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Street Sweeping Keeps The Dalles Safe and Clean You can help the City make a clean sweep 3 Benefits of Street Sweeping * Citizens are asked to park vehicles off the street during sweeper hours: Weekdays 7:00 a.m. to 3:30 p.m. To report abandoned autos (extended parking with flat tire, storing junk, expired tags or broken windows) call (541) 296-5481 x1153. * Remove grass or weeds that grow in the gutter. * Remove large sticks and branches from the street in front of your house. They can jam and damage the street sweeper. * Don't blow or pile yard debris or fallen leaves in the street. * If you own a pet, be a good neighbor and "scoop the poop". * Pick up trash left in the street. A regular schedule of street sweeping keeps our City clean and attractive. There are also many other benefits to street sweeping. Safe & Clean Streets Street gutters tend to collect leaves, sticks, trash and other debris. Items in the road can cause damage to vehicles and bicycles. Removal of debris prevents trip or slip hazards for pedestrians. Prevents Flooding Debris can clog gutters and catch basins, diverting water into roadways, which can cause localized street flooding. Pedestrians, cyclists and runners may detour into vehicle traffic to avoid floodwaters. Vehicles should avoid driving through standing water. Preserves Water Quality Catch basins drain stormwater directly into local waterways without treatment to remove pollutants. Street sweeping picks up sand, gravel, grass clippings, pet waste and other pollutants before they can wash into streams and rivers. Catch basins drain stormwater directly into local waterways. The Benefits of Good Grease Trap Maintenance Street Sweeper Safety Tips City sweeper drivers are trained professionals that prioritize safety. However, the driver must pay attention to curb-side cleaning as well as moving vehicles, bicycles and pedestrians. Obstacles such as parked cars, that a following vehicle driver can't see, may cause the sweeper driver to unexpectedly turn into the lane of traffic. Street sweepers are slow moving and easy to spot. Proceed cautiously when driving, biking or walking near an operating street sweeper. Use Caution when passing a moving street sweeper. A parked car and other obstacles ahead and may cause the driver to swerve suddenly into vehicles or bicyclists attempting to pass. Do: Allow extra following distance when driving a vehicle behind a moving street sweeper. Pedestrians and bicyclists might want to cross to the other side of the street from the sweeper or step a distance away while the sweeper passes. Don't: Follow a street sweeper closely. Airborne dust may make visibility difficult. Small rocks may get kicked up by the rotating brooms. The City is not responsible for rock chips or injuries caused by street sweepers. Call Public Works at (541) 296-5401 if you see a hazard that needs to be swept up * You can help us out by sweeping up broken auto glass or other hazards from the street in front of your home or business, place in a bag and then put them in your trash can. If you see hazards in front of someone else's home or business you can call Public Works for a special request sweep. * The City staff can sweep up or pick up a dead animal up to the size of a squirrel, cat or skunk if it is in the lane of traffic within the City limits. To view Transportation Division activities visit the City website at thedalles.org/transportation or contact the Public Works office at (541) 296-5401. September 2019	<urn:uuid:5fea02b5-8bb0-4ff3-bcc5-25577e98eb77>	CC-MAIN-2021-39	http://www.ci.the-dalles.or.us/sites/default/files/imported/public_docs/PDFs/street-sweeping-flyer_2019.pdf	2021-09-19T19:11:36+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	78,404,620	753	eng_Latn	eng_Latn	0.998235	eng_Latn	0.998357	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1641, 3528 ]	[ 1.9296875 ]	1	1
The Hunger Game THE "HOW YOU SHOULD FEEL TIMELINE" Today, notice how you feel before, during, and after eating. Rank your physical hunger on a scale from 1 (no hunger) to 10 (worst hunger ever). When you're truly physically hungry, eat. Eat slowly, and stop at 80% full. Adjust your meal size and frequency depending on your body cues. Just before eating Are you physically hungry? Pause and check in. Look for signals like a rumbling stomach, lightheadedness, irritability, etc. You want to be around a 7 out of 10 on the hunger scale. Immediately after eating HOUR 0 To be 80% full, shoot for about a 2 or 3 out of 10 on the hunger scale. Pause for 15-20 minutes before you eat more. This will give your brain time to catch up. You want to feel satisfied, not stuffed. HOUR One hour after finishing 1 You should still feel physically satisfied with no desire to eat another meal. HOUR Two hours after finishing 2 You may start to feel a little hungry, like you could eat something, but the feeling isn't overwhelming. HOUR Three to four hours after finishing 3 Check in. You may be getting a bit hungry, perhaps a 4 to 6 out of 10. If you're around a 7, eat. Not really hungry yet? That's OK. Follow your body cues. HOUR 4 Four or more hours after finishing You're probably quite hungry, like nothing is getting between you and the kitchen. If you're around a 7 or higher, eat. Not really hungry yet? That's OK. Keep checking in with your body. You may find you need to act fast once your body decides to be hungry — so be prepared with a healthy and quick option, just in case. How Hungry Am I? This worksheet helps you get into the habit of noticing how physically hungry or full you are. Look for body cues such as: * growling stomach or sense of stomach emptiness * lightheadedness; headache * irritability, shakiness The more you practice observing your physical hunger cues (and differentiating them from just wanting to eat), the better you will get. GOALS HOW TO USE THIS SHEET 1. Stay aware of your physical hunger cues and learn to calibrate your eating. 2. Start eating when you're around a 7 or higher. 3. Stop eating when you're around a 2 or 3 (80% full). 4. Notice your thoughts, emotions, and physical sensations around eating times. 5. Try to distinguish "need to eat" from "want to eat" or "should eat". EXAMPLE 10=extremely hungry; 1 = no hunger DATE Jan 14/10 HUNGRIEST NOT HUNGRY NOTES Time 12 pm ☐ 10 9 ☐ 8 ☐ 7 ☐ 6 ☐ 5 ☐ 4 ☐ 3 ☐ 2 1 Starving when I started out… didn’t eat breakfast. Over-ate. Feel really gross and full now; upset stomach. Time 5 pm ☐ 10 ☐ 9 ☐ 8 7 ☐ 6 ☐ 5 ☐ 4 ☐ 3 ☐ 2 1 Didn't stop soon enough; feel sluggish and bloated. Time 9:00 pm ☐ 10 ☐ 9 ☐ 8 ☐ 7 6 ☐ 5 ☐ 4 3 ☐ 2 ☐ 1 Feel good. Went to the store and bought some nice berries to eat. Stomach upset subsiding. 1. Mark TWO boxes for each meal: how hungry you are when you start eating, and how hungry you are when you finish eating. 2. Observe and record your physical and emotional sensations at each meal. For physical sensations, focus on how your stomach feels in particular. 1. Mark TWO boxes for each meal: how hungry you are when you start eating, and how hungry you are when you finish eating. 1 = not hungry; 10 = hungriest you've ever been. Your goal is to start eating when you're around 7-8, and finish around 2-3 (80% full). 2. Observe and record your physical and emotional sensations at each meal. For physical sensations, focus on how your stomach feels in particular. Also feel free to jot down any thoughts or other notes about what helps or hinders you to eat slowly and stop at 80% full. HUNGRIEST NOT HUNGRY NOTES Time 10 9 8 7 6 5 4 3 2 1 Time 10 9 8 7 6 5 4 3 2 1 Time 10 9 8 7 6 5 4 3 2 1 Time 10 9 8 7 6 5 4 3 2 1 Time 10 9 8 7 6 5 4 3 2 1 Time 10 9 8 7 6 5 4 3 2 1 Time 10 9 8 7 6 5 4 3 2 1	<urn:uuid:b147435c-d2fd-42f7-b115-10c4a39201d5>	CC-MAIN-2021-39	https://www.precisionnutrition.com/wp-content/uploads/2013/01/Hunger-Scale-Worksheet.pdf	2021-09-19T20:33:30+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz	959,608,416	1,191	eng_Latn	eng_Latn	0.956411	eng_Latn	0.995312	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1603, 3282, 3929 ]	[ 2.296875 ]	10	1
Numeracy and Problem Solving 2020-2021 At the Academy St Francis of Assisi we place an early emphasis on developing strong numeracy skills. These underpin the entire Mathematics curriculum and support students' learning in other areas such as Science, Design Technology, Computing and Geography. The Mathematics curriculum encourages students to make connections across mathematical concepts in order to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. ASFA 10 Key Concepts for all: Our aim is that all students will leave our Academy with solid understanding and application of the following topics and skills. We consider these to be key to whichever path our students decide to follow post-16. 1. Ratio and proportion 2. Geometric and spatial awareness 4. The equivalence of fractions, decimals and percentages 3. Measurement and the metric system 5. Using and reasoning with data 7. Written and mental methods for the four rules. 6. Place value 8. Calculating with fractions 10. Algebraic manipulation 9. Calculating with percentages ASFA numeracy and problem-solving strategy: * Strategies to utilise students' time in school, both in lessons and in additional intervention, in the most effective way, will be based upon evidence-based approaches. These include Education Endowment Foundation, Nuffield Foundation and students' identified barriers to learning upon entry and as they progress through school. * A consistent approach to numeracy and problem solving will be developed in mathematics lessons and across the wider curriculum. * Existing school assessment data and baseline GL data play a central role in this. Barriers Typically, students arrive well below national average in terms of their standardised aged scores. We have identified key barriers to mathematical and numerate application via GL analysis, internal assessment and have utilised our work with the SSIF Deeper Learning Project and MathsHub to identify specific areas of focus. Numeracy and Problem Solving 2020-2021 \| \| B6 \| \|---\|---\| \| B7 \| B7 \| \| B1, B2, B3, B4 \| Small Learning Community Identified students to be taught by KS2/3 specialist in parallel with the rest of the cohort. Every Child Counts Intervention KS3 Lead to coordinate additional sessions for identified cohort. Curriculum Planning KS3 leads to coordinate the improvement of lessons in the shared area and monitor the delivery and impact. \| There is a significant reduction in students identified as NSR measured using GL assessments at identified points across the year. Students demonstrate that they learn more, remember more, deepen their knowledge. They make progress at least in line with their peers nationally. P8 and SPI show a rapid closing of gap towards 0. \| \|---\|---\|---\| \| B3, B4, B5, B6, B7 \| Numeracy Across the Curriculum Numeracy coordinator to with numeracy rich subjects to establish a consistent approach to the language and methods of mathematics. Numeracy coordinator to work with the whole staff on methods for problem solving to adopt a consistent approach. \| There is consistency of language across the curriculum. Consistent approached to numeracy is evident across the school. Students are able to solve problems with more confidence and demonstrate resilience. \| \| B2, B5, B6 \| Curriculum Planning Fluency is developed in all year groups and interleaving planned into the curriculum. \| There is a coherent sequence of lesson planning from years 7-11 that enables students, as a minimum, to access their target grade. \| \| B5, B6 \| SSIF Deeper Learning Project CPD programme for the whole maths team 2018-2020. MathsHub Project Developing a strategy based on examples and non-examples, a particular emphasis on geometry in the first instance. \| Teachers confidently select genuine, nonroutine problem-solving tasks. Teachers know a range of strategies, which they can model effectively for pupils. They teach pupils to carefully and consciously choose the most appropriate strategy for the problem at hand. \| \| B5, B6 \| Curriculum Design Problem solving task, anchor tasks, diagnostic questioning numerical fluency \| Lessons are more consistently of a high standard and students improve their fluency and are more resilient when problem solving. \| Numeracy and Problem Solving 2020-2021 have all been embedded in the lessons in our shared drive. Coaching Cycle Identified strengths and areas for development form the focus for our coaching problem. Baseline testing to inform planned recovery curriculum provision and targeted support * GL assessments used to generate SAS scores for students. * 'Small Learning Community' to target and support students identified as SEND via primary trained teacher. * Pearson KS3 baseline tests in Maths cross referenced with GL assessments. Catch Up Numeracy Strategy In addition to targeted planned support via National Tutor programme, and TeachFirst graduate mentor, the maths department have a transition programme to close the gap for those students who are not at the expected standard. Maths strategies include: * All class sets, based on GL and Pearson internal baseline testing. In class interventions identified with KS3 lead. Information used through a QLA identify individual and whole class strengths and areas of improvement. KS3 lead uses this to target students in class. * Recovery curriculum amended planning. Key focus on deliberate active practice of number, identified as main skill lacking post-lockdown this involves retrieval interleaving with planned curriculum. * November 2020-'Every Child Counts'. Teaching Assistant led programme to commence. NSR students. * Diagnostic questioning used to evaluate critical skills and knowledge, and to target support. * Interleaved starters evaluate students understanding and application of key prior knowledge * "Numeracy Ninjas" to be re-introduced in form time when appropriate and as lesson starters until that point. * Curriculum differentiated into 'Core Support' and 'Greater Depth' * All students rigorously monitored using testing to check progress throughout the year. * 1-1 CPD for every teacher by KS3 lead, targeted at identifying and providing bespoke support for students working below 100, age related expectation, below target. This is monitored after each unit. Numeracy Across the Curriculum * Maths and Science teachers to plan GCSE sessions based on numeracy/maths skills. * Maths and Geography teachers to jointly plan a unit of work that addresses common numerical misconceptions. * Common language adopted by Science, Technology, Geography, PE and Computer Science. * Posters created for subject areas with key subject specific terminology. In addition to the above students with SEND receive: * Immersion and targeted support though our 'Small Learning Community' and specialist teaching via our primary trained teacher. Small Learning Community curriculum is aimed at bridging the gaps in knowledge from Primary School. Students follow the same curriculum as other students but with a greater focus on imbedding key literacy and numeracy skills that may be lacking. Numeracy and Problem Solving 2020-2021 Appendix Key Terms 1. Add 3. Subtract 2. Sum 4. Difference 6. Product 5. Multiply 7. Divide 9. Decimal 8. Fraction 10. Numerator 12. Ratio 11. Denominator 13. Proportion 15. Increase 14. Percentage 16. Decrease 18. Descending 17. Ascending 19. Interest rate 21. Annual Percentage Rate (APR) 20. Depreciation	<urn:uuid:62323342-4236-4d3a-bc5a-cb22b051d7bd>	CC-MAIN-2021-39	http://asfaonline.org/wp-content/uploads/2021/07/Numeracy-and-Problem-Solving-strategy.pdf	2021-09-19T20:16:51+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz	5,402,680	1,520	eng_Latn	eng_Latn	0.760621	eng_Latn	0.995237	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 2021, 4294, 7154, 7505 ]	[ 3.4375 ]	1	0
NATIONAL COMMISSIONER OF THE ICELANDIC POLICE DEPARTMENT OF CIVIL PROTECTION AND EMERGENCY MANAGEMENT THE SCIENTIFIC ADVISORY BOARD OF THE ICELANDIC CIVIL PROTECTION Date: 20.02.2015 Time: 09:30 Location: Crisis Coordination Centre, Skogarhlid. Regarding: Volcanic activity in the Bardarbunga system. Attending: Scientists from Icelandic Met Office and the Institute of Earth Sciences University of Iceland along with representatives from the Icelandic Civil Protection and The Directorate of Health. Main points - Volcanic eruption in Holuhraun - Air quality - Scenarios Notes - The volcanic eruption in Holuhraun continues, but it has diminished substantially over the last few weeks. Visual activity in the crater has decreased and the lava field is hardly increasing in size. - Seismic activity in Bárðarbunga continues to diminish although it can still be considered strong. The strongest earthquake since Tuesday was measured M4.3 at 01:26 yesterday. Two other earthquakes stronger then magnitudes M3.0 were detected over the period. In total around 70 earthquakes were detected around the caldera since last Tuesday. No earthquake over M5.0 has been detected in Bárðarbunga since 8. January. A distinct pulse of earthquakes occurred yesterday between 01:25 and 02:10. Time intervals between such pulses have significantly increased from 2-4 hours in the beginning to 12-24 hours or more at the moment. - Around 65 earthquakes were detected in the dyke during the same period. The strongest one was measured M1.6 today at 08:24 in Dyngjujökull glacier. - The rate of the subsidence in Bárðarbunga caldera had decreased substantially. But that is not the whole story. Ice is subsiding into the caldera with the effect that the GPS station does not show any changes. The estimated depression of the rock foundation of the caldera, in the light of the ice subsidence, is about 5 cm per day. The flow of magma from under Bárðarbunga is believed to be 25-30 m3 per second, which is about one tenth of the flow in September last year. - GPS measurements near Vatnajökull glacier show continuing slow deflation towards Bárðarbunga, indicating a flow of magma from under the volcano. - About 7 earthquakes were detected around Askja and 15 around Herðubreið since last Tuesday. All of them smaller than M1.5. Air quality: - Today (Friday) gas pollution is expected south and southwest of the volcano, but south and southeast of it tomorrow (Saturday). - The Icelandic Met Office provides two-day forecasts on gas dispersion from the eruptive site in Holuhraun. Most reliable are the forecast maps approved my meteorologist on duty, see Gas forecast. And although still being developed further, an automatic forecast, see Gas model, is also available (trial run, see disclaimer). - Measurements of air quality can be found on the webpage www.airquality.is Data from handheld gas monitors, NATIONAL COMMISSIONER OF THE ICELANDIC POLICE DEPARTMENT OF CIVIL PROTECTION AND EMERGENCY MANAGEMENT spread around the country, can also be found on that page - Instructions: [x] People who feel discomfort are advised to stay indoors, close their windows, turn up the heat and turn off air conditioning. Use periods of good air quality to ventilate the house. People experiencing adverse effects should be in immediate contact with their healthcare centre. Measurements of air quality can be found on the webpage www.airquality.is The Meteorological Office issues forecast on its web-page and warnings if conditions change to the worse. [x] Instructions from The Environment Agency of Iceland and Chief Epidemiologist can be found on their websites. [x] Check the Icelandic Met Office forecasts for sulphuric gas dispersion on the web as described above. [x] Handheld meters have been distributed around the country for SO2 measurements three times a day. [x] Information and any questions on air pollution can be sent to The Environment Agency through the email [email protected]. The Environment Agency is especially looking for information from people who have been in contact with high concentrations of gas; where they were, at what time it happened, how the gas cloud looked (colour and thickness of the cloud) and how they were affected by it. - The volcanic eruption has now been going on for almost half a year. The lava flow has decreased substantially in Holuhraun and the rate of the subsidence of the Bárðarbunga caldera has also decreased substantially. Three scenarios are considered most likely: - The eruption in Holuhraun continues until the subsidence of the Bárðarbunga caldera stops. The eruption could come to an end in the next few weeks but it cannot be ruled out that a small eruption could go on for many months. - The volcanic fissure may lengthen southwards under Dyngjujökull, resulting in a jökulhlaup and an ashproducing eruption. It is also possible that eruptive fissures could develop in another location under the glacier. If such an eruption would be prolonged it could eventually produce a lava flow. - Volcanic eruption in the Bárðarbungu caldera. Such an eruption would melt large quantities of ice, leading to a major jökulhlaup, accompanied by ash fall. Other scenarios cannot be excluded. - From the Icelandic Met Office: The Aviation Colour Code for Bárðarbunga remains at 'orange'. - The next meeting will be held on Tuesday 24 th of February 2015. The National Commissioner of the Icelandic Police, Department of Civil Protection and Emergency Management Almannavarnir www.avd.is/en Twitter: @almannavarnir	<urn:uuid:5ed54f25-74d1-4f4b-b475-5cbc1a06c778>	CC-MAIN-2021-39	https://en.vedur.is/media/jar/Factsheet_Bardarbunga_20150220.pdf	2021-09-19T21:14:13+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	294,598,883	1,220	eng_Latn	eng_Latn	0.997087	eng_Latn	0.997095	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2898, 5552 ]	[ 2.09375 ]	2	1
Kindle File Format Edgenuity Biology Answers Yeah, reviewing a books edgenuity biology answers could be credited with your close friends listings. This is just one of the solutions for you to be successful. As understood, feat does not recommend that you have extraordinary points. Comprehending as capably as covenant even more than additional will find the money for each success. bordering to, the declaration as without difficulty as perspicacity of this edgenuity biology answers can be taken as skillfully as picked to act. A Black Hole Is Not a Hole-Carolyn Cinami DeCristofano 2017-10-17 Budding astronomers and scientists will love this humorous introduction to the extremely complex concept of black holes. With space facts and answers about the galaxies (ours, and others) A Black Hole is NOT a Hole takes readers on a ride that will stretch their minds around the phenomenon known as a black hole. In lively and text, the book starts off with a thorough explanation of gravity and the role it plays in the formation of black holes. Paintings by Michael Carroll, coupled with real telescopic images, help readers visualize the facts and ideas presented in the text, such as how light bends, and what a supernova looks like. Back matter includes a timeline which sums up important findings discussed throughout, while the glossary and index provide a quick point of reference for readers. Children and adults alike will learn a ton of spacey facts in this far-out book that's sure to excite even the youngest of astrophiles. The Origin of Eukaryotic Cells-Betsey Dexter Dyer 1985 The Diversity of Life-Edward O. Wilson 1999 This classic by the distinguished Harvard entomologist tells how life on earth evolved and became diverse, and now, how diversity and life are endangered by us, truly. While Wilson contributed a great deal to environmental ethics by calling for the preservation of whole ecosystems rather than individual species, his environmentalism appears too anthropocentric: "We should judge every scrap of biodiversity as priceless while we learn to use it and come to understand what it means to humanity." And: "Signals abound that the loss of life's diversity endangers not just the body but the spirit." This reprint of the 1992 Belknap Press publication contains a new foreword. Annotation copyrighted by Book News, Inc., Portland, OR Times (U.K.) • Publishers Weekly • Library Journal • Kirkus Reviews • Booklist • Globe and Mail Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor Southern tobacco farmer who worked the same land as her slave ancestors, yet her cells—taken without her knowledge—became one of the most important tools in medicine: The first "immortal" human cells grown in culture, which are still alive today, though she has been dead for more than sixty years. HeLa cells were vital for developing the polio vaccine; uncovered secrets of cancer, viruses, and the atom bomb's effects; helped lead to important advances like in vitro fertilization, cloning, and gene mapping; and have been bought and sold by the billions. Yet Henrietta Lacks remains virtually unknown, buried in an unmarked grave. Henrietta's family did not learn of her "immortality" until more than twenty years after her death, when scientists investigating HeLa began using her husband and children in research without informed consent. And though the cells had launched a multimillion-dollar industry that sells human biological materials, her family never saw any of the profits. As Rebecca Skloot so brilliantly shows, the story of the Lacks family—past and present—is inextricably connected to the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over whether we control the stuff we are made of. Over the decade it took to uncover this story, Rebecca became enmeshed in the lives of the Lacks family—especially Henrietta's daughter Deborah. Deborah was consumed with questions: Had scientists cloned her mother? Had they killed her to harvest her cells? And if her mother was so important to medicine, why couldn't her children afford health insurance? Intimate in feeling, astonishing in scope, and impossible to put down, The Immortal Life of Henrietta Lacks captures the beauty and drama of scientific discovery, as well as its human consequences. Careers in Education & Training-Michael Shally-Jensen 2016 The job outlook for teachers range from good to excellent, reports the Bureau of Labor Statistics, with the highest growth areas in special education, English as a Second Language, science and math. Students interested in a career in education and training have a wide variety of choices when selecting a career path. Careers in Education & Training is designed to provide needto-know information on the various careers that students can choose from. Careers in Education & Training provides detailed information on 25 different career paths, including: Athletic Director Career & Technical Education Teacher College Faculty Member Education Administrator Elementary School Teacher Librarian & Media Specialist Principal Special Education Teacher Speech-Language Pathologist Detailed and accessible chapters provide real-world information about these in-demand professions, including: A Day in the Life, Work Environment, Education & Training, Earnings & Advancement, Employment Outlook, Networking Contacts, Areas with the Highest Employment Levels, and Conversations with Real Professionals. We Beat the Street-Sampson Davis 2006 Three boys, who made a pact to stick together through the rough times in their impoverished Newark neighborhood, found the strength to work through their difficulties and complete high school, college, and medical school together. The Immortal Life of Henrietta Lacks-Rebecca Skloot 2010-02-02 #1 NEW YORK TIMES BESTSELLER • "The story of modern medicine and bioethics—and, indeed, race relations—is refracted beautifully, and movingly."—Entertainment Weekly NOW A MAJOR MOTION PICTURE FROM HBO® STARRING OPRAH WINFREY AND ROSE BYRNE • ONE OF THE "MOST INFLUENTIAL" (CNN), "DEFINING" (LITHUB), AND "BEST" (THE PHILADELPHIA INQUIRER) BOOKS OF THE DECADE • ONE OF ESSENCE'S 50 MOST IMPACTFUL BLACK BOOKS OF THE PAST 50 YEARS • WINNER OF THE CHICAGO TRIBUNE HEARTLAND PRIZE FOR NONFICTION NAMED ONE OF THE BEST BOOKS OF THE YEAR BY The New York Times Book Review • Entertainment Weekly • O: The Oprah Magazine • NPR • Financial Times • New York • Independent (U.K.) • edgenuity-biology-answers Barron's AP Biology-Deborah T. Goldberg 2017-08-30 Barron's AP Biology is one of the most popular test preparation guides around and a "musthave" manual for success on the Biology AP Test. In this updated book, test takers will find: Two full-length exams that follow the content and style of the new AP exam All test questions answered and explained An extensive review covering all AP test topics Hundreds of additional multiple-choice and free-response practice questions with answer explanations This manual can be purchased alone, or with an optional CD-ROM that includes two additional practice tests with answers and automatic scoring The Practice of Peptide Synthesis-Miklos Bodanszky 2013-11-11 During the years 1980-81, as guests of the Deutsches Woll forschungsinstitut in Aachen, Germany, we were working on a small book entitled, "Principles of Peptide Synthesis". In the library of the Institute we noted that the volumes of Houben-Weyl's Handbuch der Organischen Chemie dealing with peptide synthesis were so much in use that they were ready to fall apart because the researchers of the Institute consulted them with amazing regularity. They were looking for references, but even more for experimental details which could be adapted to the particular problem they happened to face. In planning a new synthetic endeavor they tried to lean on the experience of others in analogous situations. This suggested to us that a smaller and hence more tractable book may be needed, a volume which can be kept on or near the bench to make examples of funda mental methods readily available in the laboratory. Such a collection could save numerous short trips to the library, a point particularly important where a library well equipped with the sources of the literature of peptide synthesis is not near at hand. Also, we thought that the envisaged book may be welcome by those who are more versed in English than in German. To our best knowledge no similar publi cation is available. The Galapagos Islands-Charles Darwin 1996 AP Environmental Science Crash Course-Gayle Evans 2011-10 REA's AP Environmental Science Crash Course is the first book of its kind for the lastminute studier or any AP student who wants a quick refresher on the course. /Written by an AP Environmental Science teacher, the targeted review chapters prepare students for the test by only focusing on the important topics tested on the AP Environmental Science exam. /The easy- Downloaded from wadsworthatheneum.org on September 19, 2021 by guest 1/3 to-read review chapters in outline format cover everything AP students need to know for the exam: human population dynamics, managing public lands, energy conservation, changes in Earth's climate, species extinction, loss of biodiversity, and more. The author also includes must-know key terms all AP students should know before test day. /With our Crash Course, students can study the subject faster, learn the crucial material, and boost their AP score all in less time. The author provides key strategies for answering the multiple-choice questions, so students can build their point scores and get a 5! Holt Mathematics Course 1, Numbers to Algebra-Jennie M. Bennett 2008 Specifically designed for California students and teachers. The California Mathematics Content Standards are unpacked, taught, and then reinforced throughout our program so that teachers can plan, diagnose, teach, assess, and intervene with the standards in mind. A Portrait of the Artist as a Young Man Illustrated-James Joyce 2021-02-14 A Portrait of the Artist as a Young Man is the first novel of Irish writer James Joyce. A Künstlerroman written in a modernist style, it traces the religious and intellectual awakening of young Stephen Dedalus, Joyce's fictional alter ego, whose surname alludes to Daedalus, Greek mythology's consummate craftsman. Elements of Quality Online Education-John Bourne 2003 College Success-Amy Baldwin 2020-03 The Play of Daniel Keyes' Flowers for Algernon-Bert Coules 1993 The Heinemann Plays series offers contemporary drama and classic plays in durable classroom editions. Many have large casts and an equal mix of boy and girl parts. This play is a dramatization of Daniel Keyes's story about a retarded adult who desperately wants to be able to read and write. Silent Spring-Rachel Carson 2002 Discusses the reckless annihilation of fish and birds by the use of pesticides and warns of the possible genetic effects on humans. 100 Top Picks for Homeschool Curriculum-Cathy Duffy 2005 A critical volume for the homeschooling community that helps parents make informed choices regarding learning styles and curriculum Benchmarks assessment workbook-Kenneth Raymond Miller 2012 Bone Detective:-Lorraine Jean Hopping 2006-04-30 Diane France loves bones. Why? Because they talk to her. Every skeleton she meets whispers secrets about the life-and death-of its owner. Diane France can hear those secrets because she's a forensic anthropologist, a bone detective. She has the science skills and know-how to examine bones for clues to a mystery: Who was this person and how did he or she die? Bones tell Diane about the life and times of famous people in history, from a Russian royal family to American outlaws and war heroes. They speak to her about murders, mass disasters, and fatal accidents. One day she's collecting skeletal evidence at a crime scene. A phone call later she's jetting to the site of a plane crash or other unexpected tragedy to identify victims. Young readers will be captivated by the thrilling real-life story of this small-town girl full of curiosity and mischief who became a world-famous bone detective. The Most Dangerous Game-Richard Connell 101-01-01 The Most Dangerous Game, also published as The Hounds of Zaroff, is a short story by Richard Connell first published in Collier's magazine on January 19, 1924. It features a big-game hunter from New York who falls off a yacht and swims to an isolated island in the Caribbean where he is hunted by a Cossack aristocrat. The story is an adaptation of the big-game hunting safaris in Africa and South America that were fashionable among wealthy Americans in the 1920s. Will Work from Home-Tory Johnson 2008 Tells you exactly how to turn today's cultural change to your advantage and start living a more flexible schedule without giving up an income edgenuity-biology-answers 2/3 Classroom Instruction that Works-McRel 2008-01-30 Precalculus, Student Edition-McGraw-Hill Education 2013-01-10 Includes Print Student Edition Forty Studies that Changed Psychology-Roger R. Hock 2005 This unique book closes the gap between psychology books and the research that made them possible. Its journey through the "headline history" of psychology presents 40 of the most famous studies in the history of the science, and subsequent follow-up studies that expanded their findings and relevance. Readers are granted a valuable insider's look at the studies that continue to be cited most frequently, stirred up the most controversy when they were published, sparked the most subsequent related research, opened new fields of psychological exploration, and changed most dramatically our knowledge of human behavior. For individuals with an interest in an introduction to psychology. Cesar Chavez-Gary Soto 2008-06-25 ¡Viva la causa! ¡Viva César Chávez! Up and down the San Joaquin Valley of California, and across the country, people chanted these words. Cesar Chavez, a migrant worker himself, was helping Mexican Americans work together for better wages, for better working conditions, for better lives. No one thought they could win against the rich and powerful growers. But Cesar was out to prove them wrong -and that he did. The Demon-Haunted World-Carl Sagan 2011-07-06 A prescient warning of a future we now inhabit, where fake news stories and Internet conspiracy theories play to a disaffected American populace "A glorious book . . . A spirited defense of science . . . From the first page to the last, this book is a manifesto for clear thought."—Los Angeles Times How can we make intelligent decisions about our increasingly technology-driven lives if we don't understand the difference between the myths of pseudoscience and the testable hypotheses of science? Pulitzer Prize-winning author and distinguished astronomer Carl Sagan argues that scientific thinking is critical not only to the pursuit of truth but to the very well-being of our democratic institutions. Casting a wide net through history and culture, Sagan examines and authoritatively debunks such celebrated fallacies of the past as witchcraft, faith healing, demons, and UFOs. And yet, disturbingly, in today's so-called information age, pseudoscience is burgeoning with stories of alien abduction, channeling past lives, and communal hallucinations commanding growing attention and respect. As Sagan demonstrates with lucid eloquence, the siren song of unreason is not just a cultural wrong turn but a dangerous plunge into darkness that threatens our most basic freedoms. Praise for The Demon-Haunted World "Powerful . . . A stirring defense of informed rationality. . . Rich in surprising information and beautiful writing."—The Washington Post Book World "Compelling."—USA Today "A clear vision of what good science means and why it makes a difference. . . . A testimonial to the power of science and a warning of the dangers of unrestrained credulity."—The Sciences "Passionate."