Day At A Time, by Michael Norton, Free Press, 2007.
Norton spent two years researching and collecting ideas for this practical guide that encourages transformational tidbits and how tos from the simple to the profound.
* Organic Housekeeping In Which the Non-Toxic Avenger Shows You How to Improve Your Health and That of Your Family, While You Save Time, Money, and, Perhaps, Your Sanity, by Ellen Sandbeck, Scribner, 2006.
Former professional housecleaner and roofer, Sandbeck explains the value of avoiding toxins and pesticides in the home – all told with a light-hearted and comedic flair.
* The Ten Minute Activist: Easy Ways to Take Back the Planet by the Mission Collective, Nation Books, 2007.
Think small and do big things say the contributors who advocate practical solutions to change the world for the better.
Other events
* "Simple Saturdays" is a free monthly program with environmental topics and ecological themes held the second Saturday at the El Dorado Nature Center, 7550 E. Spring St. in Long Beach. 9am – 2:30pm. 562-570-1745.
* "Every Day is Earthday" is a regular free program on how to be earth-friendly be remembering the 3R's – recycle, reduce and reuse. Held at Franklin Canyon in Beverly Hills. Call for next program date and times. 310-858-7272, ext. 131.
* Tours of the Eco-Home ™, an environmental demonstration home in the Los Feliz area, are offered twice a month. Upcoming tours are scheduled for April 8 and 22 as well as May 6 and 20. Reservations required. $10 suggested donation. 323-662-5207.
* Environmental Change-Makers, holds monthly meetings with speakers and topics promoting sustainable practices. Meetings are held on the fourth Thursday of every month from 7-9pm at the Church of the Holy Nativity, 6700 W. 83rd St., in Westchester. 310-670-4777, www.envirochangemakers.org.
A messy issue turns green
Ever since disposable diapers were introduced in 1961, adults have sung the praises of the plastic throw-away solution to one of parenthood's messier tasks. They were convenient, cheap and just perfect for that on-the-go mom.
Ultimately, they were too good to be true.
Today, disposals make up 90-95 percent of the diaper market, and that figure has many environmentalists worried. Since an average child uses about 6,000 diapers before toilet training, the average total waste a landfill receives in a year is a whopping 16 billion diapers or 2.7 million tons, according an Ohio State University Extension Fact Sheet compiled by Joyce A. Smith and Norma Pitts.
Old-fashioned cloth diapers, however, are also not without stain. These cloth diapers made of cotton – an environmentally hard crop to grow – are usually part of a delivery service that uses tons of water and energy to wash and dry them. That continual laundering – often with energy inefficient front loading machines – contributes to increased levels of water and air pollution.
Luckily, a new green solution has hit the American shores which could offer a solution to the constant problem of what to do with the poop.
"We are proponents of the gDiaper which is a flushable, all natural diaper that is very earth-friendly," says Christopher Gavigan, executive director of the Children's Health Environmental Coalition, a 16-year-old organization based in Los Angeles that advocates environmental choices for parents.
Originating from Australia by green-conscious parents and hitting the streets about a year and a half ago, this diaper system is a natural flushable inserts set inside a liner all snuggled together in a cotton/elastene fabric pant.
"There's no latex, ink, perfume or chlorine," says Gavigan who explains that the soft fluffy wood pulp inserts can simply be flushed down a toilet where water treatment systems break down the components naturally. "They become bio-solids and are put back into the food chain and become, for example, fertilizer for trees."
Families can also easily dispose of gDiapers in their own compost.
Still, the gDiaper is not without its problems. "I really liked the idea of them," says Kathryn Bickel of Sherman Oaks who discovered that daughter Rosalind's sensitive backside developed a rash after using them. "Maybe they would have worked better if I started her on them from the beginning," she muses.
Gavigan sympathizes with the diaper dilemma, but given not only the landfill issues, the problem with disposables lies also in their design. "They are made of a soft plastic that leaks phthalates which can get into the body and disrupt hormone functions," he explains. "This is especially scary when you think of children – at a very young age – who are near this kind of chemical that's linked with cancers not to mention developmental and endocrine problems."
Green disposables such as Seventh Generation diapers for example, have some ecological advantages because they are chlorine-free which doesn't contribute to dioxin pollution, says Gavigan.