—San Francisco Examiner-Chronicle The HyperDoc Handbook-Lisa Highfill 2016-06-01 The HyperDoc Handbook is a practical reference guide for all K-12 educators looking to transform their teaching into blended learning environments. This book strikes a perfect balance between pedagogy and how-to tips, while also providing several lesson plans to get you going using HyperDocs. Kinesiology-Ted Temertzoglou 2014-08-27 The Interesting Narrative of the Life of Olaudah Equiano-Olaudah Equiano 2021-04-29T17:27:43Z In the mid 1700s, around the age of eleven, Olaudah Equiano and his sister were kidnapped from their village in equatorial Africa and sold to slavers. Within a year he was aboard a European slave ship on his way to the Caribbean. The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African was published by the author in 1789 and is part adventure story, part treatise on the corrupting power of slavery, and part tract about the transformative powers of Christianity. Equiano's story takes him from Africa to the Americas, back across the Atlantic to England, into the Mediterranean, and even north to the ice packs, on a mission to discover the North-East passage. He fights the French in the Seven Year's War, is a mate and merchant in the West Indies, and eventually becomes a freedman based in London. The Interesting Narrative of the Life of Olaudah Equiano was one of the first popular slave narratives and was reprinted eight times in the author's lifetime. While modern scholars value this account as an important Downloaded from wadsworthatheneum.org on September 19, 2021 by guest source on the life of the eighteenth-century slave and the transition from slavery to freedom, it remains an important literary work in its own right. As a valuable part of the African and African-American canons, it is still frequently taught in both English and History university courses. This book is part of the Standard Ebooks project, which produces free public domain ebooks. Angela's Ashes-Frank McCourt 1996 The author recounts his childhood in Depression-era Brooklyn as the child of Irish immigrants who decide to return to worse poverty in Ireland when his infant sister dies. 40,000 first printing. $35,000 ad/promo. First serial, The New Yorker. Biology 2e-Mary Ann Clark 2018 Biology 2e (2nd edition) is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand -- and apply -- key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources. Cartoon Guide to the Environment-Larry Gonick 1996-03-15 Do you think that the Ozone Hole is a grunge rock club? Or that the Food Web is an on-line restaurant guide? Or that the Green Revolution happened in Greenland? Then you need The Cartoon Guide to the Environment to put you on the road to environmental literacy. The Cartoon Guide to the Environment covers the main topics of environmental science: chemical cycles, life communities, food webs, agriculture, human population growth, sources of energy and raw materials, waste disposal and recycling, cities, pollution, deforestation, ozone depletion, and global warming—and puts them in the context of ecology, with discussions of population dynamics, thermodynamics, and the behavior of complex systems. Argument-Driven Inquiry in Physics, Volume 1-Victor Sampson 2017 Physics teachers--great news! Now there's a guide to argument-driven inquiry (ADI) especially for you. Like the NSTA Press best-sellers for high school biology and chemistry, this book helps you build your students' science proficiency. It makes labs more authentic by teaching physics students to work the way scientists do--by identifying questions, developing models, collecting and analysing data, generating arguments, and critiquing and revising reports. Argument-Driven Inquiry in Physics, Volume 1 focuses on mechanics and has two parts. The first part describes the ADI instructional model and the components of ADI lab investigations. The second part provides 23 field-tested labs covering a wide variety of topics related to forces and interactions, energy, work, and power. Some investigations are introductory labs that expose students to new content; others are application labs to help students try out a theory, law, or unifying concept. All are easy to use, thanks to teacher notes, student handouts, and checkout questions, and all align with the Next Generation Science Standards and the Common Core State Standards. You'll find this book to be a one-stop source of expertise, advice, and investigations that will take the intimidation out of using ADI in physics instruction. Concepts of Biology-Samantha Fowler 2018-01-07 Concepts of Biology is designed for the single-semester introduction to biology course for nonscience majors, which for many students is their only college-level science course. As such, this course represents an important opportunity for students to develop the necessary knowledge, tools, and skills to make informed decisions as they continue with their lives. Rather than being mired down with facts and vocabulary, the typical non-science major student needs information presented in a way that is easy to read and understand. Even more importantly, the content should be meaningful. Students do much better when they understand why biology is relevant to their everyday lives. For these reasons, Concepts of Biology is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at edgenuity-biology-answers 3/3 hand.We also strive to show the interconnectedness of topics within this extremely broad discipline. In order to meet the needs of today's instructors and students, we maintain the overall organization and coverage found in most syllabi for this course. A strength of Concepts of Biology is that instructors can customize the book, adapting it to the approach that works best in their classroom. Concepts of Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand--and apply--key concepts. Environmental Science-Daniel B. Botkin 1998 This introduction to environmental issues contains five integrating themes: the global scope of environmental issues; the importance of urban environments; sustainability; human population; and the ethical and economic basis for making choices about environmental issues. These themes are introduced at the beginning and are referred to throughout. In addition, each chapter begins with a case study illustrating the issues discussed. Essential AP Biology-Princeton Review 2010-12-28 Portable and easy to use, the Princeton Review's Essential AP Biology flashcards bring you important terms and helpful explanations to help turbo-charge your AP test prep. With information naturally broken into bite-sized chunks, our flashcards make it easy to study anytime and anywhere. Essential AP Biology includes 450 flashcards with need-to-know terms for key AP Biology subject areas, covering topics such as: · cells · cellular energetic · photosynthesis · molecular genetics · cell reproduction · heredity · diversity of organisms · plants · animal structure and function · and more Use the color-coded scale on the sides of the box to help measure your progress by keeping track of how many cards you've studied so far, which terms you've mastered, and which you still need to review. Studying for the AP Biology Exam doesn't have to be painful—the Princeton Review's Essential AP Biology flashcards will make it a breeze! State by State-Matt Weiland 2010-10-19 See America with 50 of Our Finest, Funniest, and Foremost Writers Anthony Bourdain chases the fumigation truck in Bergen County, New Jersey Dave Eggers tells it straight: Illinois is Number 1 Louise Erdrich loses her bikini top in North Dakota Jonathan Franzen gets waylaid by New York's publicist...and personal attorney...and historian...and geologist John Hodgman explains why there is no such thing as a "Massachusettsean" Edward P. Jones makes the case: D.C. should be a state! Jhumpa Lahiri declares her reckless love for the Rhode Island coast Rick Moody explores the dark heart of Connecticut's Merritt Parkway, exit by exit Ann Patchett makes a pilgrimage to the Civil War site at Shiloh, Tennessee William T. Vollmann visits a San Francisco S&M club and Many More! Biology Lab Manual for Students- Anne Frank-Anne Frank 1999-03 The compelling diary of a young girl on the brink of maturity as her life draws to toward its tragic end -- one of the most moving and vivid documents of the Jewish experience. Preparing for the Biology AP Exam-Fred W. Holtzclaw 2009-11-03 Key Benefit: Fred and Theresa Holtzclaw bring over 40 years of AP Biology teaching experience to this student manual. Drawing on their rich experience as readers and faculty consultants to the College Board and their participation on the AP Test Development Committee, the Holtzclaws have designed their resource to help your students prepare for the AP Exam. * Completely revised to match the new 8th edition of Biology by Campbell and Reece. * New Must Know sections in each chapter focus student attention on major concepts. * Study tips, information organization ideas and misconception warnings are interwoven throughout. * New section reviewing the 12 required AP labs. * Sample practice exams. * The secret to success on the AP Biology exam is to understand what you must know–and these experienced AP teachers will guide your students toward top scores! Market Description: Intended for those interested in AP Biology. 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Wild harvests www.forestharvest.org.uk Apple juice – a woodland product? Apple juice is not a classic woodland product. If we had known where you could buy Borders-produced sycamore sap or elderflower cordial, we might just have stuck with that for today's event. But there are some good reasons for promoting orchards and fruit trees as part of Scotland's woodland culture. Old orchards can provide very fine woodland habitat – for people, as well as for lichens, fungi and the rest. And apples which grow on local trees are often left unused – while at the same time we expend resources transporting apples from around the world. Using an abandoned tree crop is a form of foraging – and one which connects you to your local trees. Making a commercial product from local apples is one step further – which is why not all the juice we have sourced comes from Borders apples. The juicing is done in the Borders, but to get reliable apple varieties – and enough apples – businesses are mostly sourcing outwith Scotland – at present. Interest both in our surviving heritage orchards and in the planting of new fruit trees is on the increase in Scotland just now. Laprig have recently identified a local source of apples to try out in the coming season. Cuddybridge produce both juice made from imported apple varieties – and juice made from local apples which would otherwise have gone to waste. Here is a chance to compare the two – and to celebrate the culture of using apples that is emerging again here in the Borders.	<urn:uuid:7ee7d751-ce24-48c7-98aa-22739edb5371>	CC-MAIN-2021-39	http://legacysite.reforestingscotland.org/pdf/Woodland_Bounty_Apple_juice.pdf	2021-09-19T20:11:43+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	35,831,076	311	eng_Latn	eng_Latn	0.999655	eng_Latn	0.999655	[ "eng_Latn" ]	false	docling	[ 1523 ]	[ 1.8515625 ]	1	2
Exercises On Parts Of Speech With Answers Thank you very much for downloading Exercises On Parts Of Speech With Answers. As you may know, people have look numerous times for their favorite readings like this Exercises On Parts Of Speech With Answers, but end up in harmful downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some harmful bugs inside their computer. Exercises On Parts Of Speech With Answers is available in our digital library an online access to it is set as public so you can get it instantly. Our digital library spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the Exercises On Parts Of Speech With Answers is universally compatible with any devices to read Exercises On Parts Of Speech With Answers Downloaded from marketspot.uccs.edu by guest DANIELA CHACE Exercises Upon the Diﬀerent Parts of Speech of the Portuguese Language On The Mark Press Simply English – 8 Parts of Speech is a guide to help students become familiar with the basic units of grammar. Each part of speech is deﬁned with tips and examples for identiﬁcation. Practice exercises are then provided for identifying each part of speech. Be sure to have students read over the Quick Reference (at the end of the textbook) to familiarize themselves with the eight parts of speech. It includes deﬁnitions, key words and examples. This reference can be used as a study guide and when preparing for exams. The curriculum is very ﬂexible allowing you to introduce each part of speech, usage concept and exercises at the students' own pace. Of course this will depend on the level of their previous exposure to English grammar. The concepts taught here are more likely to become entrenched if the ideas are incorporated into the students' other writing assignments With References to Veneroni's Grammar; To Which Is Subjoined, an Abridgement of the Roman History, Intended at at Once to Make the Learner Acquainted With History, and the Idiom of the Italian Language Allyn & Bacon Home Schooling: During COVID-19 and Beyond By: Deborah Nichols Poulos Homeschooling has been a challenge for parents and grandparents who have worked so well to keep their children engaged in learning this pandemic year. Debbie speaks to respect and humor in this second book, which are so important for kids and parent/teachers. This book will be a good organizational tool for future homeschoolers and can be adapted to all teaching levels. -- Carole Plack, retired Administrator, Yolo County Oﬃce of Education; parent from Debbie Poulos' 6th grade class, and grandparent ________________ Ms. Nichols Poulos was my son's 5th grade teacher and, although a bright child, he had certain behavior issues which created challenges in the classroom. Debbie was the only teacher my son had throughout his schooling that I felt really understood him. She knew how to work with him to help him achieve his best potential; to feel cared about and accepted at school. Her skills, knowledge and abilities, along with her compassion for her students, made her an outstanding teacher. She was unforgettable to her students and their parents alike. Home Schooling: During COVID-19 and Beyond is a treasure trove of information parents (and grandparents!) can use to achieve the same success with their children. She has pulled from her ﬁrst book, The Conscious Teacher, written primarily for teachers, what she thinks will be of the most help to parents. She has added some new information as well. The book's sections on behavior standards and working with gifted students are especially helpful as a parent and now as I work with my grandkids as they school at home. The advice on how to teach the various subjects of reading, writing, math, social studies and computer skills is invaluable. I have greater conﬁdence to help the kids learn at home, regardless of whether they are primarily learning remotely or in a classroom; this book gives you the tools to enrich their learning. -- Sue Woods, Mediator/Facilitator; Consensus and Collaboration Program, CSUS; BA (1975) Social Welfare, San Diego State University ______________ I'm a grandparent and not homeschooling on a regular basis, but I am often helping grandkids with schoolwork. So Home Schooling: During COVID-19 and Beyond is helpful even for having a successful single lesson. The parts about mutual respect and working WITH your student are very useful. The book is well organized, easy to understand and is full of speciﬁc routines for productive and rewarding homeschooling for teacher and student. Debbie taught my daughter, Vinci, in fourth grade and it was a wonderful year for her. She gained the necessary conﬁdence to succeed academically in Debbie's class that propelled her lively mind and scholastic achievements to this day. -- Dawn Daro, mother of Vinci Daro, B.A. and secondary teaching credential UC Berkeley, taught Junior High Richmond Uniﬁed School District _____________________ For parents new to teaching, as for anybody else, simple tools can help a lot. Deborah Nichols Poulos' Home Schooling: During COVID-19 and Beyond supplies them in a well-organized format. For math, she gives you handy grids for adding, subtracting, multiplying, and dividing, plus simple tricks that aid intuition, such as the use of manipulative objects. To build up reading and spelling, she oﬀers bonus devices for rewarding new learning without any mark-downs for errors. For writing, try her tips on building sentences and paragraphs. Positive feedback, no tears. Even without covid, this book would have been timely. -- Peter and Lin Lindert, parents of Nick Lindert, one of Deborah's students You can contact Ms. Nichols Poulos at [email protected] A Practical New Grammar, with Exercises of Bad English: Or, an Easy Guide to Speaking and Writing the English Language Properly and Correctly Cambridge University Press The Cambridge Advanced Learner's Dictionary gives the vital support which advanced students need, especially with the essential skills: reading, writing, listening and speaking. In the book: * 170,000 words, phrases and examples * New words: so your English stays up-todate * Colour headwords: so you can ﬁnd the word you are looking for quickly * Idiom Finder * 200 'Common Learner Error' notes show how to avoid common mistakes * 25,000 collocations show the way words work together * Colour pictures: 16 full page colour pictures On the CD-ROM: * Sound: recordings in British and American English, plus practice tools to help improve pronunciation * UNIQUE! Smart Thesaurus helps you choose the right word * QUICKﬁnd looks up words for you while you are working or reading on screen * UNIQUE! SUPERwrite gives on screen help with grammar, spelling and collocation when you are writing * Hundreds of interactive exercises During COVID-19 and Beyond Manik Joshi Over 100 all new exercise sets to supplement The Everyday Writer, with no repetition of the exercises included in The Everyday Writer with Exercises. Study and Master English Study Guide Grade 10 Newbury House Pub These exercises teach you step-by-step how to diagram the eight parts of speech, independent clauses, dependent adverb clauses, dependent noun clauses, dependent adjective clauses, verb phrases, prepositional phrases, gerunds, inﬁnitives, participles, and more. You'll learn grammar and diagramming with these short, simple lessons and exercises, and you'll ﬁnd all of the answers in the back so that you can easily check your work. These grammar exercises will work for you whether you're a teacher, a student, a writer, an editor, a businessman, a parent, a grandparent, or just a person who loves learning. When you're done with this book, you'll possess a powerful tool for using and understanding language. You'll be able to write with clarity, and you'll actually enjoy grammar. My son just started diagramming sentences. He really enjoys it and says grammar is now his favorite subject! Thanks for inspiring my son and me. - Margaret, Homeschool Mom I have started using your grammar exercises in my writing classes, and the students are quite engaged. - Susan, ESL Teacher I didn't "get" grammar at all growing up, and I was scared of it. Teaching it is terrifying for me. However, diagramming is helping me, so I am teaching it to my students as well. Thank you for inspiring me to love grammar and to feel more conﬁdent. - Megan, High School English Teacher I have all your materials, and I think it's all superb. It is a great way to make grammar tuition more dynamic/interactive and less didactic. It also appeals to visual learners. - Terry, Literacy Program Coordinator When I think of the complete breezing-over of this subject in my school years, I'm amazed I can communicate at all. Although I actually get paid to write, I have always felt that my underlying grammatical strength was missing. I love the fact that this material is a conﬁdence-boosting exercise as well as an educational one. I feel more equipped to explore a whole new world of knowledge, simply because I am armed with a fuller understanding of how the sentence works and what the author is saying with style, content, and syntax. - Phil, Writer I ﬁnd sentence diagramming fun, and my conﬁdence is slowly but surely growing. I think I've missed out on a lot since my teachers never taught me this brilliant way of learning English when I was in school! I would deﬁnitely recommend my friends use this method. - Carol, Grammar Lover To be honest with you, the only only way I can stomach studying grammar is through sentence diagramming. I have a "normal" grammar book, but I get so fed up trying to learn all of the rules and the exceptions to the rules. - Elizabeth, (Reluctant) Grammar Lover The Simple Math of Writing Well "O'Reilly Media, Inc." A collection of grammar and composition exercises for students who need reinforcement of basic skills. Containing, I. Orthography; Or True Spelling; which Treats of the Sound; and Uses of the Several Letters in All Positions; of the Division of Words Into Syllables; and the Use of Points. II. Prosody, Or the Art of Pronouncing Syllables in Words Truly; with Tables of Words Properly Accented. III. Etymology, Or the Kinds of Words; which Explains the Several Parts of Speech; Their Derivations and Diﬀerent Endings; Change and Likeness to One Another. IV. Syntax, Or Construction; which Teaches how to Connect Words Aright in a Sentence, Or Sentences. By A. Fisher Exercises Upon the Diﬀerent Parts of Speech of the Portuguese LanguageReferring to the Rules of Mr. Vieyra's GrammarParts of Speech WorkbookFrom BeeOne BooksParts of Speech This Parts of Speech suitable for Grade 1to Grade 8 is based on the International Curriculum like PYP, Common Core, KS 1 and more. This set includes 132 worksheets ofNoun: singular/ plural, Common & proper noun, concrete noun, Abstract noun, Countable & Uncountable noun, Collective noun, Gender nouns, Possessive nounsVerb: Action verbs, Helping verbs, Irregular verbs, Linking verbs, Auxiliary verbs, Causative verbsAdjectives: Adjective structure, Articles,AdverbsPronounsConjunctionsPr epositionsInterjectionsThe worksheets in this product are great for teachers / parents who are looking for worksheets that stimulate learning creatively at the same time being simple.This section is a part of the "English Grammar Workbook from BeeOne books". We will keep updating this section with more worksheets as and when necessary.The worksheets and workbook here are created by a team of 18 International teachers who have taught or currently teaching in 19 countries, have cumulatively taught in over 55 schools world over and have a combined teaching experience of a whopping 340 years. All worksheets come from the stable of www.grade1to6.com the worksheet specialists. Stay tuned for bundled packages in the months to come.Sentence, with Exercises for Analysis, Diagraming and Outlines of the Parts of SpeechModern EnglishExercises for Non-Native Speakers - Parts of Speech Here is everything you need to help you teach the fundamentals of grammar. This is the second of three resources presenting a back to basics approach to teaching grammar. The fundamentals of grammar, both the parts of speech and parts of a sentence, are covered with 34 overhead or whiteboard templates and 46 reproducible student exercises. With activities that include review of earlier grammar exercises, as well as 8 review tests, this resource provides a fun and easy approach to teaching grammar. Supports Common Core Standards for Language, Conventions of Standard English. Supplementary Exercise Booklet Macmillan This book oﬀers a highly accessible introduction to natural language processing, the ﬁeld that supports a variety of language technologies, from predictive text and email ﬁltering to automatic summarization and translation. With it, you'll learn how to write Python programs that work with large collections of unstructured text. You'll access richly annotated datasets using a comprehensive range of linguistic data structures, and you'll understand the main algorithms for analyzing the content and structure of written communication. Packed with examples and exercises, Natural Language Processing with Python will help you: Extract information from unstructured text, either to guess the topic or identify "named entities" Analyze linguistic structure in text, including parsing and semantic analysis Access popular linguistic databases, including WordNet and treebanks Integrate techniques drawn from ﬁelds as diverse as linguistics and artiﬁcial intelligence This book will help you gain practical skills in natural language processing using the Python programming language and the Natural Language Toolkit (NLTK) open source library. If you're interested in developing web applications, analyzing multilingual news sources, or documenting endangered languages -- or if you're simply curious to have a programmer's perspective on how human language works -- you'll ﬁnd Natural Language Processing with Python both fascinating and immensely useful. From BeeOne Books Forgotten Books Excerpt from Exercises Upon the Diﬀerent Parts of Italian Speech: With References to Veneroni's Grammar; To Which Is Subjoined, an Abridgement of the Roman History, Intended at at Once to Make the Learner Acquainted With History, and the Idiom of the Italian Language I have frequently omitted fuch words as are the fubjee'r of the exercife, which the learner is upon, or have been fo often men tioned that it may be prefumed there is no occaﬁon for repeating their ﬁgniﬁcation in order that the fcholar may be upon his guard, recollect what he has learnt, and exert both his memory and judgment, or at leaﬂ be obliged to have recourfe to his Gram mar when his memory fails him. For thefe reafons, 'in the latter part of the Exercifes, there is fcarce any other Italian but for noun and verb; all the other parts of fpeech hav ing been already gone through. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-theart technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. The Eight Parts of Speech J. Campbell Writing guides abound, but The Simple Math of Writing Well is one of a kind. Readers will ﬁnd its practical approach aﬃrming, encouraging, and informative, and its focus on the basics of linguistic structure releases 21st-century writers to embrace the variety of mediums that deﬁne our internet-connected world. As Harrop reminds us in the opening chapters of her book, we write more today than ever before in history: texts, emails, letters, blogs, reports, social media posts, proposals, etc. The Simple Math of Writing Well is the ﬁrst guide that directly addresses the importance of writing well in the Google age. Parts of Speech Workbook Pennington ePress A guide for students to use the basic units of grammar. Exploring Linguistic Science John Wiley & Sons Introduces students to the scientiﬁc study of language, using the basic principles of complexity theory. Exercises Upon the Diﬀerent Parts of Italian Speech with References to Veneroni's Grammar Createspace Independent Publishing Platform Grounded in linguistic research and argumentation, THE ENGLISH LANGUAGE: FROM SOUND TO SE01 General/tradeE oﬀers readers who have little or no analytic understanding of English a thorough treatment of the various components of the language. Its goal is to help readers become independent language analysts capable of critically evaluating claims about the language and the people who use it. EXERCISES UPON THE DIFFERENT P Dorrance Publishing It is an immense sense of exceptional achievement in writing this book for the interest of students and working professionals to peruse basic to advance English Grammar. The author has exerted himself to provide you an easy to understand the book. The author of the book always pins his faith in persistently working to create easier book editions.A fresh and distinctive approach to write this book has been adopted to bring forth English Grammar topic parts of speech, the topic has been explained in a very simple way so that a govt. or private school student both can understand the topics eﬀortlessly. The author has tried to bestow the maximum numbers of examples in the book. The sentences (examples) used in the book are provided, keeping in mind that the instances ought to be practical and can be used in daily life also. The author has written the examples with his practical experience during his life journey.The author does not claim any originality about the topic-matter but the innovative, systematic, and articulate style adopted in the presentation of the theme is exclusive original. The English Language On The Mark Press Queneau uses a variety of literary styles and forms in ninety-nine exercises which retell the same story about a minor brawl aboard a bus Parts of Speech Rowman & Littleﬁeld English words can be categorized into 9 basic types which are called "parts of speech" or sometimes "word classes". These are as follows: Noun, Verb, Adjective, Adverb, Pronoun, Preposition, Conjunction, Interjection, and Determiner. Many words may have more than one kind of function. In other words, they can be more than one part of speech. For example, "clear" can be a verb, an adjective and an adverb. "After" can be a preposition, an adjective, an adverb and a conjunction. Here, you will ﬁnd an alphabetical list of words that can be used as at least two parts of speech: Sample This: Nouns – Alphabetical list of words that are NOUNS but can also be used as at least one more part of speech: 1. abandon [noun] -- also acts as: verb, 2. abdominal [noun] -- also acts as: adjective, 3. aboriginal [noun] -- also acts as: adjective, 4. abrasive [noun] -also acts as: adjective, 5. absolute [noun] -- also acts as: adjective, 6. abstract [noun] -- also acts as: verb / adjective, 7. abuse [noun] -- also acts as: verb, 8. academic [noun] -- also acts as: adjective, 9. accent [noun] -- also acts as: verb, 10. access [noun] -- also acts as: verb, 11. accessory [noun] -- also acts as: adjective, 12. acclaim [noun] -also acts as: verb, 13. accord [noun] -also acts as: verb, 14. account [noun] -also acts as: verb, 15. ache [noun] -- also acts as: verb, 16. acrylic [noun] -- also acts as: adjective, 17. act [noun] -- also acts as: verb, 18. acting [noun] -- also acts as: adjective, 19. action [noun] -also acts as: verb, 20. active [noun] -also acts as: adjective, 21. address [noun] -- also acts as: verb, 22. adhesive [noun] -- also acts as: adjective, 23. adult [noun] -- also acts as: adjective, 24. advance [noun] -- also acts as: verb / adjective, 25. advantage [noun] -- also acts as: verb, 26. advisory [noun] -- also acts as: adjective, 27. advocate [noun] -also acts as: verb, 28. aerial [noun] -also acts as: adjective, 29. aesthetic [noun] -- also acts as: adjective, 30. aﬃrmative [noun] -- also acts as: adjective, 31. aﬃx [noun] -- also acts as: verb, 32. aﬀront [noun] -- also acts as: verb, 33. age [noun] -- also acts as: verb, 34. agglomerate [noun] -- also acts as: verb / adjective, 35. aggregate [noun] -also acts as: verb / adjective, 36. aid [noun] -- also acts as: verb, 37. aim [noun] -- also acts as: verb, 38. air [noun] -- also acts as: verb, 39. airbrush [noun] -- also acts as: verb, 40. airlift [noun] -- also acts as: verb, 41. alarm [noun] -- also acts as: verb, 42. alcoholic [noun] -- also acts as: adjective, 43. alert [noun] -- also acts as: verb / adjective, 44. alias [noun] -- also acts as: adverb, 45. alien [noun] -- also acts as: adjective, 46. alloy [noun] -- also acts as: verb, 47. ally [noun] -- also acts as: verb, 48. alpine [noun] -- also acts as: adjective, 49. alternate [noun] -- also acts as: verb / adjective, 50. alternative [noun] -- also acts as: adjective Key to Hiley's English exercises Independently Published The bestselling workbook and grammar guide, revised and updated! Hailed as one of the best books around for teaching grammar, The Blue Book of Grammar and Punctuation includes easyto-understand rules, abundant examples, dozens of reproducible quizzes, and pre- and post-tests to help teach grammar to middle and high schoolers, college students, ESL students, homeschoolers, and more. This concise, entertaining workbook makes learning English grammar and usage simple and fun. This updated 12th edition reﬂects the latest updates to English usage and grammar, and includes answers to all reproducible quizzes to facilitate self-assessment and learning. Clear and concise, with easy- to-follow explanations, oﬀering "just the facts" on English grammar, punctuation, and usage Fully updated to reﬂect the latest rules, along with even more quizzes and pre- and post-tests to help teach grammar Ideal for students from seventh grade through adulthood in the US and abroad For anyone who wants to understand the major rules and subtle guidelines of English grammar and usage, The Blue Book of Grammar and Punctuation oﬀers comprehensive, straightforward instruction. Key to the Questions and exercises adapted to Hiley's English grammar New Directions Publishing Exercises Upon the Diﬀerent Parts of Speech of the Portuguese LanguageReferring to the Rules of Mr. Vieyra's GrammarParts of Speech WorkbookFrom BeeOne Books From Sound to Sense Teacher Created Resources A ten-year-old orphan comes to live in a lonely house on the Yorkshire moors and discovers an invalid cousin and the mysteries of a locked garden. To which is Added an Abridgement of the Roman History Intended at Once to Make the Learner Acquainted with History and the Idiom of the Italian Language Parlor Press LLC Pt.1 parts of Speech. 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HIV AND YOUNG PEOPLE HIV stands for human immunodeficiency virus. It is the virus that can lead to acquired immunodeficiency syndrome (AIDS), if not treated. HIV attacks the body's immune system, specifically CD4 cells (aka T cells), which help the immune system fight off infections. When untreated, HIV reduces the number of T cells in the body, making the young person more likely to contract other infections or infection-related cancers. HIV is found in blood, semen (cum), pre-seminal fluid (pre-cum), vaginal fluid, rectal fluid, and breast milk. Some of the ways HIV is spread includes: * Anal, oral, or vaginal sex * Needles, syringes, or other injection equipment * Pregnancy, childbirth, or breastfeeding HIV cannot be transmitted by air or water, saliva, sweat, tears, closed-mouth kissing, insects or pets, sharing toilets, food, drinks, or hugging. Young People The Centers for Disease Control and Prevention (CDC) reports that in 2017, young people ages 13 to 24 made up 21% (8,164) of the 38,739 new HIV diagnoses in the United States and dependent areas. In addition, young people living with HIV are the least likely of any group to be linked to care in a timely manner and have a suppressed viral load. A suppressed, or undetectable, viral load means that the level of HIV in the blood is too low to be detected by a viral load test. Rates of HIV are disproportionately higher among LGBTQ young people, especially gay or bisexual men. This does not mean that HIV is a 'gay' or 'LGBTQ' disease. Believing so creates harmful stereotypes about young people living with HIV and LGBTQ young people. Treatment Although no cure currently exists, with proper and consistent medical care, HIV can be controlled. The medicine used to treat HIV is called antiretroviral therapy (ART). ART reduces a young person's viral load (the amount of HIV antibodies) to an undetectable level. Young people living with HIV who maintain an undetectable viral load have effectively no risk of transmitting HIV to their HIV-negative partner through sex. Prevention PrEP stands for Pre-Exposure Prophylaxis. It is an HIV prevention method in which people that are not living with HIV take medicine on a daily basis to reduce their potential exposure to HIV. PEP stands for post-exposure prophylaxis. It is a way to prevent HIV transmission after a possible recent exposure (sexual assault, a condom breaks or slips off, condomless sex, or neddle-sharing for drugs, hormones, or tattoos). Advocates for Youth believes that: * Poverty, racism, homophobia, and other forms of oppression all contribute to HIV risk and to quality of treatment and care. * Young people have the right to education and skills to make informed decisions about their sexual health. * Young people have the right to condoms, HIV testing, and medication needed to prevent HIV, and have the right to confidential, affordable, accessible services. * Young people are at risk of not receiving medication regularly enough to have their viral load suppressed. We must ensure that all young people have access to accessible and affordable HIV treatment. * Young people living with HIV have the right to freedom and dignity. Laws which criminalize people living with HIV are founded in ignorance and serve only to divert attention and resources from real strategies to end the epidemic. HIV Resources: * advocatesforyouth.org/issue/hiv/ * advocatesforyouth.org/nyhaad * advocatesforyouth.org/mentorship * www.cdc.gov/hiv/basics/ * www.WhatWorksInYouthHIV.org/youth-hiv * www.AIDSVu.org THINGS TO KNOW: * HIV stands for human immunodeficiency virus. * HIV attacks the body's immune system, specifically CD4 cells (T cells), which help the immune system fight off infections. * The Centers for Disease Control and Prevention (CDC) reports that in 2017, young people aged 13 to 24 made up 21% (8,164) of the 38,739 new HIV diagnoses in the United States and dependent areas. THINGS TO REMEMBER: * Only certain body fluids—blood, semen (cum), pre-seminal fluid (pre-cum), rectal fluids, vaginal fluids, and breast milk. HIV cannot be transmitted by air or water, saliva, sweat, tears, closed-mouth kissing, insects or pets, or sharing toilets, food, drinks, or hugging. * Rates of HIV are disproportionately higher among LGBTQ young people, especially gay or bisexual men. This does not mean that HIV is a 'gay' or 'LGBTQ' disease. Believing so creates harmful stereotypes about young people living with HIV and LGBTQ young people. * Although no cure currently exists, with proper medical care, HIV can be controlled. The medicine used to treat HIV is called antiretroviral therapy (ART).	<urn:uuid:8cd1bf58-0c0a-4755-8454-26d06fe9c7d6>	CC-MAIN-2021-39	http://www.advocatesforyouth.org/wp-content/uploads/2020/09/HIV-and-Young-People-One-pager.pdf	2021-09-19T20:05:32+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz	73,112,105	1,037	eng_Latn	eng_Latn	0.991596	eng_Latn	0.996415	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3358, 4662 ]	[ 1.765625 ]	1	2
सच्ी पर्यावरण संरक्षक 'गृहहणी' 4 पर्यावरण की अकुल्हट 5 कैच द रेन : आओ, हमलकर कररें त्ल्बों की हचंत् 6 चमोली ह्दस् : प्रकृहत के स्मने हमेश् बौने रहरेंगे हम मकई की भूसी क् ईको फ्रेंडली पेन 8 छ्नीबड़ी मरें हिर से न्च उठे 'मोर' 9 पंढरीन्थ कुंड को स्वरंसेवकों ने हदर् पुनर्जीवन 10 धरती को दरें स्ँसरें 11 Campaign for Saving Stepwells in Maharashtra 12 Masks: Saving Humans, Overburdening Ecosystem 14 Ecological Restoration : A case study 16 Climate Change: An opportunity for India Environment: Catch them young 20 Prevent, Halt and Restore Ecosystems 21 Kadha: An essential prescription 23 Plantation: Save for Oxygen 24 Kalor: Truly novel 25 Groasis Waterbox: A technological marvel! 26 Wasteland: Will is all that matters 27 Ponds' Rejuvenation: Standing for a cause 29 Yogic Farming: A philosophical vision into Practical Farming Wetlands: A must for bio-diversity 32 Wasteland: Restore to Rejuvenate 34 Sarthak's Bhopal Model: Towards Sustainable Environment 36 2 \| 18 7 30 Prevent, Halt and Restore Ecosystems By Dr Avilash Roul Ecosystem Restoration is the theme of this World Environment Day which is being celebrated across the word on 5th June. While Pakistan is the global host of this year's world environment day, the United Nation has launched the UN Decade on Ecosystem Restoration 2021-2030. The dedicated UN decade would likely to bring the focus of world governments in preventing, halting and reversing the degradation of ecosphere in their respective sovereign control as well as beyond. Since 1972 United Nation sponsored Conference of Human Environment (UNCHE) at Stockholm, international community- governments, non-government organisations, citizens, youth and children have been celebrating June 5th as World Environment Day. Through the civilizational progress, it's the anthropocentrism which has either directly or indirectly and knowingly or unknowingly diminished the value and sense of ecocentrism- a vital component of survival of humankind. The Pandemic of the century that has already caused loss of million lives is an effect of large scale unstoppable ecosystem degradation. As humankind continue unabated to encroach on fragile ecosystems, emergence of zoonotic diseases will threaten lives of millions. The modern humankind considers services provided by ecosystems only in terms of limited and narrow economic cost. The result is overexploitation of nature and natural resources. Human activity has altered almost 75 per cent of the earth's surface, cornering wildlife and nature to a smaller area of the planet. Almost 1 million flora and fauna species are threatened with extinction. Land degradation has reduced the productivity of 23% of the global land surface. Nearly 100-300 million people are at increased risk of floods and cyclones due to loss of coastal habitats and protection. The Global Assessment Report of Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) alerts to the world that nature's dangerous decline 'unprecedented'; species extinction rates 'accelerating' than never before. Ecosystems support all life on Earth as web of life. The UN sponsored Millennium Ecosystem Assessment (MA) identified four major categories of ecosystem services: provisioning (food, fresh water, fuel, fiber, and other goods), regulating (climate, water, disease regulation as well as pollination), cultural (educational, aesthetic, and cultural heritage values as well as recreation and tourism) and supporting services (soil formation and nutrient cycling). Therefore, the Earth needs urgent healing. Ten more years are now with humankind to restore, or at least to minimise the pace of degradation of the planet. The healthier the ecosystems are, the healthier the planet - and its people. According to 'State of Finance for Nature' Report (2021), authored by UN Environment Program, World Economic Forum and Economic and Land Degradation Initiative, the World needs 8.1 trillion USD investment in nature by 2050 to tackle multiple but interlinked planetary crisis of ending poverty, combating climate change, preventing mass extinction and land degradation. \| All kinds of ecosystems- farmlands, forests, lakes and rivers, grasslands and savannahs, mountains, oceans and coasts, wetlands, and cities- require sustenance by each and every one from governments and development agencies to businesses, communities and individuals. The UN estimates that by 2030, the restoration of 350 million hectares of degraded terrestrial and aquatic ecosystems could generate 9 trillion USD in ecosystem services. Restoration could also remove 13 to 26 gigatons of greenhouse gases (GHG) gases causing climate change - from the atmosphere, which would complement efforts under Paris Agreement on Climate Change. The economic benefits of such interventions in ecosystem restoration is nine times greater instead of inaction or business as usual practices. While restoration of a small ecosystem can protect and improve the livelihoods of people depending on that, the large restoration can provide security of states and nations. It helps to regulate disease and reduce the risk of natural disasters. In fact, restoration of ecosystems can help achieve all of the Sustainable Development Goals (SDGs) as most of its 17 Goals are interlinked. Restoring Marine Ecosystems Marine ecosystems are under direct attack from pollution, climate change and overexploitation. The oceans play an important role in supporting life on earth while covering more than 70 per cent of the surface of the planet. Having most diverse and important ecosystem, oceans contribute to global and regional elemental cycling, and regulating the climate. The ocean provides natural resources including food, materials, substances, and energy. Marine resources are particularly important for 40 percent of world population living in coastal communities. Meanwhile, oceans help regulate the global ecosystem by absorbing heat and carbon dioxide (CO2) from the atmosphere However, oceans and coastal areas are extremely vulnerable to environmental degradation, overfishing, climate change and pollution. In 2015, 33% of marine fish stocks were being harvested at unsustainable levels and 60% were maximally sustainably fished. Plastic pollution has increased tenfold since 1980, 300-400 million tons of heavy metals, solvents, toxic sludge and other wastes from industrial facilities are dumped annually into the world's waters, and fertilizers entering coastal ecosystems have produced more than 400 ocean 'dead zones'. Also, under the present ocean (non)governance, free for one country in sovereign water and Exclusive Economic Zone (EEZ) to free for all beyond EEZs, both notions have depleted the Ocean by competing demands with increasing disputes among countries. The Indian Ocean, according to the Indian Ocean Experiment (INDOEX), has been gravely polluted by plastic debris and chemical runoff. It has documented widespread pollution covering about 10 million square kilometre (3.86 million square miles). According to World Wide Fund for Nature (WWF), more than 80% of marine pollution is caused by land-based activities that cause oil spills, fertilizers and toxic chemical runoff and the discharge of untreated sewage. Additionally, it bears the brunt of oil transits thereby further risking oil spills and dangers due to heavy traffic. Last month (May 20) fire incident of Singapore-registered ship MV X-Press Pearl, carrying chemicals and plastic, and subsequent \| explosion, have registered serious ecological hazards due to oil spill and spreading of tiny plastic pearls along the Sri Lankan coast by threatening fragile marine ecosystem. The ship which was carrying 350 tonnes of oil in its fuel tank will be disastrous to the costal ecosystem despite Island country's Marine Environment Protection Authority (MEPA) would able to handle that. This incident is not less than the Tory Canyon oil spill in UK coast in 1966-67, which was a major ecological disaster. The MV X-Press Pearl case must ignite the environmental consciousness not only in Sri Lanka but in South Asia. To avoid such high risk incidents and to protect, conserve and manage ocean ecosystems in sustainable manner, the littoral countries must come together at the earliest to forge a long-term agreement. The ongoing negotiation to produce a legally binding instrument for the conservation and sustainable use of 'Marine Biodiversity beyond National Jurisdiction' (MBBNJ) under the UN Convention on the Law of the Seas (UNCLOS) is a step in right direction. The SDG -14 calls upon the governments to conserve and sustainably use the oceans, seas and marine resources for sustainable development. On a regional scale, it is imperative for India to take the stewardship in ocean conservation with other littoral countries. The UN Ecosystem Restoration Decade has provided the opportunity to India and other littoral countries to begin a dialogue for a long-term agreement at least on the eastern side as a proposed Bay of Bengal Initiative on Restoring Marine Ecosystems (BBIRME). The slogan for this world environment day is 'reimagine, recreate and restore' ecosystems for healing the planet. To add and furthering the objectives in spirit and letter, the slogan shall be with co-reimagine, co-recreate and co-restore by emphasising the informed participation of communities, citizens and stakeholders who are depending on the specific ecosystems for their livelihood as priority. (The author is Guest Professor/ Principal Scientist at IIT Madras, Chennai)	<urn:uuid:9731fa62-274f-4002-b561-75e1047739c3>	CC-MAIN-2021-39	https://sspconline.org/sites/default/files/2021-07/Prevent-Halt-Restore-Roul-Copy.pdf	2021-09-19T19:32:27+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz	578,837,402	2,059	eng_Latn	eng_Latn	0.78268	eng_Latn	0.990148	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1002, 4172, 9621 ]	[ 2.4375 ]	1	1
AD-HOC ECONOMICS WILL COVID KILL CASH? rom clay tokens in Mesopotamia to silver coins in ancient Greece, for centuries money has been something tangible. As societies moved away from barter, they began using items that were durable, portable and widely accepted as a form of money. More recently, coins and banknotes have helped to build modern economies. F While, in the US, use of cash has declined, households have increased their holdings of it: the total amount of currency in the US has risen by 10% since the end of January (see In recent years technology has begun to change the way we think about money. No longer is money just something physical. Instead, in developed economies, the majority of people's money is kept in bank accounts rather than under the mattress. There has also been a growth in electronic payment services such as PayPal, Apple Pay and Venmo, meaning money can be transferred quickly over the internet. Spending and hoarding during COVID The move away from cash as a medium of exchange has only accelerated during the pandemic. Fears that banknotes will spread the virus have seen many shops asking customers to use contactless payments. While the World Health Organisation (WHO) has tried to allay these fears, saying cash is no more likely to spread the disease than other objects, the Bank for International Settlements (BIS) has noted a marked increase in the use of contactless cards. Since January 30th, the day when COVID-19 was labelled a 'public health emergency', the use of contactless has made up an even greater proportion of payments (contactless accounts for over 70% of card transactions in some countries according to the BIS). Maximum limits on contactless payments have also been increased in many countries during the pandemic. In addition, people have moved a greater proportion of their spending online. This further increases the use of electronic money. And as lockdowns were implemented, places where cash was often used such as hairdressers, bars and cafes were shuttered. Rather than spending cash, households are hoarding it. This is in line with previous crises when households have sought the security cash provides (what John Maynard Keynes called 'precautionary demand' for cash). Phasing out cash? Some economists were arguing that cash should be phased out even before the pandemic. Advocates of a cashless economy point to the inefficiencies of cash: the cost of storing it, counting it and transporting it. These costs can be difficult to quantify. The British Retail Consortium, a UK trade body, has estimated that the cost of handling cash amounts to 0.15% of the transaction (versus 0.49% for credit card fees). Others put the figure much higher. IHL, a consultancy, says the cost can be up to 15% for businesses that are frequently having to count and transport cash. In his book, The Curse of Cash, Kenneth Rogoff argues that the existence of cash also aids tax evasion. In the informal economy, workers are paid 'cash in hand' making it hard for authorities to levy income taxes. He also points out that cash is a boon for organized crime: high denomination notes allow money to be laundered without an electronic trace. Removing cash would also increase the effectiveness of monetary policy. People would be forced to hold their money electronically meaning changes in interest rates could be passed on. Given the option of holding cash (which pays an effective interest rate of zero), taking interest rates negative can be tricky for central banks. This problem has become more acute as COVID-19 has required central banks to loosen policy. A number of central banks are considering introducing their own digital currencies. China and Sweden are both testing versions of a central bank digital currency (CBDC). This would allow households and businesses to hold electronic central bank money in the same way commercial banks do now. paid their bills and received their wages. There are also concerns about privacy if cash were to disappear. A CBDC would need to address these worries and ensure everyone had access. A CBDC would also mean interest rates set by central banks could be passed on to households. This would improve monetary policy transmission. A CBDC could also provide an alternative to the electronic payment systems offered by commercial banks as cash becomes less common. Holders of the CBDC would therefore not need to worry about banks failing, which would improve financial resilience. A CBDC could also be offered free to households and firms meaning they would avoid the transaction fees currently charged by credit card firms. A need for cash Some, however, worry about the end of cash. Even in developed economies many adults still rely on it. In 2017, 14 million adults in America lacked access to a bank account (the "unbanked"), with cash the most common way they However, while a substantial number of people still rely on cash, governments have pledged to protect it. The UK has announced it will look to protect access to cash for those who need it. Even in Sweden, known for being a country relatively far along the transition to a cashless future, a law was passed last year forcing banks to provide cash in rural areas. Protections such as these mean that even though the future looks increasingly cashless, cash may be around for some time to come. Written by Thomas Schiller, Ad-Hoc Economics http://www.adhoc-economics.ch Fille DISCLAIMER This document has been prepared by Clarus Capital Group AG ("Clarus Capital"). This document and the information contained herein are provided solely for information and marketing purposes. 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IMPRESSUM IN COOPERATION WITH CLARUS CAPITAL GROUP AG, GUTENBERGSTRASSE 10, CH-8002 ZURICH, [email protected], WWW.CLARUSCAPITAL.CH ROGER GANZ, HEAD ASSET MANAGEMENT, DEJAN RISTIC, HEAD EQUITY & FX, MARKUS METTIER, HEAD FIXED INCOME	<urn:uuid:7f63052b-fee9-458a-939f-29161c558ad4>	CC-MAIN-2021-39	https://www.claruscapital.ch/fileadmin/filesharing/documents/Ad-Hoc-Economics/Ad_Hoc_Ecomonics_The_End_Of_Cash.pdf	2021-09-19T19:19:52+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00658.warc.gz	735,941,472	1,708	eng_Latn	eng_Latn	0.996826	eng_Latn	0.998927	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3630, 5462, 8686 ]	[ 1.9296875 ]	1	1
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IELTS ACADEMIC READING PRACTICE PAPER 15 IELTS Academic Reading Sample 3 - Zoo Conservation Programmes You should spend about 20 minutes on Questions 16-28 which are based on Reading Passage 3 below. Zoo Conservation Programmes One of London Zoo's recent advertisements caused me some irritation, so patently it distorts reality. Headlined "Without zoos, you might as well tell these animals to get stuffed", it was bordered with illustrations of several endangered species and went on to extol the myth that without zoos like London Zoo these animals "will almost certainly disappear forever". With the zoo world's rather mediocre record on conservation, one might be forgiven for being slightly sceptical about such an advertisement. Zoos were originally created as places of entertainment, and their suggested involvement with conservation didn't seriously arise until about 30 years ago, when the Zoological Society of London held the first formal international meeting on the subject. Eight years later, a series of world conferences took place, entitled "The Breeding of Endangered Species", and from this point onwards conservation became the zoo community's buzzword. This commitment has now been clearly defined in The World Zoo Conservation Strategy (WZCS, September 1993), which although an important and welcome document does seem to be based on an unrealistic optimism about the nature of the zoo industry. The WZCS estimates that there are about 10,000 zoos in the world, of which around 1,000 represent a core of quality collections capable of participating in coordinated conservation programmes. This is probably the document's first failing, as I believe that 10,000 is a serious underestimate of the total number of places masquerading as zoological establishments. Of course, it is difficult to get accurate data but, to put the issue into perspective, I have found that, in a year of working in Eastern Europe, I discover fresh zoos on almost a weekly basis. The second flaw in the reasoning of the WZCS document is the naive faith it places in its 1,000 core zoos. One would assume that the calibre of these institutions would have been carefully examined, but it appears that the criterion for inclusion on this select list might merely be that the zoo is a member of a zoo federation or association. This might be a good starting point, working on the premise that members must meet certain standards, but again the facts don't support the theory. The greatly respected American Association of Zoological Parks and Aquariums (AAZPA) has had extremely dubious members, and in the UK the Federation of Zoological Gardens of Great Britain and Ireland has Occasionally had members that have been roundly censured in the national press. These include Robin Hill Adventure Park on the Isle of Wight, which many considered the most notorious collection of animals in the country. This establishment, which for years was protected by the Isle's local council (which viewed it as a tourist amenity), was finally closed down following a damning report by a veterinary inspector appointed under the terms of the Zoo Licensing Act 1981. As it was always a collection of dubious repute, one is obliged to reflect upon the standards that the Zoo Federation sets when granting membership. The situation is even worse in developing countries where little money is available for redevelopment and it is hard to see a way of incorporating collections into the overall scheme of the WZCS. Even assuming that the WZCS's 1,000 core zoos are all of a high standard complete with scientific staff and research facilities, trained and dedicated keepers, accommodation that permits normal or natural behaviour, and a policy of cooperating fully with one another what might be the potential for conservation? Colin Tudge, author of Last Animals at the Zoo (Oxford University Press, 1992), argues that "if the world's zoos worked together in co-operative breeding programmes, then even without further expansion they could save around 2,000 species of endangered land vertebrates'. This seems an extremely optimistic proposition from a man who must be aware of the failings and weaknesses of the zoo industry, the man who, when a member of the council of London Zoo, had to persuade the zoo to devote more of its activities to conservation. Moreover, where are the facts to support such optimism? Today approximately 16 species might be said to have been "saved" by captive breeding programmes, although a number of these can hardly be looked upon as resounding successes. Beyond that, about a further 20 species are being seriously considered for zoo conservation programmes. Given that the international conference at London Zoo was held 30 years ago, this is pretty slow progress, and a long way off Judges target of 2,000. Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 16-22 write : Y if the statement agrees with the writer N if the statement contradicts the writer NG if it is impossible to say what the writer thinks about this 16. London Zoo's advertisements are dishonest. 17. Zoos made an insignificant contribution to conservation up until 30 years ago. 18. The WZCS document is not known in Eastern Europe. 19. Zoos in the WZCS select list were carefully inspected. 20. No-one knew how the animals were being treated at Robin Hill Adventure Park. 21. Colin Tudge was dissatisfied with the treatment of animals at London Zoo. 22. The number of successful zoo conservation programmes is unsatisfactory. Questions 23-25 Choose the appropriate letters A-D and write them in boxes 23-25 on your answer sheet. 23 What were the objectives of the WZCS document? A. to improve the calibre of zoos worldwide B. to identify zoos suitable for conservation practice C. to provide funds for zoos in underdeveloped countries D. to list the endangered species of the world 24 Why does the writer refer to Robin Hill Adventure Park? A. to support the Isle of Wight local council B. to criticise the 1981 Zoo Licensing Act C. to illustrate a weakness in the WZCS document D. to exemplify the standards in AAZPA zoos 25 What word best describes the writer's response to Colin Tudges' prediction on captive breeding programmes? A. disbelieving B. impartial C. prejudiced D. accepting Questions 26-28 The writer mentions a number of factors which lead him to doubt the value of the WZCS document Which THREE of the following factors are mentioned? Write your answers (A-F) in boxes 26-28 on your answer sheet. List of Factors: A. the number of unregistered zoos in the world B. the lack of money in developing countries C. the actions of the Isle of Wight local council D. the failure of the WZCS to examine the standards of the "core zoos" E. the unrealistic aim of the WZCS in view of the number of species "saved" to date F. the policies of WZCS zoo managers	<urn:uuid:b25c6265-9f59-45e6-ab53-6e9de23ba929>	CC-MAIN-2021-39	https://images.static-collegedunia.com/public/college_data/images/entrance/sample_paper/1621060128IELTS%20Academic%20Reading%20Practice%20Paper%2015.pdf	2021-09-19T19:42:57+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	366,730,642	1,459	eng_Latn	eng_Latn	0.997193	eng_Latn	0.998098	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2682, 5727, 6923 ]	[ 2.578125 ]	3	0
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The Pearl - Chapter 1 Listening Task (Audiobook with timed Questions - Student Task Sheet)The Pearl Chapter 1 the pearl by john steinbeck Digital full movie 2018 - Youtube The Pearl Chapter 3 Listening Task (Audiobook with timed Questions - Student Task Sheet) Answers and Action Steps for Your Future New Beginnings The Pearl Audiobook \| Chapter 3 Video week 6 The Pearl chapter 1 2 zoom 0 The Pearl Chapter 3 The Pearl Audiobook \| Chapter 6 The Pearl Audiobook \| Chapter 4 \"THE PEARL by John Steinbeck\" -Short Film The Pearl Chapter 2 Listening Task (Audiobook with timed Questions - Student Task Sheet) The Pearl Audiobook \| Chapter 1The Pearl Listening Task - Chapter 4 (Audiobook with timed Questions - Student Task Sheet) The Pearl Audiobook \| Chapter 2 Chapter 4 The Pearl Annotation (Guided, Key Quotes) the pearl summary chapter 1 Book Review: The Pearl The Pearl by John Steinbeck (Summary and Review) - Minute Book Report The pearl chapter 2 \| the pearl novel in urdu \| the pearl by john steinbeck \| the pearl novel Pearl Study Guide Questions Answers The PEARL study will help answer the question, "Does an early heart cath improve survival and prevent heart muscle damage after a cardiac arrest without ST segment elevation on the ECG?" Who will be included in the PEARL study? Patients who are resuscitated from cardiac arrest outside the hospital will be included in the Page 3/13 Questions and Answers About the PEARL Study The Pearl Study Guide Questions. point of view. foreshadowing. dramatic irony. situational irony. third person limited. the use of hints and clues to suggest what will happen later i…. when the reader is aware of something, but the protagonist isn…. point of view of reader or character. describes a situation wh…. the pearl study guide questions Flashcards and Study Sets ... Start studying The Pearl: Short Answer Study Guide Ch. 1-3. Learn vocabulary, terms, and more with flashcards, games, and other study tools. The Pearl: Short Answer Study Guide Ch. 1-3 Flashcards ... The Pearl Study Guide Questions And Answers The Pearl study guide contains a biography of John Steinbeck, quiz questions, major themes, characters, and a full summary and analysis. Vocabulary words for The Pearl Study Guide Chapters 1-3. Includes studying games and tools such as flashcards. (answers vary per student). Pearl Study Guide Questions Answers - VRC Works The Pearl Study Guide Final Free Practice Test Instructions. Choose your answer to the question and click 'Continue' to see how you did. Then click 'Next Question' to answer the next question. Page 5/13 The Pearl Study Guide - Practice Test Questions & Final ... Short Answer Study Guide Questions- The Pearl. o Chapter 1. 1. Kino and Juana woke up in the morning and started their daily life activities. They found out that there was a scorpion on a rope... Short Answer Study Guide Questions- The Pearl - Pan ... The Pearl study guide contains a biography of John Steinbeck, quiz questions, major themes, characters, and a full summary and analysis. ... The Pearl Questions and Answers. The Question and Answer section for The Pearl is a great resource to ask questions, find answers, and discuss the novel. Page 6/13 The Pearl Study Guide \| GradeSaver 1. In the description of the pearl buyers, what do we find about the market in Kino's village? The market is a... 2. What happened when Kino went to sell his pearl? The pearl buyer told Kino that the pearl is too big and odd, but it's... 3. Juan Tomas says to Kino, "You have defied not the pearl ... SHORT ANSWER GUIDED QUESTIONS- The Pearl - KK's English III The Question and Answer sections of our study guides are a great resource to ask questions, find answers, and discuss literature. Page 7/13 Home The Pearl Q & A Ask a question and get answers from your fellow students and educators. The Pearl Questions and Answers \| Q & A \| GradeSaver Further Study Study Questions What do we learn about the pearl's symbolism from the reactions it evokes? In his epigraph to The Pearl, Steinbeck writes, "If this story is a parable, perhaps everyone takes his own meaning from it and reads his own life into it." The Pearl: Study Questions \| SparkNotes This package consists of reading comprehension questions for the novella, The Pearl.This assignment will be due on September 3rd Page 8/13 2015 for full credit.. The assignment will also be posted on the school website on the Elmont Memorial High School homepage. The Pearl Study Guide Questions - Sewanhaka High School Pearl Study Guide Questions Answers registration, strength training for the arms poster, suzuki gsxr750 full service repair manual 2008 2010, dual xd1222 wire harness, mazda axela fuse box, david livingstone buxton meriel, les contes macabres, the politics of english holborow marnie, mini cooper s owner manual, le retour de letalon noir le livre The Pearl Guided Reading Questions Directions: Use these questions as a guide to what is important in each chapter. You may use the notes from these questions on your quiz. Chapter 1-2 1. Who were the three main characters described in Chapter 1? 2. Songs and music are usually very important in cultures where people cannot read or write. Why? 3. The Pearl Guided Reading Questions The study guide questionsare fact-based questions; students can find the answers to these questions right in the text. These questions come in two formats: short answer required or multiple choicematching-true/false. The Pearl: A Unit Plan - CLASSROOM IMPACT Pan English III. เลือก ... Short Answer Study Guide Questions- The Pearl. ... The main event of this chapter was Kino found a Great Pearl. 4. The author try to make the story go well on the water and making the pearl represents happiness and good so that there would be an impact later on in the story. 5. Short Answer Study Guide Questions The Pearl The Pearl Study Guide Next. Summary. Welcome to the LitCharts study guide on John Steinbeck's The Pearl. Created by the original team behind SparkNotes, LitCharts are the world's best literature guides. The Pearl: Introduction. A concise biography of John Page 11/13 Steinbeck plus historical and literary context for The Pearl. The Pearl Study Guide \| Literature Guide \| LitCharts SHORT ANSWER STUDY GUIDE QUESTIONS - The Scarlet Letter Chapters 1-4 1. Identify Hester Prynne, Pearl, Rev. Mr. Dimmesdale and Roger Chillingworth. 2. What emblem did Hester have to wear? Why was she sentenced to wear it? 3. What information did Hester refuse to tell the officials and Mr. Dimmesdale? 4. Copyright : www.tnl-news.com Read PDF Pearl Study Guide Questions Answers Copyright code : e52c4cb59f2ee162bdb466f57b7c14ff	<urn:uuid:22328825-222a-4fd1-9f9e-31ed19a16f2f>	CC-MAIN-2021-39	http://www.tnl-news.com/cgi-bin/content/view.php?data=pearl_study_guide_questions_answers&filetype=pdf&id=e52c4cb59f2ee162bdb466f57b7c14ff	2021-09-19T19:24:18+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	126,055,012	1,673	eng_Latn	eng_Latn	0.927054	eng_Latn	0.993668	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 712, 1403, 2197, 2761, 3393, 4012, 4552, 5142, 5673, 6276, 6938, 7360, 7487 ]	[ 1.71875 ]	11	0
Schindler's Ark Thomas Keneally Reading Group Questions 1. Does the novel dispel or reinforce any preconceptions you held about the Holocaust prior to reading it? 2. In a note by the author, Keneally comments that he attempted to 'avoid all fiction', however it was sometimes necessary to make 'reasonable constructs' of scenes that were not recorded. Do you think these reconstructions detract from the novel's claims of being grounded in fact? 3. Is the portrayal of the 'Good German' trope positive or negative? 4. Do you think that focusing on Schindler was an appropriate choice of protagonist, or should the story have been told from a Jewish perspective? 5. Do you believe that Amon Goeth is presented as the epitome of a Nazi official, or as an extreme exception? 6. What is Schindler's motivation throughout the novel? Does it change? 7. Overall, do you consider Schindler a hero or opportunist? 8. Think of the quote "refrain from any individual acts of revenge or terror" in Chapter 37. As someone who was not persecuted during the Holocaust, does Schindler have the right to advise his workers not to seek vengeance? 9. Are there scenes in the novel that struck you as gratuitous, and if so which? Could they contribute to people becoming desensitised to the horrors of the Holocaust? 10. To what extent does Schindler's Ark develop your knowledge of the Holocaust? How would you respond to the idea that it tells an unusual story that is not representative of the Holocaust? And how would you compare this particular work of Holocaust fiction to others you may have read? 11. Would you recommend this book? What do you gain from reading it? 12. If you could only choose two quotes to summarise the book, what would they be and why? A Survivors Perspective Margaret Kagan Oskar Schindler is perhaps the most famous of the many thousands who risked everything to save Jewish people from Nazism during the Holocaust. Known as the Righteous Among the Nations, they were often ordinary people who did extraordinary things - as did Vytautas Rinkevicius. He helped Margaret Kagan and her husband Joseph – both Jewish – to escape the ghetto of Kaunas. He helped them get work in a factory outside the ghetto, then hid them in the attic so they didn't have to return. He kept watch, brought them food, and smuggled them to safety when the war drew close. It's a story on smaller scale than the legend of Schindler, but every bit as heroic. https://holocaustlearning.org.uk/stories/margaret-kagan/	<urn:uuid:3cecafda-f9a6-4bbb-8a5c-dbef6f92b420>	CC-MAIN-2021-39	https://holocaustlearning.org.uk/wp-content/uploads/2021/06/Schindlers-Ark.pdf	2021-09-19T20:30:26+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	356,531,683	558	eng_Latn	eng_Latn	0.998932	eng_Latn	0.999249	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1655, 2510 ]	[ 1.9453125 ]	1	0
Siena College Research Institute March 1-29, 2018 802 New York State Residents MOE +/- 4.4% Q13. And now we would like to ask you some questions about your daily habits. On average, about how many hours of sleep do you get each day? Five or less Six Seven Eight More than eight Don't know/Refused \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| \| 17% \| 16% \| 17% \| 13% \| 23% \| 18% \| 11% \| 19% \| 13% \| 16% \| 19% \| 16% \| 18% \| 8% \| 21% \| 15% \| 18% \| 16% \| 17% \| 13% \| 26% \| 12% \| 16% \| 11% \| 18% \| \| 31% \| 33% \| 29% \| 32% \| 38% \| 29% \| 24% \| 31% \| 34% \| 29% \| 38% \| 28% \| 28% \| 37% \| 32% \| 33% \| 31% \| 28% \| 37% \| 31% \| 36% \| 33% \| 34% \| 28% \| 32% \| \| 27% \| 24% \| 30% \| 33% \| 25% \| 24% \| 29% \| 28% \| 29% \| 26% \| 30% \| 27% \| 30% \| 35% \| 26% \| 24% \| 23% \| 34% \| 26% \| 29% \| 20% \| 26% \| 31% \| 29% \| 22% \| \| 19% \| 21% \| 17% \| 18% \| 12% \| 24% \| 24% \| 16% \| 18% \| 23% \| 11% \| 23% \| 19% \| 12% \| 16% \| 21% \| 21% \| 18% \| 15% \| 20% \| 13% \| 22% \| 15% \| 23% \| 22% \| \| 5% \| 5% \| 5% \| 4% \| 2% \| 4% \| 10% \| 4% \| 5% \| 5% \| 2% \| 6% \| 4% \| 5% \| 5% \| 5% \| 6% \| 4% \| 4% \| 5% \| 3% \| 7% \| 4% \| 7% \| 5% \| \| 1% \| 1% \| 1% \| 0% \| 2% \| 0% \| 1% \| 1% \| 0% \| 2% \| 1% \| 1% \| 1% \| 2% \| 0% \| 1% \| 1% \| 0% \| 0% \| 1% \| 2% \| 0% \| 1% \| 2% \| 1% \| Q14. How many days a week do you start your day with a cup of coffee? None, I don't drink co One or two Three or Four Five or Six Seven, I have to have Don't know/Refused \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| Rep \| \| 38% \| 38% \| 38% \| 52% \| 31% \| 34% \| 31% \| 43% \| 32% \| 34% \| 39% \| 37% \| 36% \| 37% \| 45% \| 36% \| 39% \| 43% \| 29% \| 34% \| 52% \| 41% \| 38% \| 38% \| 40% \| 29% \| \| 8% \| 7% \| 8% \| 5% \| 9% \| 9% \| 9% \| 10% \| 6% \| 6% \| 7% \| 7% \| 9% \| 10% \| 7% \| 6% \| 7% \| 9% \| 7% \| 5% \| 11% \| 8% \| 8% \| 7% \| 7% \| 5% \| \| 6% \| 6% \| 6% \| 5% \| 12% \| 3% \| 3% \| 8% \| 5% \| 5% \| 6% \| 6% \| 7% \| 6% \| 4% \| 6% \| 7% \| 4% \| 8% \| 4% \| 12% \| 7% \| 9% \| 4% \| 8% \| 2% \| \| 6% \| 7% \| 5% \| 9% \| 5% \| 5% \| 4% \| 7% \| 6% \| 5% \| 7% \| 6% \| 4% \| 3% \| 6% \| 9% \| 5% \| 7% \| 8% \| 5% \| 5% \| 13% \| 8% \| 4% \| 6% \| 4% \| \| 42% \| 41% \| 43% \| 30% \| 43% \| 49% \| 53% \| 32% \| 51% \| 50% \| 41% \| 44% \| 45% \| 44% \| 38% \| 43% \| 44% \| 38% \| 48% \| 51% \| 20% \| 30% \| 37% \| 47% \| 39% \| 60% \| \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| Q15. (If drink coffee) How many cups would say you drink each day? One Two Three Four Five or more Don't know/Refused Q16. How long after you wake up do you check your email, texts or social media accounts? \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| \| 37% \| 30% \| 44% \| 44% \| 37% \| 32% \| 34% \| 44% \| 36% \| 31% \| 39% \| 37% \| 36% \| 33% \| 38% \| 41% \| 47% \| 31% \| 34% \| 30% \| 61% \| 45% \| 33% \| 33% \| 40% \| \| 35% \| 36% \| 35% \| 42% \| 33% \| 33% \| 36% \| 33% \| 35% \| 38% \| 37% \| 34% \| 34% \| 41% \| 29% \| 36% \| 28% \| 37% \| 39% \| 40% \| 20% \| 32% \| 34% \| 41% \| 41% \| \| 12% \| 14% \| 11% \| 5% \| 13% \| 17% \| 17% \| 10% \| 16% \| 12% \| 11% \| 14% \| 14% \| 20% \| 13% \| 9% \| 11% \| 16% \| 10% \| 15% \| 6% \| 13% \| 14% \| 13% \| 10% \| \| 5% \| 7% \| 4% \| 2% \| 5% \| 9% \| 6% \| 3% \| 4% \| 8% \| 6% \| 5% \| 7% \| 3% \| 4% \| 5% \| 4% \| 6% \| 7% \| 7% \| 5% \| 2% \| 5% \| 6% \| 6% \| \| 8% \| 11% \| 4% \| 3% \| 12% \| 8% \| 5% \| 6% \| 9% \| 9% \| 8% \| 8% \| 6% \| 2% \| 14% \| 8% \| 9% \| 7% \| 9% \| 7% \| 5% \| 9% \| 10% \| 5% \| 2% \| \| 2% \| 1% \| 2% \| 5% \| 0% \| 1% \| 1% \| 4% \| 0% \| 1% \| 0% \| 2% \| 3% \| 0% \| 2% \| 1% \| 1% \| 3% \| 0% \| 0% \| 3% \| 1% \| 3% \| 1% \| 1% \| Immediately after w Within the first hour Some time later during I don't check every d Don't know/Refused \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| \| 22% \| 22% \| 22% \| 38% \| 24% \| 11% \| 5% \| 25% \| 23% \| 17% \| 23% \| 21% \| 17% \| 22% \| 18% \| 29% \| 29% \| 20% \| 19% \| 18% \| 24% \| 22% \| 26% \| 14% \| 21% \| \| 36% \| 38% \| 35% \| 41% \| 42% \| 35% \| 25% \| 35% \| 38% \| 37% \| 44% \| 33% \| 39% \| 32% \| 31% \| 40% \| 24% \| 40% \| 48% \| 39% \| 25% \| 50% \| 39% \| 35% \| 43% \| \| 23% \| 20% \| 26% \| 15% \| 19% \| 36% \| 27% \| 20% \| 25% \| 26% \| 20% \| 25% \| 26% \| 22% \| 27% \| 19% \| 23% \| 24% \| 23% \| 23% \| 28% \| 20% \| 22% \| 23% \| 20% \| \| 18% \| 19% \| 17% \| 6% \| 14% \| 18% \| 41% \| 19% \| 13% \| 20% \| 12% \| 21% \| 17% \| 23% \| 25% \| 11% \| 24% \| 16% \| 9% \| 19% \| 22% \| 8% \| 12% \| 26% \| 15% \| \| 1% \| 1% \| 1% \| 0% \| 1% \| 0% \| 2% \| 1% \| 1% \| 0% \| 1% \| 1% \| 0% \| 1% \| 0% \| 1% \| 1% \| 1% \| 0% \| 1% \| 1% \| 0% \| 0% \| 1% \| 1% \| Ind/ Other 13% 38% 28% 18% 2% 1% Ind/ Other 39% 10% 4% 6% 40% 0% Ind/ Other 33% 37% 11% 3% 10% 6% Ind/ Other 26% 31% 28% 15% 0% Siena College Research Institute March 1-29, 2018 802 New York State Residents MOE +/- 4.4% Q17. Which best describes your usual eating habits before starting your day? I usually eat breakfa I get a chance on-the-go I do not eat food bef Don't know/Refused \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| Rep \| \| 57% \| 55% \| 59% \| 51% \| 51% \| 54% \| 80% \| 55% \| 64% \| 55% \| 53% \| 59% \| 57% \| 61% \| 65% \| 49% \| 55% \| 60% \| 52% \| 58% \| 52% \| 63% \| 53% \| 66% \| 59% \| 61% \| \| 14% \| 10% \| 16% \| 16% \| 16% \| 16% \| 6% \| 15% \| 11% \| 14% \| 19% \| 11% \| 15% \| 13% \| 11% \| 16% \| 13% \| 15% \| 15% \| 12% \| 19% \| 14% \| 16% \| 10% \| 16% \| 14% \| \| 5% \| 6% \| 5% \| 8% \| 3% \| 6% \| 2% \| 7% \| 6% \| 3% \| 5% \| 6% \| 6% \| 2% \| 6% \| 4% \| 7% \| 5% \| 6% \| 5% \| 12% \| 4% \| 7% \| 4% \| 6% \| 3% \| \| 23% \| 26% \| 20% \| 24% \| 30% \| 22% \| 11% \| 22% \| 18% \| 27% \| 23% \| 22% \| 21% \| 24% \| 17% \| 29% \| 25% \| 20% \| 25% \| 25% \| 18% \| 17% \| 23% \| 17% \| 17% \| 21% \| \| 1% \| 2% \| 0% \| 1% \| 0% \| 2% \| 1% \| 1% \| 2% \| 1% \| 0% \| 2% \| 1% \| 0% \| 1% \| 2% \| 0% \| 1% \| 2% \| 1% \| 0% \| 2% \| 1% \| 2% \| 2% \| 1% \| Q18. How long is your commute to your place of employment? Less than 30 minutes 30 minutes to an hour 1 hour to 2 hours More than 2 hours Work from home homemaker, disabled) Don't know/Refused \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| Rep \| \| 31% \| 31% \| 30% \| 36% \| 33% \| 37% \| 12% \| 22% \| 34% \| 40% \| 33% \| 30% \| 33% \| 27% \| 32% \| 29% \| 28% \| 33% \| 35% \| 38% \| 24% \| 20% \| 39% \| 27% \| 28% \| 23% \| \| 20% \| 19% \| 20% \| 25% \| 26% \| 18% \| 7% \| 25% \| 16% \| 15% \| 27% \| 