Overall, the diaper decision has sent some families back to the old fashioned clothes line. "We wash diapers at home and dry them outside," says Michelle Rojas-Soto of Eagle Rock. "It's the way our parents did it and they had just as complicated lives as well do. So why can't we do the same thing?"
For more information about gDiapers, go to www.gdiapers.com. Check for gDiapers at local Whole Foods and Wild Oats markets.
Green Going 101
"You have to pick the low hanging fruit first and then work your way up," sums up actor/environmentalist Ed Begley, Jr. about his journey into greendom. Talking with L.A. Parent, Begley says the process to becoming environmentally-friendly is much like climbing a ladder. "You try a few things, they work and then you try a few more. Pretty soon you're moving up and making bigger and bigger changes," he says.
The star of a new reality show Living with Ed on HGTV about – surprise! – ecologically living, Begley is father to two grown children and now a 7-year-old daughter. He started out on the green path in the 1970s with a vegetable garden and composting. Soon, he was recycling, using an electric bike and putting up solar panels.
His latest endeavor? "I'm currently looking at installing a gray water system," he says which will funnel used water (except toilet water) from his Studio City home outside for landscape irrigation. "There are still plenty of things I want to accomplish," he says. "I'm not done yet!"
Here's a list of things families can do to start the greening process:
* Bring your own canvas bags when shopping.
* Weatherize your house or apartment. Seal up leaks in windows and electrical outlets and have proper insulation. Consider having an energy audit to find your trouble spots. Check out the non-profit organization California Home Energy Efficiently Rating Services at 800-4CHEERS (1-800-424-3377) or www.cheers.org.
* Install fluorescent light bulbs that last for years at a fraction of the cost. Buy energy efficient appliances (check rebates from the DWP). Also, be conscious of your phantom power sources – things that use energy even when they aren't turned on such as TV sets, fax machines and lights – and physically unplug them when you can.
* Recycle everything you can such as cardboard, glass, plastics (#1-17) and, as of last year, plastic shopping bags and newspaper bags. For a complete list, go to www.lacity.org/SAN/solid_resources/recycling/what_is_recyclable.htm.
* Support local and organic foods that aren't flown, trucked or boated in from elsewhere – think of that energy waste! Also try to eat red meat only once a week – cattle and processing contribute a substantial portion of the total carbon emissions.
* Get a free bathroom makeover by contacting the DWP for free ultra-low flush toilets, showerheads and faucet aerators. 800-203-7380 or www.ladwp.com.
* Close the loop and purchase products that use recyclable materials. Eliminate Styrofoam and plastic sandwich baggies right out of your life.
*
* Properly discard hazardous wastes (paint, pesticides, motor oil, etc.) at regular S.A.F.E. centers and mobile collection sites sponsored by the Bureau of Sanitation. Don't throw light bulbs and household batteries away – they, too, are hazardous as are electronic waste – computers, faxes, cell phones, etc. To find a collection site, call 1-888-CLEANLA (888-253-2652) or go to www.888CleanLA.com
Whenever possible, leave the car at home. Walk, bike, train or carpool.
* And finally, visit a landfill. See the choking reality of our human life in the 21st century. Do it as a family and return home resolved to do your share to reduce your waste, be more responsible for your choices and find all alternatives that you can.
* Give alternative gifts and avoid material temptations. Seek out earth-friendly organizations for donations, make handmade items, spend more time playing.
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Word Problems
1) Kim Possible has 48 gadgets and Ron Stoppable has 16 gadgets. How many gadgets do they have in total?
8) A box of crayons has 60 crayons and another box has 23 crayons. How many crayons are there in total?
2) Lightning McQueen has 36 tires and Mater has 2 tires. How many tires do they have in total?
3) Lightning McQueen has 20 tires and Mater has 65 tires. How many tires do they have in total?
4) The Hulk lifted a car that weighed 43 tons and then lifted another car that weighed 4 tons. What is the total weight of the two cars he lifted?
5) Wonder Woman has 75 bracelets and gets 15 more from her Amazon sisters. How many bracelets does she have now?
6) Aladdin has 40 magic carpets and Abu has 27 magic carpets. How many magic carpets do they have in total?
7) Bugs Bunny has 58 carrots and finds 7 more. How many carrots does he have now?
9) Rapunzel has 57 brushes and Flynn Rider has 59 brushes. How many brushes do they have in total?
10) Garfield ate 20 lasagnas for lunch and 4 more for dinner. How many lasagnas did Garfield eat in total?