16% \| 22% \| 16% \| 14% \| 24% \| 16% \| 25% \| 20% \| 17% \| 21% \| 29% \| 23% \| 15% \| 22% \| 14% \| \| 12% \| 14% \| 9% \| 12% \| 16% \| 11% \| 2% \| 14% \| 16% \| 6% \| 15% \| 9% \| 9% \| 11% \| 11% \| 14% \| 11% \| 9% \| 15% \| 9% \| 17% \| 13% \| 12% \| 9% \| 14% \| 13% \| \| 1% \| 0% \| 1% \| 1% \| 1% \| 2% \| 0% \| 1% \| 0% \| 1% \| 1% \| 1% \| 0% \| 0% \| 2% \| 1% \| 1% \| 1% \| 0% \| 0% \| 3% \| 1% \| 0% \| 0% \| 0% \| 0% \| \| 6% \| 3% \| 8% \| 4% \| 9% \| 5% \| 4% \| 6% \| 3% \| 6% \| 6% \| 5% \| 5% \| 12% \| 8% \| 3% \| 3% \| 7% \| 9% \| 7% \| 7% \| 2% \| 6% \| 5% \| 4% \| 8% \| \| 31% \| 30% \| 32% \| 22% \| 14% \| 26% \| 74% \| 31% \| 31% \| 30% \| 17% \| 38% \| 30% \| 34% \| 32% \| 28% \| 40% \| 25% \| 19% \| 28% \| 27% \| 36% \| 19% \| 44% \| 31% \| 39% \| \| 1% \| 2% \| 0% \| 0% \| 2% \| 1% \| 1% \| 0% \| 1% \| 2% \| 1% \| 1% \| 2% \| 0% \| 1% \| 1% \| 1% \| 0% \| 2% \| 1% \| 1% \| 0% \| 1% \| 1% \| 1% \| 2% \| Q19. (If commute) What mode of transportation do you primarily use? Drive a car Walk Bike Carpool (including par Rideshare like Uber o Train or subway Bus Other Don't know/Refused \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| \| 62% \| 62% \| 62% \| 55% \| 65% \| 71% \| 69% \| 31% \| 79% \| 89% \| 67% \| 60% \| 68% \| 43% \| 70% \| 60% \| 49% \| 70% \| 69% \| 75% \| 43% \| 45% \| 59% \| 70% \| 54% \| \| 5% \| 5% \| 4% \| 6% \| 2% \| 4% \| 6% \| 8% \| 1% \| 3% \| 3% \| 5% \| 1% \| 22% \| 2% \| 4% \| 5% \| 3% \| 5% \| 6% \| 4% \| 0% \| 3% \| 7% \| 6% \| \| 1% \| 1% \| 0% \| 1% \| 0% \| 1% \| 1% \| 0% \| 2% \| 1% \| 0% \| 1% \| 0% \| 5% \| 0% \| 1% \| 1% \| 0% \| 0% \| 1% \| 0% \| 0% \| 1% \| 0% \| 1% \| \| 1% \| 1% \| 1% \| 0% \| 1% \| 2% \| 2% \| 1% \| 1% \| 1% \| 1% \| 0% \| 0% \| 4% \| 2% \| 0% \| 0% \| 1% \| 1% \| 1% \| 1% \| 1% \| 1% \| 0% \| 2% \| \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 1% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 1% \| 0% \| 0% \| 0% \| 0% \| 0% \| 1% \| 0% \| 0% \| 0% \| 0% \| \| 25% \| 23% \| 27% \| 31% \| 25% \| 15% \| 10% \| 50% \| 12% \| 2% \| 21% \| 25% \| 23% \| 18% \| 16% \| 30% \| 34% \| 22% \| 17% \| 11% \| 40% \| 40% \| 30% \| 15% \| 30% \| \| 6% \| 7% \| 5% \| 6% \| 5% \| 5% \| 6% \| 8% \| 5% \| 3% \| 7% \| 5% \| 5% \| 8% \| 6% \| 5% \| 10% \| 1% \| 6% \| 4% \| 4% \| 13% \| 4% \| 7% \| 6% \| \| 2% \| 2% \| 1% \| 1% \| 2% \| 2% \| 5% \| 2% \| 0% \| 2% \| 0% \| 3% \| 2% \| 0% \| 2% \| 1% \| 1% \| 3% \| 1% \| 1% \| 6% \| 0% \| 2% \| 1% \| 1% \| \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| Ind/ Other 54% 12% 7% 27% 1% Ind/ Other 41% 21% 7% 1% 6% 24% 0% Ind/ Other 69% 4% 1% 0% 0% 19% 6% 2% 0% Siena College Research Institute March 1-29, 2018 802 New York State Residents MOE +/- 4.4% Listen to talk radio Listen to music Listen to podcasts Listen to audio books newspapers, or digit Make phone calls Text Eat or drink Play games Surf web or look at so Sleep Think about what I need including my goals a Other Don't know/Refused Listen to talk radio Listen to music Listen to podcasts Listen to audio books newspapers, or digit Make phone calls Text Eat or drink Play games Surf web or look at so Sleep Think about what I need including my goals a Other Don't know/Refused Ind/ Other 41% 73% 10% 13% 18% 16% 16% 29% 1% 15% 9% 67% 61% 11% 3% Ind/ Other 16% 43% 0% 2% 6% 1% 0% 1% 0% 0% 6% 4% 9% 10% 1% All of us have a variety o Q22A. Exercise for 30 m Do it more than once f habits inutes aday Do it once a day Not daily but often do it Do it once in a while Never do it Don't know/Refused Q22B. Meditate or pray Do it more than onceaday Do it once a day Not daily but often do it Do it once in a while Never do it Don't know/Refused Q22C. Laugh outloud Do it more than oncea Do it once a day Not daily but often do it Do it once in a while Never do it Total 7% 22% 27% 19% 23% 2% Total 20% 26% 11% 15% 26% 2% Total 48% 22% 12% 11% 4% M F 9% 6% 21% 22% 22% 32% 21% 18% 25% 21% 3% 0% Gender M F 16% 23% 22% 30% 8% 14% 16% 13% 35% 19% 4% 1% Gender M F 48% 49% 19% 25% 9% 15% 14% 6% 8% 3% 18-34 35-49 50-64 65+ NYC Subs Upst 7% 9% 8% 5% 7% 8% Yes No Cath Jewish Prot Other <$50K 8% 21% 32% 17% 22% 0% 20% 30% 22% 18% 0% 23% 22% 21% 25% 0% 25% 22% 26% 25% 19% 17% 25% 27% 0% 2% 21% 30% 20% 18% 3% 7% 8% 4% 10% 9% 10% 10% 21% 17% 25% 20% 27% 32% 25% 29% 21% 23% 18% 20% 22% 21% 24% 27% 1% 0% 0% 0% Age Region 18-34 35-49 50-64 65+ NYC Subs Upst Children 20% 32% 20% 19% 25% 23% 20% 24% 0% 0% 23% 29% 18% 19% 0% 18% 22% 17% 33% 0% Religion Yes No Cath Jewish Prot Other <$50K 19% 21% 20% 20% 27% 15% 14% 21% 20% 15% 23% 8% 20% 30% 0% 28% 12% 12% 28% 0% 26% 14% 14% 26% 0% 32% 25% 11% 7% 13% 14% 24% 24% 0% 3% 30% 15% 16% 22% 3% 39% 29% 14% 22% 25% 26% 27% 38% 13% 12% 11% 14% 15% 12% 16% 12% 32% 29% 26% 22% 2% 0% 0% 0% Age Region 18-34 35-49 50-64 65+ NYC Subs Upst Children 18% 7% 14% 21% 28% 13% 11% 19% 2% 0% 18% 7% 19% 40% 1% 30% 6% 17% 25% 0% Religion Yes No Cath Jewish Prot Other <$50K 61% 43% 50% 38% 47% 45% 52% 48% 51% 46% 19% 11% 5% 2% 26% 13% 12% 4% 23% 10% 11% 6% 20% 21% 15% 9% 17% 12% 8% 7% 26% 14% 9% 1% 47% 52% 53% 47% 21% 27% 20% 24% 13% 14% 11% 12% 11% 8% 13% 11% 3% 4% 5% 6% 17% 15% 14% 4% 25% 12% 7% 4% 20% 10% 13% 3% 18% 14% 14% 6% Siena College Research Institute March 1-29, 2018 802 New York State Residents MOE +/- 4.4% or activities that we have incorporated into our lives. For each of the following, tell me whether you never do it, do it more than once a day, do it once a day, not daily but often or only do it once in a while Gender Age Region Children Religion Income Ethnicity Financially Party $50K- $100K $100K+ White 7% 5% 7% 25% 27% 20% 21% 0% Income $50K- $100K $100K+ White 23% 11% 16% 28% 11% 12% 26% 0% Income $50K- $100K $100K+ White 58% 43% 51% 24% 10% 7% 1% 30% 15% 8% 4% 21% 12% 11% 4% Afr Amer /Black 10% 28% 22% 21% 20% 0% Ethnicity Afr Amer /Black 34% 33% 12% 11% 10% 0% Ethnicity Afr Amer /Black 58% 16% 12% 9% 5% Latino Better Same Dem Rep 12% 9% 6% 7% 7% 17% 27% 13% 31% 0% 25% 24% 21% 19% 17% 36% 14% 24% 2% 3% 22% 20% 29% 27% 21% 19% 21% 27% 0% 0% Financially Party Latino Better Same Dem Rep 19% 19% 19% 21% 20% 28% 10% 10% 34% 0% 25% 13% 12% 30% 25% 12% 18% 24% 2% 4% 28% 31% 13% 13% 14% 13% 23% 23% 0% 0% Financially Party Latino Better Same Dem Rep 42% 54% 41% 52% 49% 30% 10% 14% 4% 21% 10% 8% 5% 23% 14% 14% 3% 22% 22% 11% 11% 10% 12% 4% 5% Don't know/Refused 3% 4% 1% 1% 1% 0% 1% 3% 4% 1% 1% 1% 1% 2% 0% 1% 1% 0% 0% 1% 0% 0% 2% 4% 0% 0% Q22D. Weigh yourself Do it more than once Do it once a day Not daily but often do Do it once in a while Never do it Don't know/Refused \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| Rep \| \| 3% \| 3% \| 2% \| 3% \| 3% \| 2% \| 3% \| 4% \| 2% \| 2% \| 2% \| 3% \| 3% \| 3% \| 3% \| 1% \| 2% \| 4% \| 2% \| 3% \| 1% \| 2% \| 3% \| 3% \| 3% \| 3% \| \| 11% \| 10% \| 13% \| 8% \| 6% \| 16% \| 18% \| 10% \| 11% \| 14% \| 9% \| 13% \| 14% \| 22% \| 11% \| 6% \| 7% \| 13% \| 16% \| 16% \| 7% \| 4% \| 11% \| 13% \| 11% \| 14% \| \| 18% \| 15% \| 20% \| 23% \| 20% \| 11% \| 18% \| 16% \| 20% \| 18% \| 21% \| 16% \| 14% \| 16% \| 18% \| 23% \| 18% \| 19% \| 16% \| 17% \| 14% \| 16% \| 20% \| 17% \| 22% \| 16% \| \| 36% \| 38% \| 35% \| 34% \| 37% \| 40% \| 40% \| 36% \| 41% \| 35% \| 40% \| 36% \| 34% \| 36% \| 44% \| 35% \| 40% \| 34% \| 39% \| 35% \| 50% \| 45% \| 36% \| 39% \| 40% \| 43% \| \| 30% \| 31% \| 29% \| 32% \| 33% \| 31% \| 21% \| 32% \| 26% \| 30% \| 28% \| 32% \| 34% \| 23% \| 23% \| 34% \| 33% \| 29% \| 28% \| 29% \| 27% \| 34% \| 28% \| 25% \| 25% \| 24% \| \| 2% \| 3% \| 1% \| 0% \| 1% \| 0% \| 0% \| 3% \| 2% \| 2% \| 1% \| 0% \| 0% \| 0% \| 0% \| 0% \| 1% \| 0% \| 0% \| 1% \| 0% \| 0% \| 2% \| 3% \| 1% \| 0% \| 25% 19% 15% 30% 0% 25% 13% 16% 30% 1% 25% 36% 22% 13% 0% 21% 31% 21% 20% 0% Ind/ Other 7% 25% 29% 19% 20% 0% Ind/ Other 13% 28% 13% 14% 33% 0% Ind/ Other 44% 22% 14% 12% 6% 2% Ind/ Other 0% 10% 18% 28% 43% 0% 4 of 7 day Q22E. Floss Do it more than oncea Do it once a day Not daily but often do it Do it once in a while Never do it Don't know/Refused Q22F. Think about money Do it more than onceaday Do it once a day Not daily but often do it Do it once in a while Never do it Total 15% 36% 15% 17% 15% 3% Total 39% 23% 16% 16% 4% Gender M F 12% 18% 31% 40% 14% 16% 20% 14% 18% 12% 5% 1% Gender M F 43% 35% 19% 26% 16% 16% 15% 18% 4% 4% Siena College Research Institute March 1-29, 2018 802 New York State Residents MOE +/- 4.4% Age Region 18-34 35-49 50-64 65+ NYC Subs Upst 13% 13% 16% 19% 20% 8% Children Yes Religion No Cath Jewish Prot Other <$50K 12% 35% 17% 21% 11% 2% 38% 21% 20% 8% 1% 37% 14% 15% 18% 0% 34% 32% 7% 14% 12% 15% 26% 15% 1% 3% 40% 16% 21% 9% 6% 9% 18% 17% 16% 17% 12% 14% 38% 43% 33% 35% 16% 18% 14% 16% 16% 19% 17% 16% 17% 11% 17% 16% 2% 0% 2% 0% Age Region 18-34 35-49 50-64 65+ NYC Subs Upst Children 35% 19% 12% 16% 34% 13% 20% 15% 2% 1% 39% 15% 19% 14% 2% 37% 11% 17% 19% 2% Religion Yes No Cath Jewish Prot Other <$50K 44% 41% 39% 26% 44% 37% 33% 45% 36% 40% 25% 19% 12% 1% 28% 14% 14% 3% 21% 15% 21% 4% 20% 22% 18% 13% 24% 13% 11% 5% 23% 18% 17% 2% 48% 31% 44% 43% 24% 26% 22% 29% 19% 17% 16% 14% 20% 10% 21% 14% 3% 1% 5% 3% 19% 17% 12% 3% 28% 14% 22% 5% 16% 18% 17% 4% 18% 18% 17% 3% Income $50K- $100K $100K+ White 15% 13% 13% 40% 19% 13% 13% 0% Income $50K- $100K $100K+ White 39% 38% 37% 29% 15% 15% 2% 27% 15% 18% 2% 24% 17% 18% 4% Ethnicity Afr Amer /Black 17% 32% 17% 21% 12% 1% Ethnicity Afr Amer /Black 43% 23% 8% 17% 7% Financially Party Latino Better Same Dem Rep 17% 15% 13% 15% 14% 28% 16% 25% 14% 0% 32% 17% 24% 10% 39% 17% 11% 17% 2% 3% 37% 30% 17% 14% 17% 23% 12% 19% 2% 0% Financially Party Latino Better Same Dem Rep 40% 38% 28% 45% 38% 23% 21% 14% 2% 25% 14% 18% 3% 23% 20% 21% 7% 22% 22% 13% 15% 16% 19% 3% 6% Don't know/Refused 2% 3% 1% 0% 0% 0% 1% 3% 2% 1% 0% 0% 0% 1% 1% 0% 0% 0% 0% 0% 1% 0% 1% 3% 0% 0% Q22G. Check your email, texts or social media Do it more than once Do it once a day Not daily but often do Do it once in a while Never do it Don't know/Refused Q22H. Take the time to have a relaxed meal with family or friends \| \| Gender \| \| Age \| \| \| \| Region \| \| \| Children \| \| Religion \| \| \| \| Income \| \| \| Ethnicity \| \| \| Financially \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total \| M \| F \| 18-34 \| 35-49 \| 50-64 \| 65+ \| NYC \| Subs \| Upst \| Yes \| No \| Cath \| Jewish \| Prot \| Other \| <$50K \| $50K- $100K \| $100K+ \| White \| Afr Amer /Black \| Latino \| Better \| Same \| Dem \| Rep \| \| 57% \| 60% \| 55% \| 76% \| 64% \| 54% \| 31% \| 59% \| 59% \| 55% \| 68% \| 54% \| 56% \| 54% \| 51% \| 69% \| 53% \| 59% \| 67% \| 60% \| 50% \| 66% \| 67% \| 45% \| 63% \| 58% \| \| 18% \| 15% \| 20% \| 13% \| 21% \| 21% \| 19% \| 15% \| 21% \| 19% \| 17% \| 19% \| 21% \| 22% \| 16% \| 15% \| 18% \| 20% \| 18% \| 16% \| 20% \| 23% \| 16% \| 21% \| 15% \| 16% \| \| 6% \| 4% \| 8% \| 7% \| 2% \| 6% \| 9% \| 6% \| 6% \| 6% \| 8% \| 5% \| 5% \| 12% \| 8% \| 5% \| 6% \| 7% \| 6% \| 6% \| 10% \| 0% \| 5% \| 9% \| 5% \| 5% \| \| 7% \| 7% \| 8% \| 3% \| 7% \| 8% \| 12% \| 7% \| 8% \| 7% \| 3% \| 9% \| 7% \| 4% \| 11% \| 5% \| 9% \| 7% \| 4% \| 7% \| 7% \| 6% \| 5% \| 8% \| 7% \| 7% \| \| 10% \| 10% \| 9% \| 1% \| 6% \| 10% \| 28% \| 11% \| 5% \| 11% \| 4% \| 13% \| 11% \| 8% \| 13% \| 5% \| 15% \| 7% \| 4% \| 11% \| 13% \| 5% \| 6% \| 15% \| 9% \| 14% \| \| 2% \| 3% \| 0% \| 0% \| 0% \| 0% \| 1% \| 2% \| 2% \| 1% \| 0% \| 0% \| 0% \| 0% \| 1% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 0% \| 1% \| 2% \| 0% \| 0% \| Gender Age Region Children Religion Income Ethnicity Financially Party $50K- $100K $100K+ White 10% 8% 7% 45% 24% 15% 6% 0% 45% 28% 14% 6% 0% 44% 25% 17% 6% 0% Afr Amer /Black 12% 28% 30% 22% 8% 0% 34% 18% 24% 9% 1% 38% 16% 16% 16% 1% Do it more than oncea Do it once a day Not daily but often do it Do it once in a while Never do it Don't know/Refused day day Total 9% 41% 23% 19% 7% 2% M F 9% 9% 39% 42% 21% 24% 18% 19% 9% 6% 3% 0% 18-34 35-49 50-64 65+ NYC Subs Upst 11% 6% 8% 10% 10% 12% Yes No Cath Jewish Prot Other <$50K 6% 41% 23% 19% 6% 0% 45% 22% 18% 8% 0% 45% 22% 17% 6% 0% 33% 35% 23% 21% 26% 23% 8% 10% 0% 2% 48% 22% 14% 2% 2% 9% 9% 9% 7% 9% 11% 9% 43% 49% 37% 39% 25% 21% 24% 25% 17% 16% 21% 21% 7% 6% 8% 7% 1% 0% 0% 0% 53% 17% 15% 8% 0% 41% 27% 17% 6% 0% 41% 21% 20% 8% 0% 34% 18% 28% 10% 0% Latino Better Same Dem Rep 10% 11% 9% 11% 10% 38% 24% 24% 4% 0% 40% 25% 19% 5% 1% 41% 26% 18% 4% 2% 38% 47% 26% 23% 18% 13% 6% 7% 0% 0% Ind/ Other 16% 40% 14% 14% 15% 1% Ind/ Other 33% 30% 19% 13% 5% 0% Ind/ Other 60% 20% 5% 7% 8% 0% Ind/ Other 6% 36% 24% 26% 9% 0% Siena College Research Institute March 1-29, 2018 802 New York State Residents MOE +/- 4.4% Do it more than once Do it once a day Not daily but often do Do it once in a while Never do it Don't know/Refused Q22J. Take vitamins Do it more than once Do it once a day Not daily but often do Do it once in a while Never do it Don't know/Refused Q22K. Make a to-do list Do it more than once Do it once a day Not daily but often do Do it once in a while Never do it Don't know/Refused Ind/ Other 28% 32% 25% 15% 1% 0% Ind/ Other 9% 53% 4% 8% 26% 0% Ind/ Other 3% 27% 23% 17% 30% 0% \| Nature of the Sample \| \| \|---\|---\| \| New York State Residents \| \| \| Gender \| \| \| Male \| 48% \| \| Female \| 52% \| \| Age \| \| \| 18 to 34 \| 29% \| \| 35 to 49 \| 25% \| \| 50 to 64 \| 23% \| \| 65 and older \| 16% \| \| Region \| \| \| NYC \| 43% \| \| Suburbs \| 21% \| \| Upstate \| 36% \| \| Children in Household \| \| \| Yes \| 34% \| \| No \| 63% \| \| Religion \| \| \| Catholic \| 31% \| \| Jewish \| 9% \| \| Protestant \| 23% \| \| Other \| 31% \| \| Race/Ethnicity \| \| \| White \| 57% \| \| African American/Black \| 13% \| \| Latino \| 15% \| \| Income \| \| \| Less than $50,000 \| 31% \| \| $50,000 to $100,000 \| 29% \| \| $100,000 or more \| 25% \| \| Party (Among Registered Voters) \| \| \| Democrat \| 46% \| \| Republican \| 23% \| \| Independent/Other \| 23% \| Siena College Research Institute March 1-29, 2018 802 New York State Residents MOE +/- 4.4%	<urn:uuid:c8b3f973-92bf-4efc-9964-f68eda14e97a>	CC-MAIN-2021-39	http://files.constantcontact.com/9c83fb30501/40068ab7-194c-4991-9e24-a6291c473f1d.pdf	2021-09-19T21:12:34+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00658.warc.gz	20,535,917	12,138	eng_Latn	eng_Latn	0.633411	eng_Latn	0.734999	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "bos_Latn", "eng_Latn", "dag_Latn" ]	false	docling	[ 6003, 11074, 11845, 17050, 22012, 22635, 23441 ]	[ 1.6796875, 2.109375 ]	1	1
SUPPORTING ORAL EATING SKILLS IN CHILDREN ON DIALYSIS Jetta Tuokkola, PhD, Dietitian Annika Rastio, Speech and language therapist BARRIERS TO EATING * Uremic toxins * Altered smell and taste perception * Decreasing taste function with decreasing GFR * Multiple medications and their side effects * Gastroesophageal reflux * Gastric motility disorders * Constipation * In infants with polyuria, thirst for water rather than feed, and stomach fullness from high water intake * Comorbidities (hypertension; cardiac, pulmonary, or liver disorders) * Abdominal fullness from dialysate or enlarged organs (eg, multicystic or polycystic kidney disease) 2 BARRIERS TO EATING Accumulation of appetite-regulating cytokines and hormones that affect appetite and satiety (eg, interleukin-1,interleukin-6, tumor necrosis factor-α, leptin, ghrelin) * Leptin is a hormone produced predominantly by adipose cells. Inhibits hunger. * Leptin levels elevated in predialysis, HD and PD patients * Not well eliminated in HD * Ghrelin is a hormone produced in the gastrointestinal tract. In it's acylated form induces hunger and increases gastric acid secretion and gastrointestinal motility. Unacylated ghrelin inhibits appetite and increased levels might contribute to protein-energy wasting. Plasma total ghrelin mainly reflects unacylated ghrelin. * Rises with elevating GFR, especially 5 and 5D * Eliminated in HD, less so in PD INFANT FEEDING * Breastmilk and infant formula, possibly modified with modular components (carbohydrates, fat, protein) * In combination with renal-specific formula * Introduction of solid foods * According to child's cues and oral motor skills * As varied as possible * Consideration for healthy eating habits * Inclusion of renal-specific formula allows for a more free diet 4 HOW TO HELP THE VOMITING CHILD Need to ensure sufficient nutrition for growth and development To reduce vomiting and nausea * Is dialysis adequate? * Constipation well taken care of? * A trial with feed thickeners * Lower protein intake – lower urea levels * Tolerance for feed volume vs. concentration * Smaller, more frequent feeds * Temperature of the feed * Continuous feeds overnight 5 ORAL EATING CONSERNS WITH CHILDREN ON DIALYSIS * Tube feeding affects on oral eating * Dialysis during certain sensitive periods of different ages may disturb learning new eating skills * Without practise motoric and sensoric skills develop slowly * Connection between eating and speaking * Challenges in feeding the child in a typical way may cause negative feelings in parents SMOOTHER TRANSITION FROM TUBE TO ORAL EATING * Discussion with parents * before, while and after dialysis * listen and encourage * Practising motoric skills * with food, chewy tubes, safety feeder etc. * Practising sensoric skills * with positive touching, food, toys, brushes etc. MEAL TIMES DURING DIALYSIS * Should be pleasent experiences * no force feeding * family eats together * switching routins * Goal is to keep interest on food * You can always do something nice or fun with food * if you cannot eat, you can taste, if you cannot taste, you can touch… * Quality not quantity AFTER TRANSPLANTATION * In ideal case * positive relationship with food * motoric and sensoric skills are good enough to start oral eating * Many children need support * Appetite may return but feeling hunger may not due to extra fluid * Different support approaches * meetings with families * individual speech therapy (eating therapy) * Playpicnic * SOS (Sequential Oral Sensory) approach 9 24.5.2019 THANK YOU! [email protected], [email protected] References: Coulthard H. &co.: Delayed introduction of lumpy foods to children during the complementary feeding period affects child´s food acceptance and feeding at 7 years of age: Matern Child Nutr. 2009 KDOQI Work Group. KDOQI clinical practice guideline for nutrition in children with CKD: 2008 update. executive summary. Am J Kidney Dis 2009;53(3 Suppl 2):S11-104. Overland, Lori L.: A Sensory Motor Approach to Feeding, 2013 Samaan S et al . Oral Feeding Challenges in Infants With Chronic Kidney Disease Assessment and Intervention. Infant, Child, & Adolescent Nutrition 2014;6(3):164-171 Schauster H &co: Transition from tube feedings to feedings by mouth in children: preventing eating dysfunction. 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International Journal of Civil Engineering Research. ISSN 2278-3652 Volume 8, Number 1 (2017), pp. 1-14 © Research India Publications http://www.ripublication.com Foam Concrete MD Jalal, Aftab Tanveer, K Jagdeesh and Furqan Ahmed Department of Civil Engineering, Jayaprakash Narayan College of engineering, Mahabubnagar-509001, Telangana, India. 1. INTRODUCTION One of the methods of reducing the density of concrete relies on the introduction of stable voids within the hardened cement paste or mortar. The voids can be produced by gas or by air. Because a foaming agent introduces the air, the concrete produced is called foam concrete. Foam concrete is a vast majority of concrete containing no large aggregates, only fine sand and with extremely lightweight materials containing cement, water and foam. It can be considered relatively homogeneous when compared to normal concrete, as it does not contain coarse aggregate phase. However, the properties of foamed concrete depend on the microstructure and composition, which are influenced by the type of binder used, methods of pre-foamation and curing The main advantage of foam concrete is its lightweight, which ensures economy of walls of the lower floors and foundations. It has several advantages and since it is porous in nature, it provides thermal insulation and considerable savings in the material. The important applications of foamed concrete include structural elements, non-structural partitions and thermal insulating materials. Manufacturers developed foam concretes of different densities to suit the above requirements and these products were used in trench reinstatement, bridge abutment, void filling, roof insulation, road sub base, wall construction, tunneling etc 2. FOAM CONCRETE: Foam concrete is a very fluid, lightweight cellular concrete fill material, produced by blending a cement paste (the slurry or mortar), with a separately manufactured, preformed foam. The density of foam concrete is determined by the ratio of foam to slurry and densities range typically between 300 and 1600 kg/m 3 . Sand, pulverized fuel ash (PFA), quarry dust or limestone dust may be used to further enhance the properties of foam concrete. Foam concrete is created by uniform distribution of air bubbles throughout the mass of concrete. The foam cells must have walls, which remain stable during mixing, transportation, pumping and placing of fresh concrete. The cells, or bubbles are discrete and range in size between 0.1 and1mm. Foam concrete is a free flowing and can be placed without compaction. 3. HOW FOAM CONCRETE IS MADE? The raw materials used for the production of foam concrete are, binding agent, aggregates, foaming agent, and water. 3 - Binding agent: Cement is the most commonly used binding agent. Other binder materials like quarry dust and fly ash can also be used in conjunction with cement. The quarry dust can be used as an additional filler material. Quarry dust consists mainly of excess fines generated from crushing, washing and screening operations at quarries. The material properties of this waste, vary with the source, but are relatively constant at a particular site. A good fly ash should have high fineness, low carbon content and good reactivity, which would enhance the technical advantage to the properties of foamed concrete - Aggregates: For constructing and heat insulating foam concrete production with density grade D500 and higher as well as for constructive foam concrete aggregates are used. Quartz sand is usually used. - Foaming agents: Foaming agents can be divided into two main groups: - Natural foaming agents - Synthetic foaming agents Natural waste based foaming agents ordinarily used in the industry are tannic extracts of leather industry, sub soaped lye, sulfite lye – they are the products with sufficiently varying properties. They have a limited storage life. Due to inconsistency of raw material composition and complicacy in their production, the chemical composition and main component content in the foaming agent obtained is varied. Synthetic foaming agents are produced in accordance with technical requirements so that they have permanent properties and working life much longer; this gives them application advantages. Foaming agent selection must be carried out for the particular production in dependence on production capacity, foam concrete mix production method and regional conditions. The foam is mainly added as a base material and the main requirement is that it must be capable of remaining stable and not collapsing during pumping, placement and curing. The density of the foam is about 110 kg/m 3 and investigators reported that foam materials below this density are to be manufactured with care. Preparation: Fig.1 shows automated batching equipment for the production and placement of foam concrete. Cement and sand are stored in different silos. The desired ratio of cement sand and fly ash are programmed into the computer to produce desired amount of slurry. The dry materials and water are thoroughly mixed together with high-speed impellers. Slurry is dropped into a buffer tank, which is continuously agitated to prevent it from segregation. The pre-formed foam is generated in specialized foam production equipment. Foaming agent and water is mixed in a separate tank and compressed air is supplied to it based on the amount of foam required. The pre formed foam is then injected to slurry to produce the foam concrete. With minimal personnel foam concrete can be placed. - Curing: Cellular concrete is generally air-cured. Applying heat, steam or chemicals might accelerate curing. A curing compound prevents excessive loss of water after casting and consequently increases strength. 4. PROPERTIES OF FOAM CONCRETE: Table 1. \| Characteristics \| Type of foam concrete (cast density) \| \| \| \| \| \| \| \| \| \| Unit \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Cast density \| 400 \| 500 \| 600 \| 700 \| 800 \| 900 \| 1000 \| 1200 \| 1400 \| 1800 \| Kg/m3 \| \| Cube compressive strength (28days) \| 0.1.3 \| 2 \| 3 \| 3 \| 4.5 \| 5.5 \| 6.5 \| 10 \| 12 \| 16 \| Mpa \| \| Tensile strength (28days) \| 0.1 \| 0.2 \| 0.3 \| 0.35 \| 0.45 \| 0.55 \| 0.65 \| 1.1 \| 1.2 \| 1.6 \| Mpa \| \| Thermal conductivity \| 0.11 \| 0.13 \| 0.15 \| 0.18 \| 0.22 \| 0.26 \| 0.3 \| 0.4 \| 0.55 \| 0.77 \| W/mk \| Compressive strength: High early strength can be achieved by the use of rapid hardening cement. Increasing the quantities of sand and cement and decreasing the amount of foam yield higher densities and consequently higher strength. Thus concrete density, cement type and content, water/cement ratio; foam type and curing regime will influence the compressive strength. Fire Resistance Foam concrete is an inorganic material and therefore unlikely to catch fire. Tests carried out in several countries, including tests to ASTM Standards, show that a load bearing foam concrete slab wall, 15cm thick, has a fire resistance exceeding 7 hours. Fig.4 Relation between fire resistance and thickness of foam concrete wall Thermal Conductivity The main characteristic feature of foam concrete is its low thermal conductivity, which gives it better insulation properties. This is due to the great number of closed cavities that form the multi–cellular structure and results in a 50mm layer of foam concrete, with a density of 400kg/m 3 , having approximately the same excellent heat insulation value as a 25mm thickness of cork. The typical values of thermal conductivity of foam concrete are shown in table 2. Table 2 Low coefficient of permeability The hydraulic conductivity of porous materials generally decreases with an increasing amount of air in the pores of the material. Foam concrete is made up with a matrix of non-interconnecting micro bubbles, or air voids, thus the material has a relatively low permeability. Low water absorption The solid matrix of cementitious slurry surrounding the fine cell structure of the foam concrete greatly reduces the capillary action of moisture through the material. Freeze and thaw resistance. Foam concrete has excellent freeze thaw resistance. Energy absorbing qualities Due to the dense cell structure of foam concrete, as the material is compressed during an impact, the resistance of the foam concrete increases absorbing the kinetic energy. And since hardened foam concrete forms a solid matrix, the material is not vulnerable to seismic shock waves, thus ideal for bridging over soils susceptible to liquefaction. (Recommended by the U.S. Bureau of Reclamation in fault zones). Susceptibility to breakdown Unlike some synthetic lightweight fill materials, hardened foam concrete is not susceptible to breakdown due to hydrocarbons, bacteria, or fungi, and is insect and rodent proof. The protein based, foaming agent forms a durable micro bubble, and is not affected by hydrocarbons or other chemicals that may be present during placement of the foam concrete when it is in its liquid state. With some foaming agent there may be detrimental effects of the finished foam concrete. 5. ADVANTAGES: - Low density and high strength: Typical cast densities of foam concrete range between 350 and 1600 kg/m 3 , giving 28 day compressive strengths of 0.2 to 18.0 N/mm 2 . Due to its low density, foam concrete imposes little vertical stress on the substructure - a particularly important attribute in areas sensitive to settlement. - High fluidity: Foam concrete pumps easily with relatively low pressures via hose over long distances. The material is naturally self-leveling and fills the smallest voids, cavities and seams. When placing in excavations, foam concrete conforms to every sub grade contour. - Well-Bonded body: Foam concrete forms a rigid, well-bonded body after hydrating. It is effectively a free-standing (monolithic) structure and once hardened, does not impose lateral loads on adjacent structures. - Self-Leveling and self-compacting: Foam concrete is naturally self-leveling and self-compacting, filling the smallest voids, cavities and seams within the pouring area. - Reliability: Foam Concrete is very long-lived material. It does not decompose and is as durable as rock. - Resistance to cold and warmth: Foam Concrete is very effective isolating material. Buildings constructed from foam concrete are able to accumulate cold or heat, which allows to greatly minimizing conditioning or heating expenses. It is ideal material for countries with hot and cold climate. - Microclimate: Foam concrete control air humidity in a room by absorbing and output of moisture during the day and night. Also in foam concrete houses favorable average temperature during the day is maintained. - Acoustic-insulation: Foam concrete has a high property of acoustical absorption. - Superior fire-resistant: Foam concrete is extremely fire resistant and well suited to applications where fire is a risk. - Eco-compatibility: Foam concrete does not produce any toxic substances, as it is ecologically clean 9 - Variety of usage: Foam concrete use for producing construction blocks, thermal and acoustic insulation of roofs, floors, warming of pipes, production of collapsible blocks and panels of partitions in buildings, as well as floors and basements foam concrete of higher density. 6. OPERATIONAL & COST EFFICIENCIES: - Settlement free construction: In conforming to the principle of equilibrium, the effective stress of the underlying soil remains unchanged from that existing prior to excavation and thus settlement of the construction is prevented. - Cost saving: Foam concrete allows saving big money as it can be applied directly on existing marginal ground such as peat or poor soils. Minimal lateral loading enables reduced building costs for earth retaining structures. Foam concrete allows construction on marginal ground reducing the need for piled foundations. High volume equipment with rapid installation reduces installed unit cost. Foam concrete requires lower maintenance costs due to the durability of foam concrete and lack of settlements. - Time saving: The application of foam concrete can be a great time saver over conventional ground treatment methods for settlement free construction. No waiting period for consolidation of sub soils, eliminating the need for surcharging .No need for removal and replacement with large amounts of borrow soils. Removal of minimal amount of soil to be replaced with foam concrete. Reduce or eliminate the need for piling, sand drains, or grade beams - Rapid construction: Foam concrete blocks are lightweight, big sizes and high accuracy dimensions. It increases the construction speed for several times. Also it is easy to cut channels and holes for electrical wiring, sockets, and pipes. 7. APPLICATIONS: Based on the density, Foamed concrete is divided into the following types: [x] Constructive foamed concrete with grade by density from D1000 to D1200 [x] Constructive and heat insulating foamed concrete with grade by density D500900; [x] Heat-insulating foamed concrete with grade by density D300-500. - In the construction of walls and floors: Foam concrete of density between 300 - 500 kg/m³ is primarily used for the construction of walls and roofs as foam concrete provides thermal resistance, acoustic insulation and fire resistance. - Void fill Foam concrete of density between 600 - 800 kg/m³ is used for void filling, such as in landscaping (above/underground construction), filling voids behind archways and refurbishing damaged sewerage systems, as well as producing masonry units. Foam concrete is extremely flowable and easily pumped; it completely fills even the tiniest voids. Rather than spending time and money for excavation and removal of underground structures, foam concrete can provide a simpler more economical solution for abandonment of sewers, tunnels, and underground tanks, and naturally occurring voids For example: 1.It was required to infill a number of disused fuel tanks in a depot of waste and recycling contractor in south London. Around 500 cubic meter of foam concrete with a cast density of 550kg/m3 at a 28 day compressive strength of 2N/mm2 was used to infill the tanks. 2. Culvert fill: A project in South Dakota USA was carried out in 2000 where it had become necessary to replace an existing bridge structure with a super span steel plate bridge culvert to be back filled with soil. Original granular backfill has caused settlement to the footings and hence distortion of the structure. It was decided to remove the original fill and replace with lightweight 500-kgs/m 3 density foam concrete. 3. Subway infill: These pictures show a project in Milton Keynes, UK, where a network of six pedestrian subways was required to be in filled with lightweight foam concrete. The mix specified for this contract was an 800 kg/m 3 density, 8 N/mm 2 compressive strength at 28 days. 4. Tunnel infill: The arched tunnel - built in the 19th century as part of a cement works - measured 5.0 meters high and 4.5 meters wide. The foam concrete was required to be pumped some 300 meters away. The project was completed over seven days using foam concrete with a 350 - 400 kgs/m 3 cast density and a 28 day compressive strength of 0.5 N/mm 2 . - Light weight foundations: With densities as low as 300 kg/m 3 , foam concrete imposes little vertical stress on the surrounding sub-structure. This is particularly important in areas sensitive to settlement. In excavations with poor soil, foam concrete form 100% stable lightweight foundations and can be designed using the principle of equilibrium. - Pre casting: An increasing use of lightweight foamed concretes is in the production of blocks and pre-cast panels. The ability of the material to made lightweight with excellent sound and thermal properties whilst at the same time easy and economic to produce. - Road construction Due to the dense cell structure of foam concrete, as the material is compressed during an impact, the resistance of the foam concrete increases, absorbing kinetic energy especially useful in the design of aircraft arrestor systems at airports or roads. In case of soft compressible soils foam concrete can be used to minimize settlement. Foam concrete provides a load-reducing fill to prevent the settlement. A stable, long-lasting solution can be obtained as a result of the excellent freeze/thaw resistance and lowdensity properties of foam concrete. 8. CONCLUSION: The initial findings have shown that the foam concrete has a desirable strength to be an alternative construction material for the industrialized building system. The strength of foam concrete is low for lower density mixture. Significant reduction of overall weight results in saving structural frames, footing or piles and rapid and relatively simple construction. The density is reduced due to the increment of voids throughout the sample caused by the foam and hence the decrease in the compressive strength of the concrete. Foam concrete requires no vibration or compaction and it fills all cavities, voids and seams over a long distance. It offers fast and settlement free construction with good heat insulation and air content. It has good thermal insulation, good freeze/thawing properties and has excellent fire resistance properties. REFERENCES: [1] "Concrete technology" by M.S.Shetty [2] Properties of concrete" by A.M.Neville. [3] www.foamconcrete.co.uk [4] www.provoton.com [5] www.pdf-search-engine.com	<urn:uuid:f9e96b16-c9f0-433f-8cb3-60c2056e1160>	CC-MAIN-2021-39	https://ripublication.com/ijcer17/ijcerv8n1_01.pdf	2021-09-19T19:52:31+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	534,631,664	3,663	eng_Latn	eng_Latn	0.996613	eng_Latn	0.996875	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1748, 2725, 4768, 5773, 6370, 7474, 8147, 9938, 11047, 12801, 14237, 14945, 15655, 17533 ]	[ 1.3359375 ]	1	0
Viktor Obendrauf University of Graz, Institute of Chemistry A-8010 Graz, Schubertstraße 1 e-mail: [email protected] MORE SMALL SCALE HANDS ON EXPERIMENTS FOR EASIER TEACHING AND LEARNING „A pretty experiment is in itself often more valuable than twenty formulae extracted from our minds. Albert Einstein (1879-1955) Neurobiological research proves that lasting learning is closely linked to emotions. A ‚pretty' reaction arouses emotions just like a dangerous or a dangerous looking experiment. Many colleagues can confirm that most of the students remember nothing better than ‚beautiful' or ‚dangerous' experiments. Through aesthetically arranged and really exciting experiments they frequently grasp the associated theoretical concepts more easily. Of course, definitely dangerous experiments must be cancelled in school. Chemical education should be as safe as possible for teachers and students. But chemical demonstrations which are classified as possibly dangerous by the students can support learning with emotions. Using microscale techniques many potentially dangerous reactions can be performed in a safe and inexpensive way. There exists no scientific definition for aesthetic science phenomena. But there exists a general consensus that chemical demonstrations and students activities can be designed more or less pretty. Classical examples of aesthetic reactions and/or aesthetically presented processes are various coloured structures and crystallisations in Petri dishes, projection cuvettes and on microscope slides. For many people pyrotechnic effects are beautiful. Even the burning down of a simple ice candle can create emotions. Many burning ice candles arranged as pyrotechnic numbers and letters are much more than a simple reaction between heated titane particles with oxygen of the air. For many students, unclear experimental arrangements are not elegant or even beautiful. They want to pick up the experiment and the concepts behind it as fast as possible. A simple and clear experimental procedure without many fixing stands and clamps, that is focused on a microscale level and enlarged with modern electronic equipment for large auditoriums, can sometimes improve both the aesthetics and safety of potentially dangerous experiments. For many teachers and lecturers, experimental procedures are not elegant and pretty when they require expensive and time-consuming preparations and exhausting clean ups with lots of waste. Going microscale can improve the aesthetics and the safety of chemical reactions by reducing the time, costs and waste. Six years ago it was a big honour and also a great pleasure for me to be invited to give a plenary lecture during the 16 th ICCE in Budapest dealing with small scale and microscale gas reactions. The audience agreed that special video techniques can be very useful for performing time-saving and cost-saving small scale reactions in big lecture-theatres without polluting the environment. By enlarging the improvised low-cost-equipment with modern digital video projection techniques the properties of very poisonous gases can be safely demonstrated without a fumehood. The experimental topics during the lecture in Budapest were: the generation of chlorine, acetylene, hydrogen, hydrogen sulphide, sulphur dioxide, ammonia and oxygen, the reactions between sodium and chlorine, hydrogen and chlorine, chlorine and acetylene, hydrogen and oxygen, hydrogen sulphide and sulphur dioxide. The same low cost equipment and digital video techniques — enriched with some special products from any European supermarket and a couple of improved ideas to generate, store and dispose small amounts of hazardous gases — should be used for the lecture in Seoul. In any case, the discussed small scale experiments are not designed for combination with video techniques. For normal classrooms, the philosophy is that a badly arranged experiment in a fumehood or behind a safety shield is less impressive for creating emotions than a small scale portable apparatus which needs no fixing stands and allows the lecturer to perform and repeat the experiments closer to the students. Detailed instructions and figures dealing with the special materials necessary for these low cost gas generations and small scale gas reactions are described in the book of abstracts of the 16 th ICCE 2000 in Hungary. These materials have successfully been used for more than ten years in Europe and should be described again for those colleagues and teachers in Asia who have had no chance to pick up these experimental suggestions until now. Material © for the low cost gas generation and gas reactions [1,2,3]: (a) 1 test-tube Schott Fiolax® 16/160 mm, bulged mouth. In this test tube the gases are generated. The rather thin but fireproof material heats up the substances inside in a very short time; if it is necessary, this substance can be cooled down again in a water bath or with tap water in a few seconds. (b) 1 soft rubber-stopper (Verneret18D) with 1 or 2 syringe needles (1.2/40 mm) pierced through the stopper as shown in figure 1. The tips of the needles in the stopper must be cut off as shown in picture 2. The blunt needles in the stopper work as micro steel tubes with luer connections. Needles without tips are no longer needles. Even with differently strong acids, the stopper works for many months without having to replace the tubes. To suck up the needed liquid it is useful to have the chemicals in 10-20 ml narrow mouthed bottles. As a result, even concentrated hydrochloric acid or concentrated ammonia solution is no problem outside the fume hood. To avoid contact with the adhered chemicals after filling, the syringe must be cleaned outside with a paper towel or rinsed in a beaker with water or with tap water. Then the syringe can be placed tightly in the luer (c) 1 disposable syringe 2 ml (e.g. Braun ®) This syringe is used as a dropping funnel for liquids. The plunger (without washer) must be difficult to move. For this property a rough surface inside the syringe prepared with fine iron wool is very useful. connection steel tube of the special stopper. (d) 1 syringe 20 ml, eccenctric luer conus (ONCE ®) This syringe is used to collect and store the generated gas and stoichiometric mixtures. To avoid pressures that are too high in the apparatus, the plunger must be easily movable when compared to the 2ml-syringe. Therefore the washer at the end of the plunger must be slightly greased with high boiling silicon oil. (e) 1 10 ml syringe without a plunger, first filled with activated charcoal granular and then closed with 1 rubber stopper with 1 syringe needle in it as shown in figure 1 This device is very useful to avoid excessively hazardous gases coming out of the gas generator when the 20 ml syringe is filled and no more gas is needed. (f) 20 ml disposable syringe (ONCE®) with inserted piezoelectric sparker (figure 3) This device, built from a 20 ml disposable syringe and a piezoelectric lighter allows one to collect various explosive mixtures of gases to show the stoichiometric reactions in the syringe directly. Constructing the device: A nail is heated in a flame, this hot nail is used to melt a small hole in the syringe, a stereo wire with blank metal ends is inserted through the hole and the connection is sealed with hot-glue as shown in figure 3. The other end of the wire must be connected to the piezoelectric sparker so that it works (see figure 3). (g) Steel tubes 1.2/40 mm with luer connections (syringe needles with cut tips). The thin steel tubes with the luer connections and the blunt end serve for jets, e.g. either a) to light hydrogen or acetylene pressed out from a syringe or b) to jet the wanted gas into a test-tube or into another syringe. The steel tubes placed the soft rupper stoppers or serving for jets work for many months without destroying in corrosion even in contact with concentrated acids. To avoid corrosion during storage, the steel tubes must be rinsed inside with water and dried with air. This procedure consumes only a couple of seconds: Using a 20 ml syringe press some water through the tubes and dry the tubes inside by sucking and pressing air through them. (h) Steel tubes 0.8/120 mm with luer connections (syringe needles with cut tips) The long syringe needles can be used as a reaction tube with a very big (catalyzed or not catalyzed) surface inside e.g. to heat a stoichiometric mixture of sulphur dioxide and oxygen or as catalyst tube for the catalytic reaction between ammonia and oxygen (Ostwald procedure see figure 4) etc. The modified and strongly heated long needle can also be used to decompose gaseous compounds e.g. ammonia or for thermolysis reactions (e.g. paraffin oil to gaseous hydrocarbons). (i) Micro burner Portable, with piezoelectric sparker, refillable with ligher butane, burner time not limited, size of the flame adjustable, works in each position (see figure 4) (j) 15-20 cm long pieces of insulator from a stereo wire (copper wire removed), used as thin plastic tubes (k) 100 ml disposable syringe with catheter connection (Figure 5 This syringe is used to collect, store and weigh larger amounts of gases. The catheter connection fits to the luer connection of smaller syringes and to the outlet of a special wine bottle opener which works very comfortably with commercial chargers filled with carbon dioxide for soda bottles or nitrous oxide for whipped cream. (l) Mobile small scale ozone generator Using a silcon tube a normal small scale oxygen gas generator is connected to a test tube which contains a thin glass tube filled with a salt solution (e.g.copper sulphate). This solution is in contact with a small high voltage device (stun gun, see figure 6). The second connection of the high voltage device leads to a sheet of copper or brass outside the test tube, so that discharges can be produced from outside the test tube to the thin glass tube inside the test tube. Pure oxygen inside the test tube can be converted to ozone partially. Ozone mixed with normal oxygen can be collected in a 20ml syringe (see fig 6) (m)Explosion Limits Film Can A Fuji® film can (with a snap cap) equipped with a piezoelectric device can be used to check the explosion limits of very low boiling organic liquids such as acetone or ethyl acetate. The volume of the film can is about 33 cm 3 . A very small but accurate amount of completely evaporated acetone or ethyl acetate should give a mixture within the explosion limits. Example: Explosion limits of acetone (LEL: with 60 g acetone/m 3 air = about 2 mg acetone/33 cm 3 . UEL: 310 g acetone/m 3 air = 10 mg acetone/33 cm 3 . 1 very small drop of acetone is about 7-9 mg which means that 1 drop of acetone completely evaporated and mixed with the air inside the closed film can is within the explosion limit. 2 drops or more give a mixture which is too rich. Special lighter fuel (not lighter gas) such as ZIPPO® lighter fuel consists of octane and familiar hydrocarbons with a proper vapour pressure of about 0,0147 bar so that excess liquid in the closed film cannot produce too rich mixtures. Example: The calculated amount of oxygen in the film can is about 6,9 cm 3 . The volume x of the vapour in the closed film can with excess liquid in it should not be more than about 0,5 cm 3 . (x cm 3 : 0,0147 bar = 33cm 3 : 1,0147 bar) Compared to 6,9 cm 3 is the mixture is the hydrocarbon vapour near the stoichiometric mixture: HC : O2 = 0,5 : 6,9 = about 1:14. (C8H18 + 12,5 O2 → 8 CO2 + 9 H2O). It is possible to produce many harmless explosions in the can after replacing the air and closing the container. MORE EXAMPLES OF EXPERIMENTS WHICH ARE WELL KNOWN BUT ARE NEWLY DESIGNED, SMALL SCALE AND DONE WITHIN 3-5 MINUTES: 1. Photolytic reaction between hydrogen and chlorine The air in the chlorine gas generator is replaced by generating chlorine, the air in the hydrogen gas generator is replaced by generating hydrogen. To make sure that the flash will work with the mixture every time, the hydrogen can be cleared of hydrochloric gas. Connect the 10 ml syringe filled with charcoal with the hydrogen gas generator and replace the air in the charcoal by hydrogen. Then connect the 20 ml syringe filled with 10 ml pure chlorine with the luer conus connection of the charcoal filled syringe. Add 10 ml purified hydrogen (figure 8). The syringe with the collected gas mixture is placed vertically using a cut needle on a foam base as a stand. If the sheet of the flash covers the attached 20ml syringe completely, the reaction will start every time without removing the UV filter from the flash (see figure 8). 2. Generation of NOx using copper and nitric acid, properties of NO, NO2, N2O3, N2O4 After replacing the air in the gas generator the well-greased special 20 ml syringe is used to collect the generated NOx. A 10 ml syringe without a plunger, first filled with activated charcoal granular and then closed with a rubber stopper, pierced by one syringe needle, functions as a portable fumehood, after the the 20 ml syringe has filled up with the poisonous mixture. With the generated mixture in the 20 ml syringe the solubility of NO2 in water, the equilibrium between NO2 and N2O4, the formation of N2O3 and a couple of other properties of the gas mixture can be shown easily. Using a gas generator for carbon monoxide the catalytic reaction between CO and NO to N2 and CO2 can be formed in a test tube which contains pieces of a normal car catalyst. 3. Instant chemistry: Micro-ampoules as pressure-resistant permanent preparations [4] Thick sided glass ampoules often serve as containers for liquified gases and highly evaporable liquids. These chemical-physical „permanent preparations" have the advantage that they demonstrate various phenomena without spending too much time on preparation and cleaning up. If you reduce the volume of the ampoules to a few micro-litres, the ampoules containing various substances can be sealed, given some care and experience, without the help of a professional glassblower. Modern soldering torches with accurate flames make the preparation of such micro-ampoules (2-3 mm in diameter!) a lot easier. In spite of their thin glass the tiny tubes resist enormous pressure so that you can even seal liquified carbon dioxide or laughing gas. This makes it possible to demonstrate the phenomenon of critical temperatures of various substances in a surprisingly easy way. For example, the critical temperature of liquified nitrous oxide, which is 36.5°C, can be reached with the help of a hairdryer within seconds, so that the liquid inside the ampoule suddenly disappears. After all, the corresponding critical pressure amounts to 72.6 bar. Similar experiments can be carried out with liquified carbon dioxide (critical temperature 31.6°C, critical pressure 73.8 bar). A slight cooling ends this simultaneity of liquid and vapor and the liquid state is seemingly re-formed from nothing. Liquid, gaseous and – if liquid nitrogen is available – even solid chlorine can thus be produced just as quickly as the temperature dependent equilibrium between NO 2 and N 2 O 4 . If the mixture contains NO and NO 2 ,the deep blue N 2 O 3 can be permanently preserved in quite a spectacular way even at room temperature (traditionally this is only possible through cooling). Above its melting point (-100.1°C) N2O3 decomposes according to the following equilibria: N O NO + NO 2 NO 2 3 2 2 N O If you do not keep on cooling the ampoule after sealing it, the light blue solid substance will melt, first into a deep blue liquid state which, because of the extremely high pressure, does not even disappear at room temperature (according to the principle of Le Chatelier). Heating up the microampoule with a hairdryer enables you to demonstrate the concentration of the brown gaseous state caused by the intensified production of NO2 from N2O4 within seconds. 2 4 In addition to the described phenomena, micro-ampoules enable you to demonstrate lots of other temperature dependent chemical-physical processes („Instant Chemistry" !) [4]. Even in very large lecture halls, they can easily be visualized by means of modern video cameras 4. A wine bottle opener as a source for N2O – the „barking dog" without NO and CS2 [6] N2O (laughing gas) in high pressure steel ampoules is used to produce whipped cream. Special wine bottle openers work with the same type of steel ampoules containing carbon dioxide. Therefore those wine bottle openers can also serve as source for N 2 O so that many experiments involving N 2 O can be designed as „Instant Chemistry" examples [5,6,7,8,9] E.g.: Using the wine bottle opener it is possible to fill a wide mouthed 1 litre glass bottle with laughing gas within one minute. Instead of poisonous CS2 normal rum (80% ethanol) is evaporated at hot tap water temperatures so that the noise and the blue flash of the famous „barking dog" can be performed with material bought exclusively from the super-market. The nice reaction may follow this reaction path: 5. Microscale dry ice production and microscale liquefied laughing gas [10]. Two exciting and pretty examples of gases are well known in the kitchen: carbon dioxide and laughing gas. Both laughing gas and carbon dioxide are simple substances in every day life. Both laughing gas and carbon dioxide are stored in very similar looking steel cartridges for whipped cream chargers and for soda siphon chargers. Both gases can be used in sufficient amounts for chemical education in a special wine bottle opener. [3,4,5] \| \| N O 2 \| \|---\|---\| \| Structure \| N=N=O \| \| Molecular mass \| 44,01 u \| \| Litre mass \| 1,997g/l \| \| Melting point \| -90,8°C \| \| Boiling point \| -88,8°C \| \| Critical temperature \| 36,5°C \| \| Critical pressure \| 72,6 bar \| \| Critical density \| 0,457g/l \| Compared to carbon dioxide nitrous oxide is a gas with very similar physical properties (see table 1). Many similar physical material data e.g. density, molar mass, solubility in water and critical temperature can be demonstrated in a very simple way. Experimental stuff from schools combined with special supermarket products is sufficient. Table 1 The chemical properties and the physiological effects of nitrous oxide and carbon dioxide with iso-electronic structures of its molecules are completely different. Laughing gas is not only used to make whipped cream. Many students know that nitrous oxide could be used for sniffing. Of course it is used in hospitals for anaesthesia, it is further more well known as an very effective oxidizer in combustion engines. Using small amounts of laughing gas the properties as an oxidizing agent can be demonstrated in various simple and timesaving ways [4-7]. On the other hand a soda siphon cartridge contains carbon dioxide which can be used as a fire extinguishing gas. A special recipe to produce small amounts dry ice from one single soda siphon charger gives us the chance to show the sublimation and the triple point in a small syringe even for a big audience [6-10]. 6. The basis of a safety match [11] Safety matches use a match head that is mainly KClO3, struck against the match box surface, which consists of non-toxic red phosphorus (about 50%). Placed outside the matchbox, instead of in the match-head, the match can only be ignited through friction with the red phosphorus panel. This is the basis for the safety match, which can be shown without any laboratory equipment if only microscale amounts of the potentially dangerous chemicals are involved. The reaction on a microscale level, stoichiometry, calculation, and safety goggles prevent possible accidents. Concerning the equation with 0,00010 mol (about 12,3 mg finely powdered) KClO3 and 0,00012 mol (about 3,7 mg dried phosphorous) a nice flash can be produced in theory. To be sure that the red phosphorous will react completely with the solid oxidizing agent and cannot burn on the skin with the oxygen of the air, excess KClO3 (about 40 mg) is necessary and essential! 7) Pictures can say more than words The described material for the low cost gas generation for many microscale gas reactions can be stored in two or three plastic video cassette boxes. Using this equipment more than hundred different and context based reactions can be performed. It should be noted that particular emphasis is laid on the described test-tubes, syringes and 'soft rubber' stoppers. The material used in these procedures is essential for being on the safe side with successful results. If somebody uses other testtubes, disposable syringes and normal 'red' or black rubber bungs as available in most science education suppliers' catalogues the described technique for a mobile low cost gas generation without a fumehood will probably fail. The following pictures should show the wide range of possibilities. The examples have been found to be particularly useful in demonstrating potentially very dangerous reactions relatively safely on a very small scale but still with a spectacular result. Chemical demonstrations and lab activities should be done as small as necessary, but not as small as possible. 7.1. Inverse flames Is oxygen able to burn? This question could arise during the inverse flame experiment which was very famous in the 19 th century (see figure below). The potentially dangerous experiment is dealing with pure oxygen and pure hydrogen. In a pure hydrogen atmosphere pure oxygen delivered from a small tube seems to burn with a nice flame, if the reaction between the elements can be started before a very dangerous mixture can be formed. The reaction on a normal scale would be dangerous. This may be one of the reasons why the inverse flame experiment disappeared out of the sourcebooks for chemistry teachers. Using the described low cost material© with special test tubes, stoppers and syringes the inverse flame experiment can also be performed with pure chlorine delivered from a syringe with a small steel tube (needle with cut dip) on it. Chlorine seems to burn in pure hydrogen. 7.2. Chemical vapour deposition (CVD) modelling experiment [12] Silane is generated by the reaction of magnesium silicide with 1 M HCl (aq) in the special small test tube. Before this reaction can be initiated the air in the gas generator can be replaced easily using a cooling spray (FHC). The generated silane can burn only at the end of the glass tube as shown in the picture above. Through heating the glass tube the delivered gas will be decomposed inside so that a thin film of silicon appears. The produced hydrogen can be collected and detected. Using a microflame the thin film silicon can be heated for demonstrating the semiconducting properties of the layer (CVD). In addition the self ignition of silane is a nice experience. 7.3. Self ignition of P2H4 [13] With a commercial rodenticide containing 28 % of Ca3P2 the self ignition of very poisonous PH3 contaminated with P2H4 can be shown similar to the self ignition of silane. Small amounts of chemicals in the small gas generator reduce the danger and the time for the preparations. 7.4. Chlorine and bromine without a fumehood, photolytic reaction with pentane [14] 7. 5. Sparks from a piezoelectric device for at least 20 various explosive mixtures [3, 15] Warning: The short description of the experiments shown in the pictures and figures above is only useful for this abstract. If somebody want to perform these potentially dangerous experiments, the original literature [1-15] with detailed descriptions and helpful references for a safe troubleshooting is strongly recommended. Literature: [1] V. Obendrauf, Low Cost Gas Generation for Small Scale Hands on Experiments, 16 th ICCE, Budapest, 2000 Book of abstracts [2] V. Obendrauf, Experimente mit Gasen im Minimaßstab. ChiuZ 1996, 30 (3) 118 [3] V. Obendrauf, Die Low-Cost-Lachgas-Kanone. PdN-ChiS 1999, 48 (3), 35 [4] V. Obendrauf, Gläserne Hochdruckbehälter im Mikromaßstab, PdN-Ch 2000, 49 (5) 4 [5] V. Obendrauf, Lachgas auf Knopfdruck, Chem.Sch.(Salzbg.) 2001, 16 (2) 4 [6] V. Obendrauf, Der „Bellende Hund" m. Mitteln des Alltags, Chem.Sch.(Salzbg.) 2001, 16 (4) 11 [7] V. Obendrauf, Sichtbarer Kohlenstoff aus unsichtbarem CO2, Chem.Sch. (Salzbg.) 2002, 17 (1) 13 [9] V. Obendrauf, 40 th IUPAC Conference, Beijing 2005, Keynote Lecture, Book of Abstracts 2005 [8] V. Obendrauf, Von der Sahnekapsel zur Modellrakete, Chem.Sch. (Salzbg.) 2003, 18 (3) 12 [10] V. Obendrauf, Trockeneis aus dem Supermarkt, Chem.Sch.(Salzbg.) 2005, 20 (4) 6 [11] V. Obendrauf, Amorces, Partyknaller, Knallkorken, Pyrotechnisches Spielzeug, PdN-Ch 2003, 52 (5) 22 [11] V. Obendrauf, Inverse Flammen, „Kann Sauerstoff brennen?" Chem.Sch.(Salzbg.) 2005, 20 (1) 9 [12] V. Obendrauf, Chemical Vapour Deposition, Microscale-Experimente mit Silan. PdN-ChiS 2005, 54 (1), 43 [13] V. Obendrauf, Phosphan – Historische Experimente aktuell Chem.Sch.(Salzbg.) 2006, 21 (2), 11 [14] V. Obendrauf, Small Scale Hands On zum rotbraunen Gift T+ (Brom). Chem.Sch.(Salzbg.) 2006, 21 (1) 11 [15] V. Obendrauf, Feuerzeugbenzin im Arbeitstakt. Chem.Sch.(Salzbg.) 2000, 51 (3) 8, This article was reproduced from the Proceedings of the 19th International Conference on Chemical Education, August 12-17, 2006, Seoul, Korea, pp. 10-21, with permission of the Organizer. Additional note by the author It is an overview what is possible with my special gas generators. It is also a conclusion about the advantages of microscale chemistry. The crucial point is to use the materials described in particular for the equipment. Otherwise the colleagues could be disappointed. Different syringes have different properties. If dangerous or poisonous gases are involved it is necessary to follow the instructions in detail.	<urn:uuid:ea84808f-92c9-4c18-abbc-9054dab0cb06>	CC-MAIN-2021-39	http://old.iupac.org/publications/cei/vol8/0801xObendrauf.pdf	2021-09-19T19:40:56+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00658.warc.gz	45,055,512	5,981	eng_Latn	eng_Latn	0.929316	eng_Latn	0.995571	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3471, 6846, 9475, 11680, 14595, 17111, 18236, 20910, 22118, 22860, 23257, 25200, 25838 ]	[ 1.7890625, 1.375 ]	1	0
Street Performance In your groups of 3, you are to create a "street-type" performance using a bucket and sticks. This needs to be a show of some sort…not just beating on a bucket. You must have this organized. You may bring in your own instruments if you wish. Please watch the example video of one that was done. You will perform this for the class and certain ones will be recorded. Grading: (2 Grades) Each individual will have to have a significant part to stand out. Each individual must contribute for the whole performance. HAVE FUN!!! BE CREATIVE!!!!!!	<urn:uuid:8375b7eb-f706-4524-ba3e-c8996f4d689e>	CC-MAIN-2021-39	https://www.panthercreekadobe.com/uploads/7/1/0/7/7107552/street_performance.pdf	2021-09-19T21:05:37+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00658.warc.gz	956,066,302	128	eng_Latn	eng_Latn	0.999453	eng_Latn	0.999453	[ "eng_Latn" ]	false	docling	[ 571 ]	[ 1.8203125 ]	1	2
100 things to know about Space By Alex Frith, Alice James and Jerome Martin, illustrated by Shaw Nielsen and Federico Mariani Usborne 978-1-4095-9392-8 A fun and informative book packed with 100 fascinating things to know about space, from how to escape a black hole to why astronauts learn wilderness survival skills. With bright, infographic-style illustrations, detailed facts on every page, a glossary and index and internet links to specially selected websites for more information. If you liked this you might also like... \| Louie Stowell & Roger Simo \| The Usborne Official Astronaut’s Handbook \| Usbone \| 978-1409590743 \| \|---\|---\|---\|---\| \| DK \| Space Exploration (Eyewitness) \| DK \| 978-0241013601 \| \| Tim Peake \| Hello, is this planet Earth?: My View from the International Space Station (Official Tim Peake Book) \| Century \| 978-1780897158 \| \| Philip Reeve & Sarah McIntyre \| Cakes in Space \| OUP \| 978-0192734907 \| \| Philip Reeve \| Railhead \| OUP \| 978-0192742766 \| Activities and things to talk about Scrambled! The letters in the words below have all been scrambled up – can you unscramble them to find six words to do with space? 1. MESCOT Objects in space made of ice, frozen gases and rock 2. TEC ELOPES You can look at the stars through this 3. L PIECES the Moon turns dark during one of these, when it lines up with the sun and the earth, and passes through the shadow cast by the earth 4. A STOAT RUN A person who travels in space 5. PROVE A SUN A huge explosion when a star runs out of energy 6. ADDER MOAN The galaxy nearest to the Milky Way Quiz Can you pick out the real answer in each of these – 100 Things About Space will help you get them right! 1. To be an astronaut you have to be able to speak: b. Martian a. Russian c. American 2. A tardigrade is: b. The toughest known outer space survivor creature a. Someone who climbs steps slowly c. A creature covered in tar 3. Comets are made from: b. Ice, frozen gases and rock a. Diamonds c. Methane gas 4. The first creatures sent from earth into space in 1947 were: b. Guinea pigs a. Mice c. Fruit flies 5. Why is there a piece of Velcro inside a space helmet? b. To scratch your nose a. To attach the helmet to the space suit c. To hold your drinking straw steady 6. How many earths would fit inside the sun? b. 800,000 a. More than a million c. 8,000 7. What is the temperature of earth's inner core? b. 600 degrees Centigrade a. 60 degrees Centigrade c. 6000 degrees Centigrade 8. What do you call the explosion of a star that has run out of energy? b. A supernova a. A superstar c. A starburst 9. The first sandwich in space was: b. Corned beef on rye a. Egg and cress c. Peanut butter and jelly 10. What is the Big Bang? b. A TV programme a. The noise of a star exploding c. The event which created time and space 11. What is spaghettification? b. Streamers of light in the sky a. Astronauts making spaghetti in a space craft c. An object getting drawn out into a string by the force of gravity in a black hole 12. The snow on Mars is: b. Square a. Diamond-shaped c. Black Favourite Fact What is your most amazing space fact from this book? See if you can find out even more about it and each create a two minute presentation or podcast to tell your friends all about it! Design a space suit! Have a look at the suits on pages 23 and 101 and make a list of all the things you have to think about to create a suit which will be useful and protect you. Can you think of any more things you might need, especially if you were trying out new adventures and explorations such as investigating black holes, or finding life on other planets! Make your space adventures as amazing as you like – and design a suit that is equally amazing! Be a researcher: the International Space Station There is a lot of information throughout this book about the International Space Station (ISS). See if you can find out 10 facts about it. You could also do your research from information books and the internet. Ten facts about the International Space Station 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Make your own Board Game Have a go at the Space Race Board Game! (p44). You could also make up your own game about a journey into space, copying this layout and thinking up things that could happen on the journey. For example a successful lift-off; a near-miss with an asteroid; a safe landing on Mars; what to do if a line breaks and you are floating in space! Names and patterns of stars and constellations Stars and constellations are often named after people and creatures in legends. For example Orion is named after a hunter in Greek mythology. Can you find out about the legendary figures which these constellations are named after? Andromeda Centaurus Hydra Perseus And can you find out which animals these constellations are named after – probably because their pattern made people think of these creatures. Canis (Major and Minor) Cygnus Delphinus Ursa (Major and Minor) If you discover a comet Have a look at page 118 about how a comet is named. If you discovered a comet with an unknown orbit in June next year, what would it be called?! Going to Mars Find out as much as you can from this book about Mars and what it might be like if people could settle there – especially pages 52-55. Imagine a journey taking as long as 8 months and maybe surviving this journey in a deep sleep! Other space journeys could take even longer. The distances in space are truly mind-boggling! A space ship going at 80 miles an hour would take 124 days to get to the moon; and it would take more than a lifetime to reach even the nearest stars. In real life the Voyager 1 Space Station, launched in 1977, is now 11 billion miles from earth. Light travels 5,800,000,000,000 miles a year – and so to reach the galaxy Andromeda, which is 2 million light years away, it would take you 2 million years to get there, if you travelled at the speed of light! The storybook Cakes in Space (Philip Reeve & Sarah McIntyre) imagines what such a massive journey might be like. In the story it takes Astra and her family 199 years to get to a make-believe planet called Nova Mundi. It seems almost impossible to imagine how you would survive this! In the story they travel in special sleeping pods, fast asleep and their bodies are cooled down so that they don't age. Talk about how you would feel about this. You could also research cryonics, which is similar to what Astra and her family used. It's about keeping the bodies of animals or humans at a low temperature, in the hope that they can be revived at a future time.	<urn:uuid:577e0ca1-0ea0-422f-a748-b8ed77c242c7>	CC-MAIN-2021-39	https://www.hayfestival.com/schools/downloads/100-Things-to-Know-About-Space-Chatterbooks-Resources.pdf	2021-09-19T21:12:30+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	828,478,222	1,640	eng_Latn	eng_Latn	0.998707	eng_Latn	0.999105	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1578, 2834, 4477, 6638 ]	[ 3.90625 ]	2	1
Oragami Frog From Square Paper Yeah, reviewing a ebook oragami frog from square paper could amass your close connections listings. This is just one of the solutions for you to be successful. As understood, skill does not recommend that you have astounding points. Comprehending as capably as concord even more than supplementary will find the money for each success. bordering to, the pronouncement as competently as perception of this oragami frog from square paper can be taken as capably as picked to act. ORIGAMI JUMPING FROG (Traditional model) How To Make a Paper Jumping Frog - Fun \u0026 Easy Origami Daily Origami: 092 - Frog How To Fold An Origami Jumping Frog How To Make a Paper Jumping Frog - EASY Origami Origami Frog - Square Paper Origami Frog Tutorial (ASMR Paper Folding) Kids easy origami How to make a jumping frog ver.1 Origami Frog that Jumps - Easy Fun Paper Craft for Kids Fold an Origami Jumping Frog Daily Origami: 003 - Jumping Frog 01 Small paper Frog that jumps high and far – Easy Origami Frog Origami jumping frog: Paper frog that jumps high and far ? Easy tutorialHow to make a paper boomerang - paper origami - boomerang How to make a cool paper plane origami: instruction\| F16 How To Make a Paper Ninja Star (Shuriken) - Origami How To Make an Origami Flapping Bird Jumping Origami Rabbit Easy 10 Models in One! ft. Kermit the Frog - Origami Origami Jumping Frog Instructions: www.Origami-Fun.com How to make a Paper fish? How to make: Paper Claws (EASY) Origami (hobby) How to Make a Paper Frog that Jumps High and Far Fold Prince Charming -- the Talking Frog! TUTORIAL- How to make an Origami Jumping Frog How to make Jumping frog. Origami. The art of folding paper. Origami Frog Tutorial (Traditional) Origami frog - easy step by step with sticky paper notes How to make a high jumping Paper Frog Origami How to fold a traditional origami frog Oragami Frog From Square Paper You can use ordinary computer paper, colored paper, or origami paper. Traditionally, origami paper is square. However, you can start the frog with a piece of rectangular paper. Lay your piece of paper flat on a table in front of you. Origami paper can be found in craft, art, and stationery stores. How to Make an Origami Jumping Frog (with Pictures) - wikiHow How to Make a Paper Frog Step 1: Start with a square piece of origami paper, but if you only have regular 8.5x11 paper, follow these instructions... Step 2: Fold the paper in half from top corner to bottom corner. Step 3: Fold in half again from left corner to right corner. Step 4: Perform a squash ... How to Make a Paper Frog - Origami Way Step 1) Start with a square sheet of paper with the white side up. Fold it in half horizontally and un then unfold. Step 2) Fold the paper in half vertically. Step 3) Fold the paper in half vertically again and then unfold it. You'll use this crease as a guide in later steps. How to Fold an Easy Origami Jumping Frog - Traditional ... Position the frog as it's shown on the 4th image (above) and fold it backwards along the red line (you can help yourself with the ruler or a credit card etc…). It will now look like the image number 4 (and 5 if you flip it). Now fold the frog along the blue line (fold it forwards). All done! Origami Frogs Tutorial - Origami for Kids - Easy Peasy and Fun Origami frog: supplies. As with most origami, these frogs are a little easier to fold if you have actual origami paper, since it's nice and thin (this 120 sheet pack. is only $6 on Amazon <-affiliate link), but you can really use any square piece of paper. Once your frog is folded, press down on the folded "legs" with the tip of your finger, then quickly slide your finger off to make the frog jump. Make an origami frog that really jumps! - It's Always Autumn paper: colour setsize: 15cm x 7.5 cm How To Make a Paper Jumping Frog - OrigamiIn this origami tutorial I use colour set paper.You can also use Origami paper... How To Make a Paper Jumping Frog - EASY Origami - YouTube Learn how to make an easy origami jumping frog (traditional model)Tutorial by Jo Nakashima Support my channel! https://www.patreon.com/jonakashimaIn this tut... Page 1/2 Copyright : myprofile.thetimesnews.com ORIGAMI JUMPING FROG (Traditional model) - YouTube Easy origami - Folding jumping frog ver.1How to make a easy jumping frog ver.1. In this video I will show you crafts: How to make a jumming frog ver.1 ! This... Kids easy origami - How to make a jumping frog ver.1 - YouTube Traditional origami paper is colored on 1 side, and blank on the other. The first image in a diagram should have some type of symbol letting you know which side to start on. For example, if you should start with the blank side, you might see a square piece of white paper with a shaded corner turned up. How to Make Origami - wikiHow This origami frog is definitely awesome and if you enjoyed this one, you should also try the origami jumping frog. Step 1: Start with a square piece of origami paper , but if you only have regular 8.5x11 paper, follow these instructions to make a square sheet . How to Make an Origami Frog How to fold an origami jumping frog.Facebook Page: https://www.facebook.com/OrigamiTavinMy Website: http://www.tavinsorigami.comDiagrams: http://tavinsorigam... Origami jumping Frog - YouTube This easy origami frog will hop along the table. This is a great origami toy for kids to make. All you need is one sheet of square paper for this origami jumping frog. We recommend using paper that is thin and at least 15 x 15 cm. Younger kids will find it easier to use bigger paper. How To Make An Origami Jumping Frog - 1 - Folding ... Fold your square of paper in half, both ways, and unfold. With the open sides of the model at the bottom, fold both left and right sides of the top layer in to the centre. Fold the two top flaps outwards so that the green dots sit on top of the red dots. Turn the paper over and fold diagonally both ways. ISSUE 179 FREE ORIGAMI PAPER PAD Origami Frog Base Instructions Start with a square sheet of paper with color-side facing up. Fold and unfold along the diagonal in both directions to get an X crease. Flip the paper over so white-side is facing up. Origami Frog Base - Origami Resource Center Origami Frog Square Paper Traditionally, origami paper is square. However, you can start the frog with a piece of rectangular paper. Lay your piece of paper flat on a table in front of you. Origami paper can be found in craft, art, and stationery stores. Origami Frog - New Zealand Frogs Origami Frog Square Paper - bitofnews.com Take a small round piece of paper and roll it into a circle. Then take another little round piece of paper and fold it over so that it forms a square foot. Now fold down the square into thirds and put the folded square on top of the folded circle. Next, fold the ring into thirds again, taking care not to overlap the square with the circle. Origami Paper Jumping Frog \| Easy Origami Fold the top half of the lower rectangle downwards toward yourself. This forms the frog's legs. Give your frog a head by folding a small part of the upper point downwards. Draw two eyes, and your frog is done. To make your frog jump, push down on the "X" and slide your finger away from the frog. For a frog printout, click here. Copyright code : 6262206bc61d4ff2a5460c778f08cf80 Page 2/2	<urn:uuid:37bf9eda-ee19-400d-a842-9e19741abf6e>	CC-MAIN-2021-39	http://myprofile.thetimesnews.com/cgi-bin/content/view.php?data=oragami_frog_from_square_paper&filetype=pdf&id=6262206bc61d4ff2a5460c778f08cf80	2021-09-19T21:02:58+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	46,880,560	1,795	eng_Latn	eng_Latn	0.984252	eng_Latn	0.987177	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4179, 7372 ]	[ 1.71875 ]	7	0