11) Popeye has 16 cans of spinach and Olive Oyl has 1 cans of spinach. How many cans of spinach do they have in total?
12) There are 28 birds on a tree branch and 7 more birds come to join them. How many birds are on the branch in total?
13) The X-Men fought against 41 villains and defeated them all. Later they fought against 5 more villains. How many villains did the X-Men fight against in total?
14) Lightning McQueen has 21 tires and Mater has 5 tires. How many tires do they have in total?
- - - - - - - - - - - - - - - - Fold or tear from here - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Fold or tear from here - - - - - - - - - - - - - - - -
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Engaged, Resilient and Successful in school. Measuring the process for better outcomes.
Lyn Worsley
Clinical Psychologist The Resilience Centre
Students who get the best out of their schooling are engaged in learning, relationships and activities that build social and emotional and academic skills for life. But how do we know if each student is engaged in this process and how do we help them to become more engaged in our schools?
Measuring and tracking engagement in order to enhance student performance is difficult. In the past, researchers have used measures that focused on the absence of negative behaviors, indicating disengagement however these measures failed to understand the strengths and processes involved to encourage engagement (Sharkey, You, & Schnoebelen, 2008).
Being engaged with positive, intentional relationships and connections has been shown to build resilience in children and young people and can sustain adults through inevitable difficulties. These positive relationships in various contexts contribute to self-esteem, self-efficacy and an awareness of resources (Armstrong, Birnie-Lefcovitch, & Ungar, 2005).
Schools using the Resilience Doughnut programs have been asking whether strengthening the key contextual factors that build resilience in children and adolescents lead to an increase in each student's personal competence, social skills and subsequent engagement in school. The primary outcome of these programs is for students to be more engaged in learning and/or school activities and subsequently show improvement in their academic performance.
The Resilience Doughnut model was developed to ascertain the key protective factors and strengths that exist around a developing child at any one time. The model is nested in the strength and positive psychology movement and educational programs using the model focus on the role of the schools in the turnaround process from a deficit perspective to a position of resilience.
The Resilience Doughnut whole school program makes optimal use of the strong contexts around the child in order to help them engage with their most positive relationships. Teacher training focuses on using the model to facilitate change by partnering with the students, parents and communities to build their resilience. To date the evidence collected on the whole school programs in three Australian High schools, show that all students increased their resilience and engagement in the school process over a 6 month period, however those who were seen as "at risk" by exhibiting emotional and behavioural difficulties showed the most benefit of the program, which was sustained and increased a further 6 months later (Worsley, 2014a).
Qualitative data suggests that the Resilience Doughnut program promoted cooperative learning, small group process, adventure learning, arts experience, peer helping, mentoring and service learning. More importantly the program appeared to tailor to each individual student to strengthen their most helpful relationships to learn positive life skills and attitudes through direct and on going experiences that meet their developmental needs.
As engagement is difficult to measure, the Resilience Doughnut program uses the Resilience Report (Worsley, 2014b) to measure each student's personal and social competence as well as their most helpful resources with the aim of helping the student to work on what is working to develop their resiliency skills and to track their progress over time.
The Resilience Report is both a part of the program in giving feedback to individual students regarding their progress, and a useful tool for tracking the effectiveness of whole school programs. The report gives the principals a top down view of the whole school resilience and competencies and aggregate scores are collated as well as access to individual students reports. At last there is a measure to track the positive progress of student engagement and to give individual students and teachers ways forward to enhance the student experience in school. The next step in the process is to measure whether an increase in engagement actually does result in an increase in their academic performance.
References
Armstrong, M. I., Birnie-Lefcovitch, S., & Ungar, M. T. (2005). Pathways Between Social Support, Family Well Being, Quality of Parenting, and Child Resilience: What We Know. Journal of Child and Family Studies, 14(2), 269-281. doi: http://dx.doi.org/10.1007/s10826-005-5054-4
Sharkey, J. D., You, S., & Schnoebelen, K. (2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. doi: http://dx.doi.org/10.1002/pits.20305
Worsley. (2014a). Building Resilience in Three Australian High Schools, Using the Resilience Doughnut Framework. In S. Prince-Embury & D. Saklofske (Eds.), Resilience Interventions for Youth in Diverse Populations (pp. 217-257). New York, Heidelberg: Springer.