SEPT 1st - A WATTLE DAY LIKE NO OTHER - THE UNITY WE NEED This year's National Wattle Day (Tuesday September 1 st ) is at a time when Australia's unity is being tested and vital to our future. Wattle is a unifying symbol that we can all relate to, irrespective of our politics, ethnicity, or religion or what state or territory we live in. Its diversity reflects us as a nation of Indigenous peoples and colonists, settlers, immigrants and refugees from across the world. To lift the shadows caused by Covid-19 virus, people, councils and institutions across Australia are lighting up their gardens, towns and cities in yellow and gold to welcome in the spring by wishing everyone, 'Happy Wattle Day'! See: What's on in your part of the world Australia is the land of the wattle. In all its variety, wattles are everywhere. There are more than a thousand different species growing in the outback and the bush, and along the roads and highways to your back door. They flower right there at your eye-level, with bright, abundant wattle blossoms in every shade of yellow. A wattle in full bloom, is a stunning and uniquely Australian display. And for many of us, wattle in flower means more. As Manning Clark wrote in springtime nearly forty years ago, 'I love the spring. It means the wattle comes out again. It is a symbol of everything one loves about Australia and the ideal of the uniqueness of Australia'. Wattles are also a symbol of the resilience it takes to survive and thrive across this vast continent. Over the last year our lifestyles, livelihoods and lives have been buffeted, damaged and for some destroyed by disasters. Any of them would have been enough to cope with but they kept coming from ongoing drought, huge dust storms, fires everywhere, smoke haze across cities to intense hailstorms and now a deadly human virus. So in this new world of uncertainty, what does National Wattle Day offer? "Wattle Day is all about appreciating wattle and celebrating what it is, and means, to be Australian. It is a day to appreciate how fortunate we are. A day to remember that we are strongest and at our best when we look out for our neighbours and when we respect and care for each other." These are the words of His Excellency General the Honourable David Hurley AC DSC (Retd) Governor-General of the Commonwealth of Australia. OUR HEALTH WORKERS WIN 'GOLDEN WATTLE AWARD' With these words in mind, the Wattle Day Association announces that the 2020 Golden Wattle Award winners are Australia's health and medical professionals and allied workers, who have been at the front line of the fight against the Coronavirus (COVID-19) and who, day after day, have put their own lives at risk to keep the Australian community healthy and safe. This award is in recognition of their expertise and skill, their dedication and commitment and their unselfish demonstration of the very best of Australian care and compassion for their fellow citizens. Previous Golden Wattle Award winners since 2011 include tennis great Ashleigh Barty and Dylan Alcott (2019), Craig Challen and Richard Harris, underwater rescuers of the young Thai soccer (2018) and Samuel Johnson and his sister (2017). About the Wattle Day Association The Wattle Day Association Inc. began in the suburbs of Canberra in 1998 with its founder Jack Fahy wondering why people weren't celebrating National Wattle Day, proclaimed six years earlier (1992) as an Australian day of celebration. The association is a grass-roots volunteer movement that has members from around Australia. It exists to raise awareness of National Wattle Day (1 September); Golden Wattle (Acacia pycnantha) as Australia's floral emblem, and all wattles as a symbol of Australia. If you'd like to support join us, all members are welcome (http://www.wattleday.asn.au/support-us) Many government and community organisations link to the Wattle Day Association (WDA) website (http://www.wattleday.asn.au/). It is a valued and accurate source of information about National Wattle Day (WDA), wattles and how National Wattle Day is celebrated around Australia today. WDA's online resources (wattle songs, wattle poems, wattle games and wattle activities) are also popular with schools. National Wattle Day activities and events around Australia are listed on the WDA website as a source of information and inspiration for those who love wattle and celebrating all that we love about Australia. See http://www.wattleday.asn.au/about-wattle-day/2020-week-ofthe-wattle-around-australia-1. Contact for interview (Suzette's personal contact info not for publication – but you're welcome to share details about the website, Facebook and Instagram links. Thanks so much) Suzette Searle, President Wattle Day Association Inc. M: 0451 680 554 E: [email protected] Website: http://www.wattleday.asn.au/ Facebook: https://www.facebook.com/WattleDay Instagram: https://www.instagram.com/wattledayassociation/	<urn:uuid:759755cb-39a2-4668-917e-822b9b5a00cf>	CC-MAIN-2021-39	http://www.wattleday.asn.au/about-us/FINALWDAopinionpieceforNationalWattleDayTues1Sept.2020.docx.pdf	2021-09-19T19:09:18+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	129,709,353	1,093	eng_Latn	eng_Latn	0.996036	eng_Latn	0.997303	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2345, 4962 ]	[ 2.09375 ]	1	3
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Comparing and Scaling.Investigation 3.ACE 3B Comparing and Scaling Study Guide Review Comparing and Scaling Inv 2.3 summary part A comparing and scaling lesson 3.3 Comparing and Scaling Study Guide #1 Comparing \u0026 Scaling 3.3.wmv Comparing and Scaling Inv 2.3 Summary part C Comparing and Scaling Study Guide #2 Comparing \u0026 Scaling 3.4.wmv comparing and scaling 3.1 Comparing and Scaling Unit Test Math 7 3 comparing and scaling ut pages 1 and 3 (not 2) Comparing and Scaling Unit Test Math 7China's war on poverty LFP Investigation 3 1 video Comparing \u0026 scaling 3 1 Finding percents, commissions etc Comparing and scaling math project Comparing and Scaling Unit Test Math 7 2 Geology of the Great Sphinx of Egypt Part 1: The Seismic Survey Data \| Ancient Architects Comparing and Scaling Unit Review Comparing And Scaling Investigation 3 Comparing and Scaling 3 Investigation 3. Answers \| Investigation 3 51. a. 21 : 7, or 3 : 1 Pb. =3 F or P, 4; Substitute 12 for c. 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Comparing and Scaling: Homework Examples from ACE In CMP3 Comparing and Scaling, students use proportional reasoning in contexts other than geometric contexts, and develop additional strategies for solving proportions, including efficient scaling and common denominators. They will see that rate tables are a variation on a scaling strategy, and that unit rates are particularly useful. Comparing and Scaling - Connected Mathematics Project Comparing and Scaling Investigation 3 A C E. Answers \| Investigation 3 51 P c Scoops. a. 21 : 7, or 3 : 1 b. = 3 For ÷ 3 = . 4; Substitute 12 for P, and solve for F. d. scoop 1 3 e. Orangutan Food Mix 52. a. 3 7 \| 0.43, or 7 3 ACE Answers \| Investigation 3 Applications CMP 3 SE Comparing and Scaling Investigation 1 6/21/2012 Investigation 1 Comparing and Scaling- 3 3. The ratio of students who prefer a concert to an athletic event is 1 to 2. 4. The number of students who prefer an athletic event is 50 more than the number of students who prefer a concert. 5. Comparing and Scaling - Pearson Education Investigation 3. Comparing and Scaling 3.1 ACE. Comparing and Scaling 3.1 ACE Answer Key; Comparing and Scaling 3.2 ACE. Comparing and Scaling 3.2 ACE Answer Key; Comparing and Scaling 3.3 ACE. Comparing and Scaling 3.3 ACE Answer Key; Learning Targets and Khan Academy Links. 4.1: 7th Math Unit 4 Comparing and Scaling \| Ryan Bell Yeah, reviewing a books comparing and scaling investigation 3 answers could accumulate your close links listings. This is just one of the solutions for you to be successful. As understood, ability does not Page 1/2 Copyright : myprofile.thetimesnews.com recommend that you have astounding points. Comprehending as without difficulty as pact even more than other will give each success. bordering to, the statement as well as insight of this comparing and scaling investigation 3 answers can be Comparing And Scaling Investigation 3 Answers CAS = Comparing and Scaling. ITS = It's in The System. FW = Filling and Wrapping. FFPC = Frogs, Fleas, and Painted Cubes. GGG = Growing, Growing, Growing. LFP = Looking for Pythagoras. MSA = Moving Straight Ahead. SAD = Shapes and Designs. SAP = Samples and Population. SAS = Stretching and Shrinking. ACE Answers - Randy Hudson - Google Sites 2.3 Comparing and Scaling Investigation 3 A C E. Answers \| Investigation 3 51 P c Scoops. a. 21 : 7, or 3 : 1 b. = 3 For ÷ 3 = . 4; Substitute 12 for P, and solve for F. d. scoop 1 3 e. Orangutan Food Mix 52. a. 3 7 \| 0.43, or 7 3 A C E Answers \| Page 4/7 Investigation 3 Comparing And Scaling Rates Answers Comparing and Scaling: Homework Examples from ACE Investigation 1: Ways of Comparing: Ratios and Proportions, ACE #5, #33 Investigation 2: Comparing and Scaling Rates, ACE #8, #9, #15 Investigation 3: Using Ratios, Percents, and Proportions, ACE #11 #34 Investigation 1: Ways of Comparing: Ratios and Proportions ACE # 5 Stude nts at a middle school are asked to record how they spend their time ... Comparing and Scaling: Homework Examples from ACE comparing and scaling investigation 3 answers are a good way to achieve details about operating certainproducts. Many products that you buy can be obtained using instruction manuals. Comparing And Scaling Investigation 3 Answers unshaded region is 2 to 3. b. of the square is shaded, and 1 9 8 9 is unshaded. Approximately 11% of the square is shaded, and approximately 89% is unshaded. The ratio of shaded to unshaded is 1 to 8. 16. H 17. A 18. × 4 9 3 = 1 1 3 19. 40 × 2.25 = 90 20. quick way to compare the percentage of1,800 ÷ 15 = 120 21. 180 ÷ 12 = 15 22 ... ACE Answers \| Investigation 2 Applications COMPARING AND SCALING Investigation 2.3 . Problem 2.3 Part B B) Noralie's car uses 20 gallons of gasoline to go 600 miles. 1) Write two unit rates relating the number of miles Noralie drives and the number of gallons her car uses. Explain your reasoning. What does each unit rate mean? COMPARING AND SCALING - Kyrene School District Comparing and Scaling: Ratios, Rates, Percents & Proportions Name: _____ Per: _____ Investigation 2: Comparing and Scaling Rates Standards: 7.RP.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. Comparing and Scaling: Ratios, Rates, Percents ... Comparing and Scaling Welcome parents and students to this webpage where you will find help with the Connected Math (CMP) Unit named above. Each underlined title you see below is a link to another page which will provide you with interactive practice and explanation. In CMP textbooks, chapters are called "investigations". Comparing-and-Scaling - CMP2 Math Support - Grade 7 Download Ebook Comparing And Scaling Investigation 3 Ace Answers Comparing And Scaling Investigation 3 Ace Answers Yeah, reviewing a ebook comparing and scaling investigation 3 ace answers could grow your near connections listings. This is just one of the solutions for you to be successful. As understood, attainment does not suggest that you Copyright code : ce1275be93b73af732f6591b609dbcd2 Page 2/2	<urn:uuid:e9727ca9-2052-40b9-a2f1-f3dd1c29c318>	CC-MAIN-2021-39	http://myprofile.thetimesnews.com/cgi-bin/content/view.php?data=comparing_and_scaling_investigation_3_answers&filetype=pdf&id=ce1275be93b73af732f6591b609dbcd2	2021-09-19T21:08:08+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	46,325,909	2,177	eng_Latn	eng_Latn	0.954556	eng_Latn	0.954055	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4962, 8474 ]	[ 2.15625 ]	4	0
Discover Redwoods Lesson #1 Engage Step 1: Guided Questions Step 2: Watch Video Step 3: Neighborhood Tree Search If you did not receive a printed copy of the Journal, download the journal and save to your computer. From time to time, you will be asked to open up your Journal to do an activity. Go to #1 in your student journal to answer the Guiding Question. Click here to watch the "Redwoods" Storytime. Make sure to engage in the suggested movements and the various pause points below. o 3:34- Push forward with your hands and say "Resist fire" o 4:15- Put your hands above your head and make a slurping noise o 7:05- How many different animals live in the redwood canopy? (Answer: 8 are listed on this page) o 8:20- wave your arms back and forth and intertwine them like the branches of a redwood tree Walk around your neighborhood with an adult. Look for different trees and make observations about them, what patterns do you notice, how are they similar, how are they different. Collect a couple leaves from the ground and bring them home. Go to #2 in your student journal and complete the Neighborhood Tree Search activity Organization's Name and Webpage	<urn:uuid:2dee1b06-f7c9-4f50-ab66-029c7f04472c>	CC-MAIN-2021-39	https://www.savetheredwoods.org/wp-content/uploads/curriculum/redwoods/Redwood_lesson_1_Engage.pdf	2021-09-19T19:44:07+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	998,161,137	274	eng_Latn	eng_Latn	0.993386	eng_Latn	0.993386	[ "eng_Latn" ]	false	docling	[ 1173 ]	[ 3.21875 ]	1	0
: 26 ] Total No. of Questions : 26 ] [ : 4 [ Total No. of Printed Pages : 4 : 256-E (NS) Code No. : 256-E (NS) D.Ed. SECOND YEAR — FACILITATING LEARNING (HPS) — ENGLISH ( New Syllabus ) : 20. 05. 2019 ] [ : 60 Date: 20. 05. 2019 ] [ Max. Marks : 60: 2.00 5.00 ] Time: 2.00 P.M. to 5.00 P.M. ] Register Number of the Candidate Instructions : 1. Attempt all the questions. 2. Write your answers legibly. PART – A D.Ed.-II (NS) 612 [ Turn over I. Choose the best options for the following questions : 10 1 = 10 1. …………..…….. suggests that the environment is offering opportunities for learning. (A) Vygotsky (B) Jerome Br .. uner (C) Piaget (D) Stephen Krashen. 2. Which one of the following activities does not help learners to develop their speaking skills ? (A) Reading aloud (B) Giving prepared talk (C) Debate (D) Drawing. 3. The interactive-compensatory model of reading is proposed by (A) Keith Stanovich (B) Little Wood (C) N.S. Prabhu (D) R.K. Narayan. II. 4. In language teaching class, a teacher miming a morning routine. This activity is called as (A) listen and perform (B) listen and do (C) listen and repeat (D) listen and colour. 5. A set of assumptions about language and language teaching is (A) Method (B) Technique (C) Approach (D) Device. 6. Theorists Carl Roger and others who emphasise that learner's knowledge and independence have to be respected but not mechanical exercises. They were (A) Behaviourists (B) Grammarians (C) Cognitivists (D) Humanists. 7. Lexical approach is based on the view that language can be learnt by (A) words and word combinations (B) grammar (C) composition (D) dialogues. 8. The method in which a teacher manages the environment and materials which help the students become autonomous learners is (A) Suggestopedia (B) Structural method (C) T.B.L.T. 9. Comics develops (A) vocabulary (B) conversation skills (C) acquire chunks of language (D) all of these. 10. For predicting the language readiness of students to participate in particular course or programme, we use (A) Achievement tests (B) Aptitude tests (C) Proficiency tests (D) Placement tests. PART – B Answer any five of the following questions : 5 2 = 10 11. How acquisition and learning are different according to Krashen ? 12. Write a note on Universal Grammar. 13. Some of the factors affect children's reading comprehension. What are they ? Explain briefly any one. 14. Write a note on 'portfolio assessment'. 15. For what purposes Big books can be used in classroom facilitating ? 16. Mention any four strategies a language teacher can use to help a kinesthetic learner to learn a language. 17. Why is loud reading essential for elementary level learners ? 18. Design an activity to teach prefix and suffix. (D) Communicative method. PART – C III. Answer the following questions : 8 5 = 40 19. a) Explain the language learning theory of Jerome Br .. uner. OR 20. Describe the main features of the top-down model of reading process. b) What is constructivism ? List some activities to facilitate knowledge construction and skill development. 21. a) How do you say that 'writing is a developmental process in any language' ? Explain. OR b) What games do you use to develop speaking skills in English ? Explain the way you conduct them in the classroom with an example. 22. a) What are the different views of behaviourist and cognitivist on the nature of language ? OR b) What are the criteria that the teacher can use for the selection and use of materials ? 23. How do you make use of Radio programmes to improve students' language abilities in your classroom ? OR a) What are the principles of Task-based language teaching based on ? b) How can a teacher implement Task-based language learning in the classroom ? 24. a) List some of the assessment techniques. b) What are the benefits of self-assessment ? OR Design the rubrics for the following : a) Role play b) Writing ( letter writing ). 25. Read the following passage and attempt the given tasks : In the late thirties and early forties of the last century we fought for freedom. Two great leaders inspired us to fight – Mohandas Karamchand Gandhi and Subhash Chandra Bose. Each led us in his own way. Bose asked Indians to give him their blood, and he would give them freedom. Gandhi promised freedom without violence. Hindus, Muslims and Sikhs adored Subhash, joined the Indian National Army in thousands. They called him "Netaji". Women knew Netaji held them in high regard. They too joined Jhansi Rani Lakshmibai regiment of the "fiery and beautiful" under the leadership of Lakshmi Swaminathan. It was an All-women Army. The now very popular "Jai Hind". and "Dilli Chalo" were their war cry. (a) Frame a multiple choice question. 1 (b) Frame a true/false type question. (c) Frame a fill-in-the-blank type question. (d) Frame a comprehension question of short answer type. (e) Plan a suitable grammar activity. 1 1 1 1	<urn:uuid:c7c2beef-ec64-465a-b48a-67fda5a78950>	CC-MAIN-2021-39	https://sslc.karnataka.gov.in/storage/pdf-files/256-Eng-19.pdf	2021-09-19T20:56:02+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	581,536,290	1,241	eng_Latn	eng_Latn	0.931795	eng_Latn	0.993599	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1003, 2800, 4966 ]	[ 2.625 ]	1	0
Organising a litter-picking event A sponsored waste walk or litter-pick is a fun way to serve your local community, care for creation and raise funds for a Bin Twin. David Junior and his youth group organised a beach clean-up in Maputo, Mozambique. Photo: Anisio Macie/Anglican Youth Before the date Choose a location. Ideas include a beach, riverbank or park. Develop a core group. Recruit three or four motivated people to help you organise the event. Get permission. Tell the local government about your litter clean-up. They might even agree to provide equipment such as litter sacks. Plan your route. Identify when and where: people will meet the clean-up will start and end the litter will be sorted the litter will be disposed. If you are cleaning up a beach, check the tides for that day. Prepare guidelines on avoiding dangerous litter, such as asbestos, dead animals, corrosive materials (eg car batteries) and needles (which can transmit HIV). Check local guidance on dealing with hazardous waste, if available. Spread the word. Publicise the event with friends, family, colleagues and your community. Why not involve your local newspaper or radio station? Connect with a litter monitoring group. This is optional, but your clean-up will be even more useful if you record the different types of litter you find. To reduce litter at its source, we need to record what it is and who is producing it. Find a national or international litter monitoring organisation and familiarise yourself with their recording requirements. On the day Bring any equipment you will need, eg. gardening gloves for volunteers, litter bags and a first aid kit. Welcome everybody, and explain the plans for the day. Collect the litter! Sort the litter. Then leave it at an agreed pickup point for collection, or transport it to the final location you have agreed with the authorities. Debrief. Congratulate everyone, take a group photo, share it on social media and email it to Bin Twinning: [email protected] If you're feeling really creative, you could create waste sculptures from the waste you've collected. Add a sign that includes the name of your group or town, explaining you are fundraising for Bin Twinning. Gather round the sculpture, take a photo and use it to call for change. (Please wear gloves and take care with the waste.) If you use social media, you could post something like this: Today @handle/name is joining #Bin Twinning in #TOWN name to save lives, protect the planet and create waste-picking jobs in some of the poorest countries in the world. After the day Report back to the local government and thank them for any help. Adapted from A Rocha International's guide, How to organize a litter clean-up, available in English, French, Portuguese and Spanish. Visit www.arocha.org/microplastics-toolbox and click on 'Lifestyle' to download a copy.	<urn:uuid:6aed71fe-97ef-40e4-98bd-54df8a20fbd5>	CC-MAIN-2021-39	https://www.toilettwinning.org/app/uploads/2021/08/Bin-Twinning-litter-picking.pdf	2021-09-19T20:04:33+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz	1,055,162,135	612	eng_Latn	eng_Latn	0.99742	eng_Latn	0.99742	[ "eng_Latn" ]	false	docling	[ 2883 ]	[ 2.546875 ]	1	2
Innovative Designer Garden for the Kitchen The Plantcube introduces Vertical Farming to the Home It is always spring in the kitchen. The smart Plantcube of the Munich-based company Agrilution brings the revolutionary concept of Vertical Farming into your home. The fully automated growing cabinet provides the perfect conditions for Leafy Greens, Vegetables and Herbs to grow. With unrivalled freshness, unbeatable flavour and a much richer supply of nutrients, harvested ready for consumption on the spot. New levels of enjoyment for cooking, a healthy diet and a conscious lifestyle. The Personal Vertical Farm of Agrilution No bigger than a standard fridge, the Plantcube provides a self-contained ecosystem with controlled lighting and climate and also an automated hydroponic watering system. This makes every day a perfect spring day for the plants inside, whatever the season. Free of any pesticides and other environmental impacts, they also grow two to three times faster than they do when grown in the conventional way. A two-layer drawer system makes it possible to plant 9 different Greens on each level. When the Plantcube is fully utilised, it can accommodate a total of 18 Seedbars containing your favourite individual Greens from the range. The Seedbars are the fully biodegradable substrate in which the seeds are already integrated. Agrilution Plantcube, Photo: ©TheSubdivision The user-friendly and self-explanatory Agrilution App gives an insight into the growth process and tips on harvesting or maintenance that is required – but also makes it very easy to order new Seedbars. Cinema Mode also allows the device to be switched to a very quiet and dark setting for two hours. The Plantcube can be flexibly fitted in your kitchen or positioned free-standing as you wish. With its clean lines and characteristic lighting, it makes a unique design statement and meets the highest standards in form and function. 1 Eating Healthy and Sustainably More and more people are increasingly keen to adopt a healthy diet and a responsible lifestyle. Particularly in urban settings, it is often the case that healthy food grown locally can no longer be supplied. The Personal Vertical Farm from Agrilution, the Plantcube, delivers a solution straight to your own home: with nutrient-rich Greens that are packed full of flavour and supply a substantial amount of the micronutrients that you need every day to live healthy – 365 days a year. Outstanding freshness and great flavour without any need for transportation, cold chains or plastic waste. One kilogram of salad in the field consumes 240 litres of water before it is harvested and on average travels 1000 kilometres before it ends up on the supermarket shelf. By contrast, the Plantcube requires 98% less water and the Greens can be consumed fresh immediately without any transportation. This means that every Plantcube user is making a vital contribution to the environment and nature. "Agrilution is based on sustainability and easing the burden on the environment as far as possible through innovative technology. All our company's processes are geared towards this. By delivering optimum plant growth and supplying the maximum amount of nutrients, we help people to eat healthy and therefore boost their personal health and wellbeing," emphasises Agrilution CEO Max Loessl. Thanks to their optimum growth conditions, the Leafy Greens, Herbs and Microgreens have a particularly rich supply of nutrients, containing on average 30% more vitamins, antioxidants and trace elements. The Greens from the Plantcube are therefore not only extremely healthy, they also provide an unrivalled experience for the palate. Their texture and flavour make them very appealing for gourmet chefs and vegetarian, vegan cuisine, but also for ambitious hobby cooks and people who are very conscious of what they eat. "The Microgreens from the Plantcube have such an intense flavour that we can chop up even the smallest plants and use the stalks and leaves in different dishes," explains gourmet chef Bobby Bräuer, who holds two Michelin stars. With the Plantcube, Agrilution is setting new standards for nutrition, health and cuisine. Plants in the Agrilution Plantcube, Photo: ©TheSubdivision The Plant Portfolio The constantly expanding plant portfolio, which currently comprises 37 different Greens, has four categories for a quick overview: Essentials, Dailies, Chefs and Balance. Designed to cater for people's daily needs, the Agrilution Greens grow on portioned Seedbars. The Chef's Line delivers exceptional flavours, sophistication and an exquisite taste sensation and offers particularly unusual plants such as Sorrel, Wasabina, Daikon Radish and many other Microgreens. The Dailies already include all Greens ideal for a creamy Basil and Rocket Pesto, a mixed salad or a Buddha Bowl. The Essentials provide the absolute "must-grows" that are needed in every kitchen: from Asian Tatsoi and Rucola to Mediterranean Basil, Coriander or Thyme. The Balance herbs and teas ensure an inner balance and personal wellbeing. The Seedbundles such as Immunity Boost, Vitality or Deep Breath invigorate the mind and body with Herbs like Sage, Korean Mint or Summer Savory. Agrilution Seedbar in sustainable packaging Photo: ©TheSubdivision Agrilution – A Company With A Real Passion Maximilian Loessl grew up as the son of a development aid worker in China and experienced from an early age the real contrast between the comfort of technology and abject poverty and malnutrition. He was instantly impressed by the idea of Vertical Farming and he came up with the vision of bringing the revolutionary concept to every home in the long term. He wanted to create a perfect ecosystem which will allow everyone to grow their own nutritious plants. Agrilution was launched in Munich in 2013. With his co-founder Philipp Wagner, Loessl assembled a team of scientists, engineers and salespeople to develop a viable indoor growing cabinet. Today this team has more than 40 members. Maximilian Loessl Founder and CEO of Agrilution Photo: ©Agrilution What really motivates the dedicated businessman is his deep conviction to make a vital contribution for the future: "For the first time, our generation is able to harness technology to learn so much more about plants, how they grow and what they need. It will be the knowledge we gain from this that will allow us to make the world's nutrition healthier and more efficient over the long term." His expertise and passion make Loessl an internationally acclaimed speaker at food symposia and on expert panels that focus on Vertical Farming. Agrilution has been part of the Miele Group since December 2019. "Miele is a strong and reliable partner, and working together will be enormously beneficial for our business concept, in terms of both technology and marketing," say the Agrilution founders with great delight. The business concept, the values as well as the shared visions of the future are the perfect fit. The Plantcube has also been available in Switzerland, Austria and the Benelux region since November 2020. The international expansion is being promoted together with Miele. Presented to the public for the first time at IMM Cologne 2019, the new company, which has already won multiple awards, works with more than 200 prestigious kitchen studios such as Bulthaup, Siematic and Valcucine. The innovative Plantcube is used successfully – by both top chefs and nutritionists and, above all, in private households. GLOSSARY Vertical Farming: Vertical Farming is where plants are produced under controlled conditions in an enclosed space without any soil. This requires approx. 60% less fertiliser and approx. 98% less water. Furthermore, as areas for cultivation become ever more scarce, Vertical Farming is all about growing plants above each other (vertically), so in a way that saves space, and bringing the food as close as possible to where it will be consumed. Personal Vertical Farming from Agrilution: Agrilution has thought this concept all the way through and is bringing the idea to the place of consumption: to your own home. This eliminates the need for transportation, cold chains or plastic waste, and the plants are harvested and eaten at home with the ultimate level of freshness – without losing any healthy nutrients. Agrilution Plantcube and Seedbars at a Glance Plantcube: * Dimensions: 82-84 cm x 60 cm x 62 cm (HxWxD), weight: 75 kg * 2 ergonomic pull-out plant drawers * 9 plant types can be planted on each level * Removable water tank (15-litre capacity) * Wi-Fi connection required * Retail price: €2,999.00 (RRP) Seedbars: * Seedbars for Herbs, Leafy Greens and Microgreens * Latest plant portfolio from Agrilution with 40+ different Seedbars * Price per pack of 3 Seedbars between €4.99 and €8.99 Manufacturer: Agrilution Systems GmbH www.agrilution.de Email: [email protected] Tel.: +49 (0)89 21 54 76 70 Agrilution Plantcube, Photo: ©TheSubdivision Press contact: Agrilution PR Corinna Fromm [email protected] Tel.: +49 (0)89 55 05 20 50 Corinna Fromm Communication Frauenlobstrasse 2 D-80337 Munich	<urn:uuid:47d0204a-8ee8-4021-8e2b-26f8a54030b2>	CC-MAIN-2021-39	https://uploads-ssl.webflow.com/5fd71c7d2962102fe4be719b/60c74f233da1425b24dfc3da_2021_agr_Pressetext%20Agrilution%20Plantcube_Innovativer%20Designgarten%20f%C3%BCr%20die%20K%C3%BCche_EN.pdf	2021-09-19T19:14:13+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz	620,134,203	1,960	eng_Latn	eng_Latn	0.99233	eng_Latn	0.996462	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1939, 3353, 5306, 7536, 9186 ]	[ 1.78125 ]	1	0
Ecological impacts of reservoir dams on river ecosystems in tail waters Yasuhiro TAKEMON 1 1 Water Resources Research Center, Disaster Prevention Research Institute, Kyoto University Ecological impacts of reservoir dams have been reported from various aspects such as 1) barrier for migratory animals like anadromous fishes, 2) eutrophication of reservoirs by plankton blooming, 3) decreasing flow volumes in tail waters, 4) stabilization of flow regimes by flood peak cut, 4) changes in thermal regimes of river water, 5) river bed degradation and increase in substrate grain size by sediment trapping, etc. In this lecture, these impacts will be reviewed with some examples in Japanese and Asian rivers, particularly those on benthic animals and their habitat conditions in tail waters. Figure 1. Comparison of the riverbed landscape between upstream and downstream reaches of the Yasugawa Dam in the Yasu River in central Japan. The dam is as old as 53 years and the distinctive riverbed armoring can be observed. White part of rocks indicates thick accumulation of organic matter originated from the reservoir. Dam upstream Dam site Dam downstream If you visit a dam site and compare the river landscapes between upstream and downstream reaches of the reservoir, you will notice the drastic changes in riverbed geomorphology (Figure 1). The contrast in grain size is the most distinctive: i.e., sand, gravel and cobble substrates disappear in tail waters. In addition, the rocks and stones in the surface layer of the riverbed are too fixed to remove them by hand. These phenomena observed in tail waters of reservoir dams are called as "armoring". The armoring riverbed is characterized also by a thick epilithon composed of algae, fine particulate organic matter and silt deposited on the surface of substrates (Figure 2). Figure 2. Scheme of armoring riverbed developed in the tail water of reservoir dams. In addition to increase in substrate grain size, deposition of silt and particulate organic matter derived from the reservoir is a common feature in the tail waters, which results in choke of hyporheic zones and anoxic conditions. Deposition of SS derived from reservoir Choke of interstices with silt and organic matter Large grains fixed in the surface layer The armoring and scouring of riverbed advance within a few years after dam construction (Figure 3). In case of Japanese rivers the maximum flows at flood exceed the capacity of dams because of high temporal concentration of precipitation in the monsoon climate. Therefore, substrates of small grain size in the tail waters will be flushed away at each flood without receiving any compensational sediment. Since values of the annual maximum flow vary stochastically, the degree of armoring in the dam tail waters will increase gradually for more than 50 years (Figure 4). The armoring riverbed is connected to various ecological changes in the dam tail waters. In this lecture, channel geomorphology, physicochemical characteristics of substrate and hyporheic zone, characteristics of benthic animal communities, purification ability of riverbed will be compared among tail water reaches different in the degree of armoring and scouring of the riverbed. Reference Hatano K., Takemon Y. and Ikebuchi S. (2005) Characteristics benthos community and habitat structure in the downstream reaches of reservoir dams. Annuals of the Disaster Prevention Research Institute Kyoto University No.48 B: 919-933. (in Japanese with English abstract).	<urn:uuid:56e450e8-c784-4598-91bc-54b6ec77de55>	CC-MAIN-2021-39	https://www.asiaoceania.org/docs/2006lectures/Takemon.pdf	2021-09-19T20:07:13+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	681,428,699	724	eng_Latn	eng_Latn	0.992847	eng_Latn	0.993871	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2282, 3521 ]	[ 1.3515625 ]	1	1
Question 1 If you were to rotate ABCD 180° about the origin, what would the coordinate of A' be? A. (-5, 5) B. (-3, -5) C. (-5, 3) D. (-3, 3) Question 2 Triangle ABC is going to be translated. Where would A' position be at, if the translation was be (x, y) → (x + 3, y - 2)? A. (-1,3) B. (5,3) C. (5,8) D. (3,5) Question 3 Which rule would result in a translation of 2 units left and 3 units up? Question 4 Which rule would show a dilation with a scale factor of 4? Question 5 This shape is being reflected in the y-axis. The top left point (-4, 4) is point B. Where would B' be located at? A. (4, 4) B. (-4, 4) C. (3, 2) D. (4, 1) Question 6 ∆QRS contains the points: Q(4, 2) R(5, 1) S(3,7). If the triangle is reflected across the y-axis, what will S' be? A. S'(3, 7) B. S'(-3, 7) C. S'(-3, -7) D. S'(3, 7) Question 7 Are the following similar? Why or why not? A. Yes B. No, the corresponding angles are not equal. C. No, the ratios of the corresponding sides are not equal. Question 8 What is the scale factor from the smaller triangle to the larger triangle? A. 2 B. 3/2 C. 2/3 D. 1/2 Question 9 The ratio of the corresponding sides of two similar triangles is 3:5. What is the ratio of the perimeters of these triangles? A. 5:3 B. 9:25 C. 3:5 D. 6:10 Question 10 A. 3 inches B. 5 inches C. 90 inches D. 4 inches Question 11 Which of the following shapes appears to be congruent to this figure? Question 12 What is the length of BH? A. 6 B. 8 C. 10 Question 13 A circle has a center at (1, 1). The diameter is 6. Which of the following points is a point on the circle? A. (0,−1) C. (4,1) B. (−1,3) D. (3,3) Question 14 If the measure of arc ABC = 210°, what is the measure of ∠AOC? A. 150° B. 100° C. 210° D. 105° Question 15 What is the measure of ∠PTQ? A. 100° B. 140° C. 180° D. 120° Question 16 What is the measure of angle A? A. 34° B. 180° C. 112° D. 79° Question 17 What is x? Question 18 Alison is jogging on a circular track that has a radius of 140 feet. She runs along the track from point R to point N, a distance of 230 feet. Find to the nearest degree, the measure of minor arc RN. Question 19 A circle has the equation (x+2) 2 +( y+2) 2 =25 . Which of the following is a point on the line? A. (−6, 1) B. C. D. (−4, 2) (0, 2) (2, −2) Answer Key 1. B 2. B 3. B 4. D 5. A 6. B 7. C 8. D 9. C 10. D 11. D 12. C 13. C 14. A 15. B 16. D 17. C 18. C 19. A	<urn:uuid:3664ce18-47f0-4415-b5c1-6bbbafcf77a5>	CC-MAIN-2021-39	https://tutorified-wp-bucket.s3-accelerate.amazonaws.com/2016/12/Pre-AP-Geometry-Unit-3-Measurement-in-Congruent-and-Similar-Figures.pdf	2021-09-19T20:00:00+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz	613,237,356	938	eng_Latn	eng_Latn	0.941996	eng_Latn	0.96764	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 281, 480, 891, 1312, 1449, 1785, 1964, 2339, 2457 ]	[ 3.203125 ]	1	0