Worsley. (2014b). The Resilience Report. The Resilience Report, from www.resiliencereport.com
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KAMPALA, UGANDA
Our site design aimed at incorporating ideas and principles in order to create a sustainable community. We emphasize the importance of retaining the control of land and programs within the community.
Our site contains plots that have different tenure systems. There are some larger plots that are Fair Market Value that serve to subsidize the costs of infrastructure for the rest of the site. The majority of the plots on the site work with the Community Land Trust (CLT) tenure system. These plots are arranged in a way that the individual plots and the larger plots (intended for two families) can be reorganized according to the demand for each plot size. If more residents require smaller plots, then the two 300 m 2 plots located side by side can be changed into three 200 m 2 plots.
The CLT entity will have a democratically elected board and management/advisory committee and "transparent accounting procedures" (Hartzok). The management committee will assign plots on a lottery basis. The plot assigned will be within a specific category based on the tenure system (one or two family lots) and the desire or lack of desire to be involved in the control of the harvestable land, which involves the plots surrounding gardens. This will ensure a case-by-case review of families applying for the larger two-house lots and families wanting to participate in cooperative farming activities. Conditions of the lease will include: stipulations to ensure that the current occupants of the land have priority (brickworks workers); clear regulations regarding equal access and right to land for women and men; regulations on a minimum percentage of land that must be used for agriculture and any other stipulations that the committee deems necessary.
The CLT states the type of use for which the land is used and the method for calculating the rent that is paid into the trust (which will work on a sliding scale/ Rent Geared to Income (RGI) principle). It also includes agreements for subletting and terminating a lease, as well as outlining the arbitration process should any conflicts arise (Hartzok). The money collected from rent will go towards the maintenance of infrastructure in the community and interest free Revolving Loans Funds, which will be made available for building materials, farming materials and developments of small and cooperative commercial activities.
The harvestable land is controlled by three different entities; the local school, the Church, and the residents of the adjacent plots (see "Land Control" diagram). The Church will be responsible for hiring a maintenance person to maintain aspects of the site (i.e.: purification ponds, water collection bins, etc.) with the income generated from the sale of produce. The school will employ principles of Primary School Agriculture (PSA) in order to teach the children about sustainable and local farming practices, while generating income that is put towards school feeding programs and the teacher's salaries (FAO). The children's involvement in the management of the produce is crucial in forming a trusting relationship between the student and the teachers (FAO).
The floating garden in the middle is the site is pumped with a water powered ram pump that can be constructed using materials from a hardware store and is easily maintained (Journey to Forever). This is to avoid stagnant water and the possibility of mosquito breeding. The floating garden is used to employ natural grey water cleansing principles.
Minimum Cost Housing Group McGill University Fall 2004
Amal Mohammed Jamal Yalda Rastegar Felipe Ochoa Lesley Campbell
The grey water comes from adjacent communal clothes washing basins (water provided from collected rainwater).
Throughout the site there is a network of troughs (along streets and footpaths) that channel water to three (3) principal water collection bins. The three bins provide water for the whole site if the maximum walking distance to the bin is 150 meters.
Each plot has a private double vaulted composting toilet and employs sustainability principles such as rooftop rainwater harvesting, composting, and grey water gardens. Should water and/or sewage services be provided in the future, they will work on a gravity-fed system. A future sewage system will include natural water treatment principles using the existing ponds on the site.
The school site, in addition to running PSA, also has the potential for educating higher grade levels. It also contains a community center that runs Urban Agriculture education programs (possibly with an educational garden) to encourage sustainable farming practices.
We encourage exploring the benefits of agro-forestry, utilizing trees that have various properties such as drying soil (in marshy areas), reducing erosion, etc. Specifically, we recommend the use of the Leucaena tree (which is a non- native species but is already widely used in Uganda and other non-native tropical countries). This tree is grown for livestock feed, fuel wood and living fences. It is a source of mulch and enriches the soils with nitrogen.
BIBLIOGRAPHY
Hartzok, Alanna. "Land for People, Not for Profit." School of Living. November 10, 2004. <http://www.s-o-l.org/lndfrpl.htm>
Reidmiller, Sybill. "Primary School Agriculture: What can it realistically achieve?" Sustainable Development Department, Food and Agriculture Organization of the United Nations. 2002. November 11, 2004< http://www.fao.org/sd/2002/KN0701a_en.htm>
"Water powered Water Pumps." Journey to Forever. November 11, 2004 <http://journeytoforever.org/at_waterpump.html>
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