60 Osaka Pref. Entertaining Haven of History, Culture, and Food Osaka, with its Kansai International Airport, is the gateway to the Kansai region. The biggest city after Tokyo, Osaka is jam-packed with history, culture, and entertainment. Its fame for gourmet dining is reflected in its nickname: kuidaore no machi ("eat-till-you-drop town"). The bustling areas of Umeda, Namba, and Shinsaibashi have unique characteristics, and it is quite enjoyable just to stroll through each area and enjoy their attractions. Where Rich History Meets Contemporary The Kansai region comprises the six prefectures of Osaka, Kyoto, Hyogo, Nara, Shiga, and Wakayama. As Nara and Kyoto helped shape Japan's history more than a thousand years ago, they are teeming with historical sites as well as various shrines and temples. Along with its rich past, the Kansai region has flourished as the economic hub of western Japan. Kyoto Pref. Hyogo Pref. International Feel and Gorgeous Nightscape Famous Ancient Capital The Kyoto area is known for being one of the world's most visited tourist destinations. The city of Kyoto, site of Japan's ancient capital, is essentially the center of the country's history and culture with many World Heritage sites. While geiko and maiko in Gion, and impressive Kinkakuji temple and Fushimi Inari shrine offer glimpses into a compelling past, Kyoto is also a leader in Japanese pop culture features like anime and games. Looking Ahead With its history as a treaty port, Kobe became a settlement for foreigners, and given the many Western-style buildings and Chinatown, it's considered the most fashionable town in Kansai for its international feel. With other prefecture highlights like the World Heritage site of Himeji Castle plus Arima and Kinosaki hot springs for a relaxing soak, Hyogo has much to offer for veteran traveler and for first-time traveler alike. Handy URL The next theme of Get to Know Kansai is "Sporting Experiences," set for October, when we feature hang gliding in Wakayama Pref. and cycling around Lake Biwa in Shiga Pref. September 2020 Visit the special website of Tastes of JAPAN by ANA Kansai. Nara Pref. Streetscape Hints of History and Culture A major metropolis more than 1,200 years ago and home to many shrines, temples, and architectural remains including tumuli, Nara offers rewarding per spectives into Japanese history. Another synonymous attraction of Nara is its deer, said to be tame and used to humans, so do grab a "deer rice cracker" to feed them but be ready to be approached, often with a palpable nudge. Seasonal Events and Attractions Spring Omizutori (Nara Pref., Mar.) Nagahama Hikiyama Festival (Shiga Pref., Apr.) Summer Wakayama Pref. Giant Pandas and Pilgrimage Trail W akayama Prefecture, facing the Pacific Ocean, has a mild climate and rugged mountains. The greatest highlight of Adventure World, along the southern coast, in Nanki Shirahama, is its panda family. To the east is the sacred site containing the three great shrines of Kumano Sanzan, one of three peninsular areas (including Yoshino-Omine and Koyasan) inscribed as a World Heritage site and a key node of Kumano Kodo, a pilgrimage trail linked to Kyoto. Hayatama Taisha Grand Shrine, one of three shines of Kumano Sanzan, a World Heritage site. Source: Wakayama Tourism Federation. Nada Kenka Matsuri (Hyogo Pref., Oct.) Winter Osaka Gishi Festival (Osaka Pref., Dec.) Kuruma Otoshi Shrine "Okinamai" (Hyogo Pref., Jan.) Gion Matsuri (Kyoto Pref., July) Shiga Pref. The Many Pleasures of Lake Biwa Shiga Prefecture is home to Lake Biwa, which is Japan's largest freshwater lake and named for the traditional lute its shape resembles. The surface area is actually one-sixth the size of the prefecture! On the lake are pleasure boat services and other lake activities, much like a beach resort's. Around its shores are Hikone Castle as well as the Koka region, with its old ninja houses, both also popular with tourists. Tsuribashi Festival "Yuredaiko" (Nara Pref., Aug.) Mantosai Lantern Festival (Shiga Pref., Aug.) Autumn Danjiri Festival (Osaka Pref., Oct.) Nachi no Ogi Matsuri (Wakayama Pref., July) Kumano Oto Matsuri (Wakayama Pref., Feb.) Jidai Matsuri (Kyoto Pref., Oct.) September 2020 61	<urn:uuid:53e85e36-f5e5-474a-9d1d-866b71b8c0e5>	CC-MAIN-2021-39	https://www.ana.co.jp/japan-travel-planner/feature/tastesofjapan/kansai/pdf/magazine01_en.pdf	2021-09-19T20:15:29+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz	670,633,721	1,033	eng_Latn	eng_Latn	0.977496	eng_Latn	0.985749	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2151, 4278 ]	[ 1.4296875 ]	1	0
5.4 Inter-War Blandford Forum (1914- 1945) 5.4.1 Historical Summary The two World Wars and the intervening period had a significant effect on the economy, population and layout of Blandford Forum. A Royal Naval Division (RND) base was established on the site of the former race course on Monkton Down in November 1914. A German PoW camp was also set up next to it. The RND vacated the camp in 1918, although they were replaced by the RAF Record Office. A railway branch line from Blandford Station to the camp was built around this time, but was removed in 1923 and the cutting used as a municipal rubbish dump. The camp itself was closed completely at the end of 1919, the wooden huts removed and the land returned to agricultural use. Nevertheless, the camp was reactivated during 1939 as a mobilisation and training centre for reservists and later as a battle training camp. During 1944 the first of five US Army hospitals were built on the site to receive wounded from the invasion of Europe. The hospitals were closed following VE day, having treated some 20,000 patients. The camp remains in use today as the home of the Royal Signals (ArmyNet 2009; Cox 1995, 94). and rifle slots, within and adjacent to the grounds of the Crown Hotel (Cox & Chandler 1996, 6-7). A further well preserved group lies along the rear boundary plots of villas fronting on the west side of White Cliff Mill Street. These are part of an extensive complex of World War II defences, including pill boxes, along the western edge of Blandford, which occupied a highly-significant strategic position. The effect of the wars was also felt within the borough itself. The 8 th Dorset Rifle Corps had been established in Blandford during 1859 (Hutchins 1874, 241). Barracks and a Drill Hall were established during WWI on Milldown Road, opposite and adjacent to the Cottage Hospital. Part of this site was used as a scout hut during the inter-war period but taken over by the Home Guard in 1940. An airfield was established to the north of the Salisbury Road cemetery. A linear group of concrete WWII anti-tank traps lie on the west side of West Street (Figure 29), along with reinforced walls Between the wars the population and economy of Blandford seems to have declined in line with national trends. The population fell from 3,649 in 1901 to a low of 3,193 in 1921. By 1939 the population had risen again to 3,811, although this figure might be partly attributable to an influx of reservists at Blandford Camp. In one month alone between December 1928 and January 1929, during the worst of the depression, 549 vagrants were admitted to the Union Workhouse on Salisbury Road. However, the economic situation in the town was not entirely dominated by depression. Just a few years earlier, in 1924, an open air swimming pool had been opened in The Ham and the town's main sewage scheme became operative in central Blandford in 1921 (Cox 2003, 30-31). Industrial output also continued; the glove industry remained in Blandford until around 1940, as did the iron foundry on Orchard Street and the candle factory on Alfred Street. Blandford's economic mainstay of weekly wool and livestock markets continued until about 1930 at a site behind the Crown Hotel. After this period the cattle trade seems to have been lost to Sturminster Newton and Shaftesbury markets. The annual sheep fairs continued on the Fairfield site until 1939 (Cox 1992, 5). Saturday sheep markets also continued throughout the period on Sheep Market Hill (Blandford Town Council 2001, 37). Figure 30: Inter-War housing, Langton Road 5.4.2 Town Layout Suburban expansion was perhaps the biggest factor affecting the town layout during the interwar period. Lines of detached houses and bungalows were built on both sides of the main radial routes. Salisbury Road in the vicinity of Cemetery Farm, Langton Road (Figure 30) and Milldown Road are the most notable examples, although Leonard's Avenue was also developed at this time along with a small housing estate on the north side of Langton Road, behind the street frontage. 5.4.3 Inter-War Town Plan Components The main plan components of the twentieth century town are shown on Figure 31 and are listed below. 1. The Church of Ss Peter and Paul. There was no discernible change to the parish church during the inter-war period. 2. The Market. The Corn Exchange behind the Town Hall ceased to be used for its original purpose around 1930. However, the butchers' shambles, beneath the Town Hall, continued to be used on market days (Cox 1992, 5). 3. Burgages. There was little discernible change to the town centre burgages during the inter-war period. 4. St Leonard's Chapel. There was little discernible change to St Leonard's Chapel during the inter-war period. The farm buildings expanded to include structures on the north side of St Leonard's Path. 6. Plots north of the Plocks. Blandford Post Office was built on the north side of The Plocks between 1929 and 1946 (Figure 32). Blandford's weekly Saturday sheep and produce market continued on Sheep Market Hill during the inter-war period (Blandford Town Council 2001, 37). 7. Blandford St Mary suburb. Perhaps surprisingly, the suburb of Blandford St Mary did not see a development of inter-war suburban housing comparable to that along Salisbury, Milldown and Langton Roads. A few new cottages were built in the vicinity of the brewery. 8. Bryanston, White Cliff Mill and Salisbury Street urban plots. There was little discernible change to these plots during the inter-war period. 9. Eagle House/Park House Ornamental Villas. A new hall was built NE of Park House during the inter-war period. This is now the headquar- ters of the Blandford Scout troop. 10. Dale House/ Salisbury House. There was little change to this area during the inter-war period. 11. Dorset/ Orchard Street Housing Estate. There was little change to this area during the inter-war period. 12. The Plocks and the Sheep Market. The weekly sheep market on Sheep Market Hill continued throughout the inter-war period. 13. Church Lane Townhouses. The Parish Rooms were extended during the inter-war period. 14. The Crown Hotel. The Crown Hotel was largely rebuilt in about 1937-8 (Cox & Chandler 1996, 5). A cattle market was established at the rear of the Crown Hotel at some time between 1901 and the 1930s. It had been dismantled by 1946. 15. Damory Court and Cowards Farms. A small block of semi-detached houses were built on Salisbury Road, opposite Damory Court Farm, during the inter-war period. 16. Hall and Woodhouse Brewery. There was little discernible change to the brewery site during the inter-war period. 17. The Municipal Cemetery. The cemetery site expanded slightly to the north during the interwar period to form a true triangular plot. 18. Cemetery Farm. There was little discernible change to Cemetery Farm during the inter-war period. 19. The Isolation Hospital. The Blandford Isolation Hospital on Shaftesbury Lane appears to have remained in use at least until 1946. 20. Blandford Union Workhouse. This was known as the Poor Law Institution by 1929. 21. Station Suburb. The station suburb expanded considerably between 1901 and 1929. Groups of semi-detached, detached and short terraces were built filling in vacant plots on Edward Street, Albert Street and Alexandra Street. Furthermore, a larger area of development, appended to the east and south sides of the suburb along Alfred Street, Queen's Road and King's Road at the turn of the century, expanded significantly during the inter-war period. 22. Blandford Station, Goods Yard and Railway. A branch line to Blandford Camp was opened in about 1919 but closed again by 1923. This is marked as an 'old tramway' on the Ordnance Survey 1929 edition. The line was embanked where it left the main line south of Langton Road and then passed through a cutting approximately on the line of the modern Langton Crescent. This cutting was used as a municipal land fill site shortly after closure. 23. Station Industrial Area. Industrial activity in the station area continued during the inter-war period. A garden nursery survived until 1929 at the north end of Damory Street, to be replaced by semi-detached housing on Nursery Road by 1946. Extra industrial units, including a large glasshouse, were built between Wimborne Road and Charles Street between 1901 and 1929. 24. Damory Street Schools. The National school on Park Road received an extra building between 1901 and 1929. 25 The Cottage Hospital. A Drill Hall and three detached houses were built to the north of the original cottage hospital between 1901 and 1929. These were demolished and incorporated into the hospital site in 1970. 26. White Cliff Mill Street Suburban Villas. There was little discernible change to these villas during the inter-war period. 27. Park Road Recreation Ground. A football pitch and associated buildings were constructed in the northern part of the recreation Ground between 1929 and 1946. Some of these buildings survive, although more were lost in the extension of the hospital in 1970. 28. Nordon and Barnes Homes. A new block, adjacent to Salisbury Road, was added to Nordon between 1901 and 1929. 29. Milldown Road Suburban Housing. Two rows of large detached houses were built on Milldown Road within large rectangular plots and set back from the street frontage. Those on the east side of Milldown Road were largely completed by 1929; those on the west side were added by 1946. 30. Salisbury Road Suburban Housing. Similarly, a double row of large detached houses and bungalows were built on either side of Salisbury Road between the cemetery and Cemetery Farm during the inter-war period. A small group of houses with gable ended roofs were built on the south side of the road by 1929. Later houses and bungalows with hipped roofs were added on the north side of the road and opposite Cemetery Farm on the south side of the road by 1946. 31. Milldown Industry. A saw mill was constructed at the south end of Tin Pot Lane between 1901 and 1929. No trace of the buildings remains and the site has been redeveloped as the Clump Farm Industrial Estate. 32 St Leonard's Avenue Suburban Housing. A single row of detached and semi-detached houses were built on the south side of St Leonard's Avenue between 1901 and 1946. Later houses tend to be detached with hipped roofs. There is also a short terrace, St Leonard's Terrace, at the extreme eastern end of St Leonard's Avenue which was constructed between 1901 and 1929 (Figure 33). The houses were originally set within long narrow plots, although these have become truncated in recent years with modern infill. 33. Langton Road Suburban Housing. A group of short terraced houses along the north side of Langton Road and Langton Crescent date from between 1929 and 1946. They comprise several regular short terraces of four houses with hipped ends on Langton Crescent and gable ends on Langton Road. A small estate of semidetached houses arranged around circular crescents with central greens was established behind these terraces by 1946, although it is possible that these latter houses were immediate post-war in date. They have since been demolished to make way for the modern Windmill Road. 5.5 Modern Blandford Forum (1946- Present Day) site over a similar period. 5.5.1 Historical Summary The story of later 20 th century and early 21 st century Blandford Forum is one dominated by large scale suburban expansion. This process began during the immediate post-war period; although it is only since the 1980s that the town's population has exploded beyond its previous mid 19 th century peak. Between 1851 and 1891 Blandford had a relatively stable population of approximately 4,000. This had fallen to about 3,200 by 1921, gradually recovering over the following decades to 3,920 in 1981. The population more than doubled during the next ten years to 7,850 in 1991. The current population (2008 mid year estimate) stands at around 9,610. Blandford railway station was closed to passenger traffic on the 7 th March 1966 and the track was lifted in 1969 after being closed to goods traffic from January 6 th 1969 (Clapcott 2007). Damory railway bridges were demolished in 1978. The weekly sheep market ceased in 1977 or shortly after (Cox 1986, 37). Traditional industries in Blandford had been in decline during the earlier 20 th century; the glove industry ceased around 1940 (Lavington 1988, 30) and the iron foundry site on Orchard Street was used as a depot by 1962. Former industrial sites around the station were dominated by builders' yards and garages by 1962. Blandford Heights Industrial Estate also began to develop from the 1960s. The earliest units were housed in structures built from materials recycled from Nissen huts on the site. The estate is now dominated visually by the BOCM animal feeds mill. The Hall and Woodhouse brewery modernised and expanded their Blandford St Mary There were significant developments in the organisation and provision of education within the town during the later 20 th century. Blandford Secondary Modern School was erected in Lord Portman's former deer park during 1955. The former Blandford Grammar school became a comprehensive school and moved from Damory Street to a new site adjoining the secondary modern school in 1968 (Cox 1995, 173-4). Until recently there were three schools on the site; The Blandford School, Blandford Middle School and Blandford First School. However, under Dorset County Council's review of education provision in Blandford, the Milldown Primary School has been created from the First School and a new building is under construction in 2010. The former Grammar School site on Damory Street has now been redeveloped as apartments at Wessex Court and the Damory/ Salisbury Street junction widened. The former infants' school building has been retained, although this has also been converted into apartments. The National Boys School (Archbishop Wakes School) on Park Road moved to new premises on Black Lane in 2009. The old school buildings on Park Road have been retained for education purposes, although the land at the back of the site is under redevelopment as care homes for the elderly. Blandford St Mary First School moved to a brand new site on Birch Avenue, completed in 1997. The old Victorian building has been replaced by a Homebase supermarket, although architectural elements from the old school have been incorporated into the new building (Figure 34). The bounds of Blandford Borough had been extended in 1935 to include the area of the station suburb, Salisbury Road as far as Cowards Farm and a large part of Milldown Road. However, in the government's reorganisation of local authorities in 1974 Blandford lost its borough status. 5.5.2 Town Layout Rapid and extensive suburban expansion dominated changes to the town layout in the later 20 th century. This expansion has tended to be on the higher ground to the north and east of the historic town centre, although during the late 1990s a new modern housing estate was built on the higher ground south of Blandford St Mary, within the ring of the Blandford by-pass. The by-pass opened on 1 st January 1992 and effectively encloses the town around three quarters of its periphery to the south, east and north. The modern housing estates are arranged around new curvilinear culs-de-sac, although these link to the pre-existing street pattern, which was largely unchanged from the inter-war period. The dismantling of the railway led to new housing and commercial developments in the vicinity of the station and the site of the junction with the Blandford Camp branch is now a supermarket. To the north of the station the track bed has been retained as a public path and green corridor. Other major developments include the Blandford School and Archbishop Wakes School sites. The Blandford Heights industrial estate also forms a major plan component above the town to the north east. Modern housing developments within the confines of the ring road are continuing into the 21 st century to the north of the cemetery (Figure 35). 5.5.3 Modern Town Plan Components The main plan components of the twentieth century town are shown on Figure 38 and are listed below. 1. The Church of Ss Peter and Paul. There was no discernible change to the parish church during the late 20 th century. 2. The Market. The weekly Saturday produce market continues in the Market Place. There have been changes and improvements to the car park and roads around the market place. 3. Burgages. There have been some minor changes to the town centre burgage plots during the late 20 th century. A supermarket was built during the 1980s at the west end of West Street on the site of the former Conyer's coach building workshops (Figure 36). There have also been small areas of modern infill at the back of former burgage plots at Marsh's Court and Tabernacle Walk. Otherwise the burgage plots remain remarkably intact . 4. St Leonard's Chapel. During the late 1980s and early 1990s North Dorset District Council undertook remedial steps to stop the ruin of St Leonard's Chapel from completely collapsing. The St Leonard's Farm buildings had been demolished during the 1980s in advance of housing development. The farmhouse and the chapel are now all that remain of the earlier complex. Another farm on the south side of Wimborne Road was demolished to make way for a modern housing estate. 1 Fisher Close is the only survival of this farm. 6. Plots north of the Plocks. The Post Office site was expanded through the construction of a sorting house and yard. 7. Blandford St Mary suburb. The Victorian school building on School Lane was extended during the 1960s in order to accommodate an increasing parish population derived from postwar housing developments south of Bournemouth Road, notably on Pigeon Close. A new school was built on Birch Avenue in 1997 (Figure 37). The old school was demolished and replaced with a Homebase store in 2004. The rear of historic plots at the junction of Dorchester Hill and Bournemouth Road were truncated through the construction of modern housing Figure 37: Blandford St Mary Primary School, Birch Avenue. during the 1990s. The street frontages of Bournemouth Road and Dorchester Hill have been greatly altered through the construction of an extensive modern housing estate. 8. Bryanston, White Cliff Mill and Salisbury Street urban plots. A number of historic buildings on Bryanston and White Cliff Mill Streets, behind the King's Arms Hotel, have been demolished to make way for supported housing for the elderly at Ryan Court. Modern housing has also infilled plots behind Ryves Almshouses at Fields Oak and Parkers Mews. 9. Eagle House/Park House Ornamental Villas. Park House was demolished during the late 20 th century to make way for a modern housing development at Park Lands, Eagle House Gardens (Figure 39) and Hanover Court. Eagle House itself has been restored as a Doctor's Surgery (Cox 1995, 67 and 69). 10. Dale House/ Salisbury House. Salisbury House was demolished after Blandford Grammar School moved to Milldown in 1968. The Cedars residential apartments, associated garages and an electrical substation have been built on the site of former suburban villas at the south end of Park Road. 11. Dorset/ Orchard Street Housing Estate. Former industrial buildings on Orchard Street and Dorset Street have been demolished to make way for modern housing; some buildings have been retained and converted to domestic use. 12. The Plocks and the Sheep Market. The weekly sheep market on Sheep Market Hill was discontinued shortly after 1977. 13. Church Lane Townhouses. The Parish Rooms were further extended during the modern period. 14. The Crown Hotel. Land behind the Crown Hotel, on the site of the former cattle market was developed for housing during the late 1990s. 15. Damory Court and Cowards Farms. Cowards Farm was recently demolished to make way for a modern housing estate of over 70 houses arranged in short terraces. Damory Court Farm House and outbuildings have been converted to domestic and commercial use. 16. Hall and Woodhouse Brewery. The Brewery site was extensively modernised and expanded during the late 20 th century. 17. The Municipal Cemetery. The cemetery site expanded very slightly again to the north east during the modern period. 18. Cemetery Farm. The farm house has been retained, although the farmyard has been developed as a modern cul-de-sac called Dairy Field. 19. The Isolation Hospital. The Blandford Isolation Hospital was demolished to make way for the Blandford Heights industrial estate. Only the former matron's lodgings on Shaftesbury Lane (Pines House) survives. 20. Blandford Union Workhouse. The workhouse buildings were largely demolished during the 1970s apart from the entrance block which was converted to use as a residential care home, Castleman's Homes. 21. Station Suburb. The station suburb continued to expand during the late 20 th century. Much of this expansion took place on a large tract of previously undeveloped land between Alfred Street and Leonard's Avenue. The infilling of small vacant plots along Edward, Albert and Victoria Streets also continued. 22. Blandford Station, Goods Yard and Railway The station and goods yard were demolished during the 1970s and modern apartments and houses have been built in its stead. The track bed to the south of Wimborne Road has been lifted and a supermarket built on the site, although a section of the bridge over the River Stour survives (Figure 40). To the north of the station the track bed is used as a footpath and green corridor; part of the North Dorset Trail- . way. 23. Station Industrial Area. Industrial activity in the station area has been reduced to a minimal level following the closure of the railway to goods traffic in 1969. Coal and builder's yards have been replaced with modern housing. The former gas works were demolished and, after functioning as a car park for a while, is now abandoned. Modern housing dominates the former industrial area between Charles Street and Wimborne Road, although a Council depot survives here. 24. Damory Street Schools. The National school on Park Road has recently been replaced by the new Archbishop Wakes Primary School on Black Lane. The old school buildings have been retained for educational purposes. The former girls and infants school on Damory Street has been converted to domestic use. The Blandford Grammar School was made comprehensive in 1968 and moved to the Milldown site. The former school buildings, including Salisbury House were demolished and replaced with modern apartments (Wessex Court). 25 Blandford Community Hospital. The Cottage Hospital was incorporated into the NHS in 1948 at which time the former trustees formed the Friends of Blandford Hospital. During the late 1970s the former drill hall and cottages to the north of the hospital were demolished and a new Community Hospital was built. 26. White Cliff Mill Street Suburban Villas. There was little discernible change to these villas during the modern period. 27. Park Road Recreation Ground. Some buildings at the north end of the site were lost during the extension of the hospital in the 1970s. 28. Nordon and Barnes Homes. Barnes Homes has changed little during the late 20 th century. Nordon is now the site of North Dorset District Council's Offices and has temporary modern buildings attached to it. The former grounds have been partially converted into a car park. 29. Milldown Road Suburban Housing. The street frontage is largely unchanged, although some of the former large plots have been truncated at the rear and filled with modern culs-desac (The Orchard and Chestnut Grove). 30. Salisbury Road Suburban Housing. The street frontage is largely unchanged from the inter-war period. Cemetery Farm yard has been developed for housing, as has a vacant plot behind the street frontage and adjacent to the cemetery (Davis Gardens). 31. Blandford Heights Industrial Estate. In 1962 the Milldown Saw Mills and the Isolation Hospital were still in existence. Some new units had been constructed adjacent to Cowards Farm. Much of the area of the current industrial estate remained allotments at that time. A large animal feed mill was constructed by BOCM at Blandford Heights during the late 1970s or early 1980s and this still dominates the skyline today (Figure 41). Many of the current industrial units date from the 1980s and 1990s, although development of the site at Uplands Way and Clump Farm (on the site of the former saw mill) has continued into the late 1990s and early 21 st century. 32 St Leonard's Avenue and King's Road Suburban Housing. A post-war housing estate was developed on land formerly belonging to Damory Court Farm. Some of the walnut trees planted on the Damory Court Estate still survive in this housing estate (Figure 42). Construction had begun as early as 1946 and by 1962 the estate comprised semi-detached houses and short terraces of four houses arranged around linear culs-de-sac, some with circular greens at their termini. Elizabeth Road was the main access road to the estate, with major branches at Barnes Close and Hunt Road. Some of the large plots associated with inter-war housing along St Leonard's Avenue were truncated and filled with modern housing during the late 20 th Figure 42:Post-war housing estate, Elizabeth Road, with prominent walnut tree in centre. century. These estates represent the core from which the modern extensive housing estates north east of Blandford Forum developed. 33. Langton Road Suburban Housing. This estate was extended through the construction of bungalows along Stour Road and Riverside Road during the 1960s and 1970s. Earlier interwar housing was replaced along Windmill Road during the 1980s. The estate was completed following the construction of the Blandford Bypass in the late 1990s with modern housing along Westbury Way. 34. The Blandford and Milldown Schools. Blandford Secondary Modern School was erected in Lord Portman's deer park in 1955. Blandford Comprehensive School was built adjacent in 1968. The secondary modern school then became Milldown Middle School and a new Milldown First School was constructed east of the railway. A recent reorganisation of education provision in Blandford has led to the creation of a new Milldown Primary School in new premises under construction in 2010 within the grounds of the Middle School. 35. North East Blandford Housing Estates. Although there had been a few small developments along Salisbury Road during the post-war period, the major part of Blandford's modern housing estates to the north and east of the town were constructed during the 1980s. During this decade alone the population of the town doubled from four to eight thousand. These estates comprise vast networks of curvilinear culsde-sac built in a single period. During the late 1990s and early 21 st century additional housing was built around the fringes, between the earlier estates and the new by-pass, a process that is still continuing. 36. Archbishop Wake Primary School. A new primary school was opened on Black Lane in March 2009 to replace the former National School on Park Road. 37. Langton Road Supermarket. A supermarket was constructed on the site of the former railway junction south of Wimborne Road during the late 20 th century. 38. West Street Supermarket. A supermarket was constructed on the site of Conyer's coach building workshop at the west end of West Street in the early 1980s. The workshop was demolished and some burgage plot boundaries removed in the process. The supermarket is now owned by Morrisons. 39. Blandford St Mary Retail Park. A new Tesco Supermarket was opened in Blandford St Mary in 1995-6. This formed part of a new retail complex adjacent to the Blandford by-pass. It includes a garage as well as office space at Stour Park and Observatory House. 40. Blandford St Mary Housing Estate. Initial development in this area comprised a few postwar detached houses along Dorchester Hill and a small post-war estate of short terraced houses on Pigeon Close. In the 1980s a large housing estate was built between Dorchester Hill and Pigeon Close. A further triangle of land in the angle between Dorchester Hill and the Blandford By-pass was developed in 1994 and a new building for Blandford St Mary Primary School opened on Birch Avenue in 1997.	<urn:uuid:1ca1dee8-5625-423c-b279-4fdc017be871>	CC-MAIN-2021-39	https://www.dorsetcouncil.gov.uk/documents/35024/292799/Blandford_Part_5.4_and_5.5_Modern_February_2011.pdf/8674d2fa-f37a-8281-29b9-61ef49364455	2021-09-19T20:22:39+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz	763,042,304	6,245	eng_Latn	eng_Latn	0.998891	eng_Latn	0.998973	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3584, 7826, 11255, 14649, 18242, 21732, 25525, 28506 ]	[ 2.453125, 1.296875 ]	1	0
Tuesday, 27 th April Ponovite sve lekcije iz oblasti Sport – Unit 6 (Udžbenik i Radna sveska). Utvrdićemo lekcije i zadatke koje ste obradili u prethodnom periodu. Zadaci za vežbanje: (zadatke možete odštampati i zalepiti u svesku ili možete da pišete samo rešenja; proverićemo na času) 1 Complete the sentences. Use the correct forms of there was or there were and many, any, a or an. In 1950 ... 1 ____________________ DVD players. 2 ____________________ river called the Thames in London. 3 ____________________ internet café in Paris. 4 ____________________ shops in New York. 5 ____________________ Harry Potter books. 2 Complete the sentences. Use the correct forms of was or were. 1 Zidane and Beckham played football. They ____________ wrestlers. 2 Michael Phelps ____________ an Olympic swimming champion. 3 When I was younger, my sports hero ____________ Abebe Bikila. 4 Table tennis ____________ in the Olympics until 1988. 5 Julia ____________ born in 1996. 3 Write the past simple affirmative form of the verbs. 1 do ________ 2 come ________ 3 watch ________ 4 swim ________ 5 go ________ 4 Complete the sentences using the past simple affirmative form of the words in the box do win play score run 1 He ________ a lot of goals for his country. 2 We ________ tennis yesterday. 3 Maria ________ five kilometres this morning. 4 They ________ their homework at 7.00 p.m. 5 He ________ the race. He's very happy! .	<urn:uuid:4bf4ad86-2604-44c8-9ee3-0f47280b990c>	CC-MAIN-2021-39	http://starina.rs/materijal_za_nastavu/2020-2021/engleski/5/31eng5Revision%20Unit6.pdf	2021-09-19T19:11:14+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz	61,795,618	373	eng_Latn	eng_Latn	0.950754	eng_Latn	0.960999	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1124, 1466 ]	[ 3.421875 ]	1	0
QUEENSLAND MUSEUM LOANS 2021 \| REGIONAL KIT SCHEDULE NORTH QUEENSLAND REGION EY Kits suitable for early years learning 4800 PROSERPINE Contact: HASS Proserpine Historical Museum \| 198 Main Street Proserpine Regional Loans Bookings \| Michele Dibben \| [email protected] \| 07 4945 3969 2021 \| Semester 2 SCIENCE World War I [x] Investigate key aspects of World War I and the Australian experience, including the nature and significance of the war in world and Australian history. (HISTORY Year 9 ACDSEH021 \| ACDSEH095 \| ACDSEH096 \| ACDSEH097) – QCAA: World War I: Anzac legend Early Queensland Living [x] How has family life changed or remained the same over time? (HISTORY Year 1 ACHASSK030) [x] How have changes in technology shaped our daily life? (HISTORY Year 2 ACHASSK046) – QCAA: Investigating changes in technology [x] What do we know about the lives of people in Australia's colonial past and how do we know? (HISTORY Year 5 ACHASSK107) China EY [x] What factors affect my connection to places? (GEOGRAPHY Year 2 ACHASSK050) [x] How and why are places similar and different? (GEOGRAPHY Year 3 ACHASSK069) [x] How do places, people and cultures differ across the world? (GEOGRAPHY Year 6 ACHASSK138 \| ACHASSK139 \| ACHASSK141) 2021 \| REGIONAL KIT SCHEDULE NORTH QUEENSLAND REGION 2021 \| Semester 2 Rainforest Camouflage [x] Living things can be grouped on the basis of observable features and distinguished from non-living things (BIOLOGICAL Year 3 ACSSU044) [x] Living things have structural features and adaptations that help them to survive in their environment. (BIOLOGICAL Year 5 ACSSU043) – PC: Desert Survivors and/or QCAA: Adaptations Butterfly Life Cycle EY [x] Living things grow, change and have offspring similar to themselves. (BIOLOGICAL Year 2 ACSSU030) [x] Living things have life cycles. (BIOLOGICAL Year 4 ACSSU072) Forces [x] Forces can be exerted by one object on another through direct contact or from a distance. (PHYSICAL Year 4 ACSSU076) – PC: Magnetic Moves / Smooth Moves and/or QCAA: The Force of Friction [x] Change to an object's motion is caused by unbalanced forces, including Earth's gravitational attraction, acting on the object. (PHYSICAL Year 7 ACSSU117) EY Kits suitable for early years learning	<urn:uuid:e8484cdb-fca8-4d5a-8ab0-bf419b81167a>	CC-MAIN-2021-39	https://cobb.qm.qld.gov.au/~/media/Documents/Learning+resources/QM+Loans/Regional+loans/2021/qm-loans-2021-nq-proserpine.pdf	2021-09-19T19:41:04+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz	222,432,602	629	eng_Latn	eng_Latn	0.846502	eng_Latn	0.958613	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 121, 2263 ]	[ 2.328125 ]	4	4
LEE Lok-Sze Inspiration through Exploration English Subtitles and Super: Super： Inspiration through Exploration by Dr. LEE Lok-Sze Dr. Rebecca LEE Lok-Sze Dr. LEE joined the China National Antarctic Expedition in 1985. She is the first female explorer to reach three poles of the Earth. She has visited North and South Poles over 10 times to explore the polar environment, and investigating its relationship with, and importance to environmental protection. Arctic When I was in the Arctic, I experienced the difficulty in getting water with the Inuit. Dr. Rebecca LEE Lok-Sze First female explorer to reach three poles of the Earth Founder of Polar Museum Foundation Dr. LEE Lok-Sze： Super： Dr. LEE Lok-Sze： We picked a block of ice, and had to pull it to the front of the house, and melted it piece by piece to get drinking water. People in Hong Kong are used to getting water by simply turning on the tap; hence not being conscientious about cherishing water. It is even tougher to get water in the desert, where water sources are hard to find due to extreme heat. Every day, we were only provided with a bottle of water, and each expedition team member treasured every single drop of water. Such condition of extreme water shortage in which every drop of water is precious, is beyond Hong Kong people's comprehension. Super： What crisis would the human encounter as a result of a shortage of fresh water? Dr. LEE Lok-Sze： Water scarcity could lead to food crisis. Corps such as rice need water to grow. Drought would directly affect our staple food supply. Super： Water Crisis May Happen In Twenty Years Dr. LEE Lok-Sze： Our demand of water is increasing and water crisis may happen within 20 years. 47% of the global population is projected to encounter water shortage by the year of 2030. While there is water scarcity in some other regions of the world, we cannot possibly shirk our responsibility being part of the global village. We must cherish and conserve water. Super： Cherish and Conserve Water Dr. LEE’s Water Saving Tips Tips: Serve Water As Much As we Drink Dr. LEE Lok-Sze： Only pour the amount of water that you want to drink. Conserve water at offices and restaurants. Super： Tips: Water Recycle Dr. LEE Lok-Sze： A bowl of water enables recycling and reuse. It is my usual practice to make multiple use of water. Sometimes, I think of the Africans, the amount of water we use in taking a shower is already sufficient for the daily consumption of an African family! I am LEE Lok Sze. I appeal to everyone to conserve water! Super： Water Supplies Department Logo Special thanks to Dr. LEE Lok-Sze ******	<urn:uuid:6748ea75-b494-49c5-8410-8158a3b3d636>	CC-MAIN-2021-39	https://www.wsd.gov.hk/filemanager/en/content_1933/Dr-Rebecca-LEE-Lok-Sze_Inspiration-through-Exploration-e.pdf	2021-09-19T21:26:41+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz	1,094,074,708	592	eng_Latn	eng_Latn	0.997366	eng_Latn	0.997547	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1423, 2657 ]	[ 2.796875 ]	1	0
Food Research and Action Center SNAP and Public Health: The Role of the Supplemental Nutrition Assistance Program in Improving the Health and Well‐Being of Americans Introduction The Supplemental Nutrition Assistance Program (SNAP, or "food stamps") is the largest nutrition assistance program administered by the United States Department of Agriculture (USDA) and the first line of public policy defense against hunger and undernutrition in the nation. As such, and as detailed in this brief, the program has a critical role not just in reducing hunger but in improving the health of the nation, especially among the most vulnerable Americans. SNAP's role perhaps never has been more important than now, given the high rates of food insecurity, 1 obesity, 2,3 and diet‐related chronic disease. 4,5 As James Marks, MD, MPH, Senior Vice President of the Robert Wood Johnson Foundation Health Group, recently wrote: "SNAP helps families stretch their food dollars to alleviate hunger and buy healthier foods… As we strive for a full economic recovery and a healthier nation, supporting SNAP is both the right thing to do and the smart thing to do." 6 Overall, the brief demonstrates that poverty and food insecurity have serious consequences for health and well‐being in both the short term and long term. Research shows that SNAP plays a critical role not just in alleviating poverty and food insecurity, but also in improving dietary intake and health, especially among children. For example, one of the more recent studies on this topic finds that early exposure to SNAP in childhood has favorable impacts on metabolic and economic outcomes in adulthood. 7 Increasing access to SNAP and improving SNAP benefit levels would do even more to improve the health of the nation. This paper first will (1) provide brief background information on SNAP; (2) summarize the harmful impacts of poverty, food insecurity, and poor nutrition on health and well‐being; (3) review research on SNAP's role in addressing these issues among low‐income Americans; and (4) describe how this role of furthering the public's health would be enhanced if SNAP benefits were more adequate. Background of SNAP According to the latest figures in October 2012, 47.5 million Americans – or approximately 1 in 7 Americans – participated in SNAP. 8 This is a monthly number, and USDA estimates that 1.4 times as many people receive SNAP at some point during the year as do during an average month, suggesting that in 2012 more than 65 million Americans will have received SNAP benefits for at least one month. 9,10 (Many stays on SNAP are of short duration – half of SNAP participants entering the program are enrolled 10 months or less. 11 ) Over longer periods of time, even higher proportions of Americans participate: researchers estimate that half of all American children will receive SNAP at some point during childhood, 12 and half of all adults will so at some point between the ages of 20 and 65 years. 13 Thus, the program has a broad reach. On the other hand, at any given time approximately three in ten people eligible for SNAP do not participate in the program. 14 This problem is even more pronounced among eligible older Americans, who are far less likely to participate in the program than most other demographic groups for a variety of reasons, including barriers related to mobility, technology, and stigma, and to widespread mistaken beliefs about how the program works, who can qualify, and benefit levels. 15,16 Among those participating in the program, most are children, elderly persons, or disabled individuals. 17 In fact, 83 percent of all SNAP benefits go to households with children, elderly persons, or nonelderly persons with disabilities. 18 Furthermore, SNAP recipients are diverse with regards to race‐ethnicity, many have earned income, and the vast majority of SNAP households do not receive cash welfare benefits. 19 The monthly benefits provided by SNAP can be used only for food, enhance the food purchasing power of eligible low‐income families, and are delivered through Electronic Benefit Transfer (EBT) cards, which are used like debit cards at authorized food retailers. USDA reports that more than 90 percent of SNAP benefits are redeemed at supercenters, supermarkets, and small, medium, and large grocery stores. 20 SNAP benefit allotments are calculated based on household income and size. 21 The maximum allotment in FY2013 is $200 a month for a single person, and $668 a month for a family of four. 22 Families with countable income from earnings, Social Security, or other sources receive less than the maximum. About 41 percent of SNAP households receive the maximum allotment. 23 The other nearly 60 percent of participating households receive less than the maximum, and are expected to spend some of their other income on food to make up the difference. 24 In FY2012, the average monthly benefit per household was $278. 25 Poverty, Food Insecurity, and Poor Nutrition are Detrimental to Health and Well‐Being Health Consequences of Poverty In 2011, 46.2 million Americans (15 percent of the population) lived in poverty. 26 This included 16.1 million children, or one in five children. 27 A considerable amount of research demonstrates that those living in poverty have disproportionately worse health outcomes and less access to health care than those not living in poverty. 28,29,30 To make matters worse, neighborhoods with many poor or low‐income residents often have fewer resources that promote health (e.g., full‐service grocery stores offering affordable foods, walking trails and parks that encourage physical activity) and more environmental threats that harm health (e.g., poor air and water quality) compared to higher income neighborhoods. 31,32,33,34,35,36 During childhood, low‐income children are more likely to experience food insecurity, 37 obesity, 38,39 tobacco exposure, 40 poor oral and dental health, 41,42 asthma, 43 poor academic outcomes, 44 and behavioral and emotional problems, 45 and to engage in health‐compromising behaviors (e.g., smoking) 46 compared to their higher income peers. Childhood poverty and socioeconomic inequalities have implications in adulthood as well – adults who were poor as children are at increased risk for cardiovascular disease, diabetes, obesity, substance abuse, smoking, depression, periodontal disease, and cognitive impairments. 47,48,49 Poverty and the health consequences of poverty have serious economic consequences, especially for children, including higher health care costs, lost productivity, low earnings, and an increased risk of poverty later in life. 50,51 Adults living in poverty are at greater risk for a host of health problems as well, such as diabetes, heart disease, obesity, depression, disability, and poor oral health. 52,53,54,55 The high levels of stress facing low‐ income families, including children, can contribute to or worsen existing health problems. 56,57 Furthermore, poverty reduces life expectancy and quality of life – one recent estimate finds that those living at less than 200 percent of the federal poverty line lose 8.2 years of quality‐adjusted life expectancy. 58 Health Consequences of Food Insecurity In 2011, 33.5 million adults (14.5 percent of all adults) and 16.7 million children (22.4 percent of all children) lived in food insecure households. 59 Similar to poverty, food insecurity is associated with some of the most costly health problems in the United States, including diabetes, 60,61 heart disease, 62 depression, 63,64 obesity, 65,66 and pregnancy complications (e.g., gestational diabetes). 67 And among seniors, food insecurity has been linked with poor or fair health status, diabetes, anemia, depression, disability, limitations in daily activities, decreased quality of life, and lower intakes of calories and key nutrients. 68,69 In addition, because of limited resources, individuals in food insecure households – especially the elderly – often are forced to choose food over medication, 70,71 postpone preventive or needed medical care, 72,73 dilute or ration infant formula, 74 or forgo the foods needed for special medical diets (e.g., diabetic diets). 75 Such practices and behaviors not only exacerbate disease and compromise health, but also increase expensive physician encounters, emergency room visits, and hospitalizations. 76,77 The consequences of food insecurity – and even marginal food security 78,79 – are especially detrimental to the health, development, and well‐being of children. 80,81,82,83 Research shows a clear link between food insecurity and low birth weight, 84,85 birth defects, 86 iron deficiency anemia, 87 more frequent colds and stomachaches, 88 developmental risk, 89 mental health problems, 90,91,92 and poor educational outcomes 93,94 for children – all of which have serious health and economic consequences in both the short term and long term. (For a more thorough review of the literature on the harmful effects of childhood food insecurity, see Endnotes 79, 80, and 81.) Health Consequences of Poor Nutrition Americans from all income groups fall short of meeting federal dietary guidance – consuming diets too low in fruits, vegetables, whole grains, and low fat dairy, and consuming diets too high in added sugars, sodium, and solid fats. 95,96,97,98 In general, poor dietary intake (e.g., excess saturated or trans fat intake, a diet low in fruits and vegetables) has been linked to hypertension, cardiovascular disease, some types of cancer, diabetes, osteoporosis, and other chronic diseases and conditions. 99 In addition, inadequate dietary intake during pregnancy and early childhood – which may be a consequence of food insecurity – can increase the risk for birth defects, anemia, low birth weight, and developmental risk. 100,101,102 Poor dietary intake also contributes to obesity, which is associated with many serious physiological, psychological, and social consequences for children and adults, including high blood pressure, 103,104 heart disease, 105 diabetes, 106,107 pregnancy‐related complications, 108 decreased life expectancy, 109 asthma, 110,111 depression, 112,113 and stigmatization. 114,115 Food insecure and low‐income people are especially vulnerable to poor nutrition and obesity due to the additional risk factors associated with poverty, including limited resources, lack of access to healthy and affordable foods, fewer opportunities for physical activity, cycles of food deprivation and overeating, high levels of stress, greater exposure to marketing of obesity‐promoting products, and limited access to health care. 116 In addition to these unique challenges, those who are food insecure or low‐income are subject to the same influences as other Americans in trying to consume a healthful diet and maintain a healthful weight (e.g., more sedentary lifestyles, increased portion sizes). 117 SNAP Improves the Health and Well‐being of Low‐Income Americans Research shows that SNAP plays a critical role in alleviating poverty and food insecurity and in improving dietary intake, weight outcomes, and health, especially among the nation's most vulnerable children. The following selection of studies demonstrates these points. SNAP Alleviates Poverty - Nationally, 3.9 million people – 1.7 million children and 300,000 elderly persons – were lifted above the poverty line in 2011 under the alternative poverty computation that counts SNAP benefits as income, based on the Census Bureau's latest data on poverty and income in the United States. 118 - In FY2011, 13 percent of participating households moved above the poverty line when SNAP benefits were included in gross income, and 15 percent of the poorest SNAP households moved out of extreme poverty. 119 - The average annual decline in the depth and severity of child poverty when adding SNAP benefits to income was 15.5 and 21.3 percent, respectively, according to Current Population Survey data from 2000 to 2009. 120 SNAP Reduces Food Insecurity - The temporary increase in SNAP benefit levels from the American Recovery Reinvestment Act (ARRA) of 2009 helped reduce food insecurity by 2.2 percentage points and reduce very low food insecurity by 2.0 percentage points among low‐income households between December 2008 (pre‐ARRA) and December 2009 (about eight months post‐ARRA). 121 - According to one recent estimate using national data, SNAP reduces childhood food insecurity by at least 8.1 percentage points "and perhaps much more." 122 - Among low‐income households experiencing food insecurity, the odds of being food secure two years later were almost four times higher for SNAP participants compared to non‐participants, according to a study that used national, longitudinal data. 123 - Children's HealthWatch researchers found that children receiving SNAP benefits were 26 percent less likely to be food insecure when compared to income‐eligible non‐participants. 124 SNAP Protects Against Obesity - Based on a study of 772 low‐income families from a national sample, food insecure girls participating in the school lunch, school breakfast, or SNAP programs (or all three programs combined) had a lower risk of overweight compared to food insecure girls from non‐participating households. 125 - In a study controlling for food security status, current adult SNAP participants in Massachusetts living in households participating in the program for at least 6 months had a lower body mass index (BMI, an indicator of excess body fat) compared to those participating less than 6 months, suggesting that long term participation is associated with lower BMI. 126 - A study set in eight New York City area primary care practices found that food insecurity was significantly associated with increased BMI only in those women not receiving food assistance (SNAP or WIC), suggesting that food assistance program participation plays a protective role against obesity among food insecure women. 127 - Increasing participation in the federal nutrition programs – including SNAP – was recommended in two Institute of Medicine (IOM) reports focused on child obesity prevention. 128,129 SNAP Improves Dietary Intake - Based on national food consumption data, each additional SNAP dollar increased a household's score for overall dietary quality (as measured by USDA's Healthy Eating Index). 130 - Household participation in SNAP increased preschool children's intake of iron, zinc, niacin, thiamin, and vitamin A, according to a national sample of 499 children. 131 - Young children enrolled in SNAP and WIC, either or both, had lower rates of nutritional deficiency than low‐income non‐participants, based on a study of more than 350,000 children in Illinois. 132 SNAP Improves Other Health Outcomes - Exposure to SNAP in utero or in early childhood reduced the incidence of metabolic syndrome (obesity, hypertension, diabetes, heart disease) in adulthood and, for women, increased economic self‐ sufficiency (e.g., educational attainment, earnings), based on a study published in 2012 of people who grew up in disadvantaged families and were born between 1956 and 1981. 133 - Young, Black children from families whose SNAP benefits were reduced in the past year were 38 percent more likely to be in fair or poor health (versus in good or excellent health) compared to their counterparts that did not experience such SNAP benefit reductions, based on a study of children visiting inner‐city emergency departments or clinics. 134 - Compared to low‐income non‐participants, children participating in SNAP, WIC, or both programs had lower rates of failure to thrive, according to a study of more than 350,000 children in Illinois. 135 - Young, food insecure children who participated in SNAP had fewer hospitalizations than comparable non‐participants and were less likely to be in poor/fair health, based on responses from more than 17,000 caregivers in six urban centers. 136 - SNAP‐recipient children of immigrant mothers were more likely to be in good or excellent health and live in a food secure household, and their families were less likely to have to make health care trade‐ offs (e.g., paying for health care costs instead of paying for food or housing), when compared to income‐ eligible non‐participants. 137 - Food insecure seniors participating in SNAP were less likely to be depressed than non‐participants, according to analyses from a large, nationally representative sample of adults over 54 years of age. 138 SNAP Improves Health; More Adequate SNAP Benefit Levels Will Further Improve Health and Well‐Being The evidence shows that SNAP alleviates poverty, reduces food insecurity, improves dietary quality, protects against obesity, and improves health, especially among children. However, inadequate benefits – the most important weakness of SNAP – severely limit the program's ability to do more to improve the health of low‐ income Americans. Regular monthly benefits are just too low to stave off hunger for a full month, much less allow a family to purchase a healthful diet on a consistent basis. The nation has just run a large experiment involving more adequate benefits, and it worked. Average benefits in FY2011 reflected a temporary boost in allotments pursuant to the American Recovery Reinvestment Act (ARRA) of 2009 – initially by 13.6 percent for those receiving the maximum allotment. This increase was in recognition of the effective and quick stimulative effect of SNAP benefits on the economy as well as the recognition that hard‐hit families needed additional assistance. Subsequent research on the ARRA boost and benefit adequacy suggest that SNAP's favorable impacts on health are even greater the higher the level of SNAP benefits, as highlighted in the following selection of studies. More Adequate Benefits Improve Food Security and General Health - The temporary ARRA increase in SNAP benefit levels helped reduce food insecurity, as already mentioned, and helped increase food expenditures by 5.4 percent among low‐income households between December 2008 (pre‐ARRA) and December 2009 (about eight months post‐ARRA). 139 - After the ARRA boost, SNAP households also exhausted benefits later in the month – they were able to save slightly more benefits for use at the end of the month. 140 - A 2011 demonstration project providing $60 per month in EBT‐delivered benefits to purchase food for low‐income children in summer months (not limited to SNAP‐recipient children) found a 19 percent reduction in food insecurity and 20 percent reduction in very low food security. 141 - Two years after the temporary ARRA boost, young children in households receiving SNAP benefits were significantly more likely to be "well" than children from non‐participating low‐income households, according to a study of nearly 3,400 young children in emergency rooms and primary care clinics. 142 Such a difference was not observed prior to the benefit boost – that is, improved SNAP benefit levels positively impacted child health. (Children were classified as "well" if they were in good health per parent report, were developing normally, were not overweight or underweight, and had never been hospitalized.) More Adequate Benefits Improve Dietary Quality - As already mentioned, each additional SNAP dollar increases a household's score for overall dietary quality. 143 The higher the level of SNAP benefits, the larger the positive nutritional effect of program participation. Positive effects were most evident for the vegetable, dairy, meat, and sodium components of the USDA's Healthy Eating Index. - In a 2010 report from USDA examining the potential impact of an increase in SNAP benefits on a number of measures of dietary quality, spending more money on food was associated with positive improvements in dietary quality, energy density, nutrient density, and fruit and vegetable consumption. 144 More Adequate Benefits Protect Against Obesity - A larger amount of SNAP dollars received in the previous month was associated with significantly lower BMI and waist circumference among women reporting SNAP benefit levels, according to a national study that used 2005‐2006 data. 145 - Food insecurity was significantly related to increased BMI among North Carolina women receiving less than $150 in SNAP benefits per household member, but not related among those women receiving $150 or more in benefits. 146 In addition, the mean BMI of women receiving at least $150 in benefits per household member was significantly lower than the mean BMI of women receiving less than $150 in benefits. These findings "suggest that the provision of adequate SNAP benefits per household member might partially ameliorate the negative effects of food insecurity on BMI." Conclusion Protecting and improving the public's health is critically important for the nation and requires a combination of individual and environmental interventions. We need less poverty, food insecurity, inadequate dietary intake, and obesity. Research shows that SNAP alleviates these problems and improves health and well‐being. Increasing access to SNAP and improving SNAP benefit levels would further SNAP's role in improving the public's health. This paper was prepared by FRAC's Heather Hartline‐Grafton, DrPH, RD, Senior Nutrition Policy Analyst. Endnotes 1 Coleman‐Jensen, A., Nord, M., Andrews, M., & Carlson, S. (2012). Household food security in the United States, 2011. Economic Research Report 141. Washington, DC: U.S. Department of Agriculture, Economic Research Service. 2 Flegal, K. M., Carroll, M. D., Kit, B. 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Prepared by Abt Associates, Mathematica Policy Research, and Maximus under Contract No. AG‐3198‐C‐11‐002. Alexandria, VA: U.S. Department of Agriculture, Food and Nutrition Service. 142 March, E. L., Ettinger de Cuba, S., Bailey, K., Cook, J., Coleman, S., Schiffmiller, A., & Frank, D. A. (2011). Boost to SNAP Benefits Protected Young Children's Health. Boston, MA: Children's HealthWatch. 143 Basiotis et al., 1998. 144 Mabli, J., Castner, L., Ohls, J., Fox, M. K., Crepinsek, M. K., & Condon, E. (2010). Food Expenditures and Diet Quality Among Low‐Income Households and Individuals. Report to the U.S. Department of Agriculture, Food and Nutrition Service. Washington, DC: Mathematica Policy Research, Inc. 145 Jilcott, S. B., Liu, H., Dubose, K. D., Chen, S., & Kranz, S. (2011). Food Stamp participation is associated with fewer meals away from home, yet higher body mass index and waist circumference in a nationally representative sample. Journal of Nutrition Education and Behavior, 43(2), 110‐ 115. 146 Jilcott, S. B., Wall‐Bassett, E. D., Burke, S. C., & Moore, J. B. (2011). Associations between food insecurity, Supplemental Nutrition Assistance Program (SNAP) benefits, and body mass index among adult females. Journal of the American Dietetic Association, 111(11), 1741‐1745.	<urn:uuid:f0c3813a-8099-4965-b19d-d5f83c253c15>	CC-MAIN-2021-39	https://frac.org/wp-content/uploads/snap_and_public_health.pdf	2021-09-19T20:13:03+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz	317,316,482	12,290	eng_Latn	eng_Latn	0.774788	eng_Latn	0.958955	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2991, 6671, 10235, 13320, 16543, 19955, 21374, 27671, 34213, 41265, 48034, 48616 ]	[ 1.7109375, 1.1484375 ]	1	2
God's Yellow Light A study of what it means to "wait on the Lord" – Old & New Testaments Study Time Suggestions for this series When you see a yellow light or sign, it always means that it would be wise to slow down, to look around, and to listen. That is exactly the pattern that will guide you through these lessons most effectively. STOP – In this busy world and in your busy life, it isn't easy to slow down, but it is a good thing to do. Take time to find a quiet place where you can focus on The One who waits for you and on His Word to you. The suggested Scripture verses and thoughts will help you to clear your mind and open your heart to the Lord so that you can hear His voice and experience His presence through His Holy Spirit. LOOK - Here is your opportunity to study, to think, to imagine, and to learn. You may be surprised to discover that God will actually give you insight, encouragement, and new thoughts, as you meditate upon His Word alone. Save the commentaries and other resource materials until you have had adequate time to absorb from the Bible alone the lessons that God may want to give to you. Try reading these familiar Bible stories in a variety of translations and several times during each week, so that you have had an opportunity to really look at them from many different angles and perspectives and to think about their significance. LISTEN – It is not easy to slow down and to look carefully at the details, but it is even harder to wait and to listen. It will take discipline and practice, but the rewards will make it worth the effort. Let God enable you to "wait on Him" in quietness and confidence until you have felt Him enfold you in His love and compassion and then you will be blessed. WAIT ON THE LORD – "The Big Picture" Wait on the Lord. Be of good courage and He shall strengthen your heart. Wait, I say, on the LORD! Psalm 27: 14 What kind of a driver are you? Some people slow down when they know that the light is going to change to yellow and they do not risk being in the intersection when it might be unsafe. Other people speed up so that they will not experience any more delays in their busy schedule. Still others rush through at the last second, just as the change to red is occurring. A flashing yellow light means slow down, be alert, and cautious. Just as there are rules for the road, God has given us some guidelines for life. One of them that is often repeated throughout the Bible is very much like a yellow light – slow down and wait on the Lord. It is only as we heed this advice, that we will really be able to know God, to walk in His ways, and to enjoy His presence each day. So what kind of a driver are you – not on the road, but in life? STOP – Before you rush into this lesson, take some time to think about this One who is calling your name and asking you to quietly reflect on your relationship to Him. Who is He? Why do you love Him? Read Psalm 27 slowly and thoughtfully. Do some of the Psalmist's experiences express your own? Let Jesus speak to you as you re-read the Psalm and bring you the reassurance of His desires for you and what He would like to teach you about Himself as you learn what it means to wait on Him. LOOK – The following verses are a sample of the many times in Scripture that God tell us about the importance of "waiting on the Lord". In the Old Testament there are 4 different Hebrew words which can be translated "to wait". These words also can have the following meanings: hope, wait expectantly, look patiently or eagerly, trust, long for, or tarry or rest quietly. In the New Testament there are 3 Greek words which have the concept of waiting, but can be translated as expect, look for, wait for, await, or anticipate the arrival of. This will be helpful to know as you read these verses in various translations which may use any of the alternate but similar words to "wait". Write down your impressions as you read these verses. LISTEN - 1. What do you think that God wants you to grasp from "the big picture" of what the Bible has to say about "waiting on the Lord"? What does it mean? What are the results? How do you do it? 2. Wait quietly in the presence of the Lord. Listen for His still small voice for a few minutes as you contemplate His written Word. What is He saying to you today? WAITING ON THE LORD - IT'S ALL ABOUT HIM, not me! Truly my soul silently waits for God. From Him comes my salvation. He only is my rock and my salvation. He is my defense. I shall not be greatly moved. Psalm 62:1 - 2 "The one object for which God gave life to creatures was that in them He might prove and show forth His wisdom, power, and goodness, in His being each moment their life and happiness, and pouring forth unto them, according to their capacity, the riches of His goodness and power. And just as this is the very place and nature of God, to be unceasingly the supplier of every want in the creature, so the very place and nature of the creature is nothing but this – to wait upon God and receive from Him what He alone can give, what He delights to give." (Waiting on God by Andrew Murray) How does this view of God line up with your beliefs? STOP – Your view of who God is and what He is like will determine whether or not you want to "wait on Him" in all the circumstances and decisions that come to you. This would be a good time to read Psalm 145 and make a list of the characteristics which you have found to be true of God and also to discover ones which you might question or doubt. LOOK –Ten good reasons why it is wise to "wait on the Lord". LISTEN – 1. What do you think that God wants you to grasp from these verses about who He is and what He wants from you? 2. Write an expanded explanation of what it could mean for someone to really "wait on the Lord". How would this change their view of trust, hope, confidence, peace, security, joy, patience? 3. Wait quietly in the presence of the Lord. Listen for His still small voice for a few minutes as you contemplate what He wants to assure you of today. Is it His deep love, His care, His power, His presence? What is it that you need to know so that you will be able to rest and wait on Him? WAITING ON THE LORD – with faith Give ear to my words, O LORD, consider my sighing. Listen to my cry for help, my King and my God, for to you I pray. Morning by morning, O LORD, you hear my voice. Morning by morning I lay my requests before you and wait in expectation. Psalm 5: 1 – 3 STOP – The Psalmist knew how to focus on His God – Psalm 5: 1 – 3. Notice carefully what he believed about the Lord. There is an interesting balance between emotional honesty and trust, isn't there? How about you? When you pray, where is your focus and in whom is your faith? Are you able to "wait with expectation"? Why or why not? – LOOK Genesis 21: 32 – Genesis 22: 19 – A glimpse into the life of Abraham Don't rely on your memory of this story, but look carefully at these verses as you try to answer these questions. Use some different translations for additional insight. 1. What is Abraham's dilemma? 2. What is Abraham's relationship to God? 3. What are some of Abraham's choices? Be realistic and honest. What would you be thinking? -When He hears God's voice? -During the night hours -In the morning -As he talks with his son, Isaac -As he builds the altar -As he takes the knife 4. What sustained Abraham as he "waited on the Lord"? 5. What was the result for Abraham, for Isaac, and for his descendants? 6. How is Abraham remembered in Scripture? How do these verses add to your understanding of His willingness to wait and trust God? Genesis 15: 5 – 6 Romans 4: 1 – 3, 12, 18 - 25 Genesis 17: 19 Hebrews 6: 15 Genesis 21: 1 - 5 Hebrews 11: 17 LISTEN – 1. When you "hear God's voice", how likely are you to "get up the next morning" and obey? What keeps us from having the kind of response that Abraham had? 2. Wait quietly in the presence of the Lord. Listen for His still small voice as He comes to you, calling your name, and giving you some clear instructions or a promise. Or both. Wait for Him . . . WAITING ON THE LORD – with anticipation Indeed, let no one who waits on You be ashamed . . . Show me Your ways, O LORD. Teach me Your paths. Lead me in Your truth & teach me, for You are the God of my salvation. On You I wait all the day. Psalm 25: 3 - 5 STOP – Psalm 25 explains many reasons why it is good to wait on the Lord – to put your hope in Him and to fear Him. How much of this Psalm has been your experience and is your prayer for the future? – LOOK Genesis 6: 5 – Genesis 9: 17 – A glimpse into the life of Noah. Do you think human nature was much the same then as it is now? Did Noah and the patriarchs and the kings experience the same temptations and emotions that we do? We know that their life span was very different than ours and certainly it is impossible for us to imagine their circumstances and culture with any degree of accuracy, and yet Scripture tells us that all of these historical stories are recorded for us so that we can learn from both their failures and their faith. There may not be any Biblical story more familiar to people than the one about the ark, the animals and one incredible family, so try to read it with open eyes and an open heart. 1. What did God ask Noah to do? What were the circumstances? 2. What was Noah's relationship to God? Put these descriptions in to your own words. 3. What were some of Noah's choices? What about Mrs. Noah and the 3 sons? When he hears the voice of God telling him to build the ark? During the many months of labor and construction? When he thinks about and finally takes the animals and his family into the ark? During the 40 days of the storm and the 150 days of waiting for the waters to recede? 4. What sustained Noah as he waited on the Lord during these many months? When he could have chosen fear, embarrassment, anxiety, age (?), as excuses, what motivated him? 5. When the waiting period was over, what was Noah's first response? Scripture records for us many conversations that God had with Noah about His covenant and His promise, but how do you think Noah (and maybe his wife and children) responded? What clues do you have in Scripture? 6. How is Noah remembered in Scripture? Do these verses add to your understanding of his willingness to wait and trust the Lord? Hebrews 11: 7 II Peter 2: 4 – 10 LISTEN – 1. How does Abraham's story (lesson 3) differ from Noah's story? How is it similar? Can you put yourself in Noah's place, and also his wife and family, and imagine some of their interaction and conversations? 2. Wait quietly in the presence of the Lord. Listen for His still small voice as He comes to you, calling you by name. Does He want to walk with you through some new places or to help you take some new risks by faith – as you learn to wait on Him? WAITING ON THE LORD – with courage Love the LORD, all His saints! The LORD preserves the faithful, but the proud He pays back in full. Be strong and take heart, all you who hope in (wait on) the Lord. Psalm 31: 23 - 24 STOP – Take some time to read Joshua 1: 1 – 9. The Lord gave Joshua some very specific instructions before He sent him to lead the people across the Jordan River and in to face the enemies that lived in the land of promise. What are the promises and guidelines that God gave to this leader? How would these promises help him when it came time for battle against the enemy? How about you? What promises help you to face your "enemies"? – LOOK Read Joshua 4: 29 – 34 and Joshua 5: 13 – Joshua 8: 2 All too often we imagine these Old Testament heroes to be superhuman in some way so that their stories do not seriously impact us. We convince ourselves that they had powers or faith or abilities which we do not have because God came to them visibly and audibly. Think about that rationalization carefully before you agree with it. What resources do we have now that were not available to them? What more do we need? 1. Joshua was leading "the next generation" across the Jordan and He wanted to make His purposes very clear to them. What were they? (4:29 – 34) How would this experience help Joshua and the Israelites? 2. Notice Joshua's response to the messenger that was sent to him. What kind of attitude does this indicate? 3. When God gave Joshua the battle plan, he might have called it "Walking and Waiting". What were some of Joshua's choices? - As he announced the plan day by day to the people - As he listened to their conversations each night around the "camp fire" - As he lived life on day 2, 3, 4, 5, 6, and then 7 4. Notice Joshua's instructions on day 7. Who was to get the credit and glory for this victory? To whom did the spoil belong? Why would this be important? 5. How quickly victory turned to defeat for the Israelites. Why? To whom did Joshua turn and what was his heartfelt response? Why do you think Achan received such a dramatic punishment for his actions? 6. What impresses you most about Joshua's life and actions and His relationship to His God? LISTEN 1. Joshua had been in training for 40 years under the leadership of Moses while the Israelites "wandered in the wilderness". He and Caleb had been obedient to God (Deuteronomy 1: 19 – 38) and he knew that someday he and his comrade, Caleb, would be the only ones of their generation to go into the land of promise. How do you think he survived/thrived during those long years? What does his story make you think about? 2. Wait quietly in the presence of the Lord. Is there something that you have anticipated for many long years? Is there anything that you need to confess? Let the Lord reassure you that He hears your prayers and that "waiting on Him" always makes the wait worthwhile. WAITING ON THE LORD – with patience Rest in the LORD, and wait patiently for Him. Do not fret because of him who prospers in his way, because of the man who brings wicked schemes to pass. Those who wait on the LORD, they shall inherit the earth. Psalm 37: 7 and 9 STOP – There are times when it is tempting to look at the success and pleasure that others who totally disregard God are experiencing and it can cause us to doubt some of the choices that we have made. As you read Psalm 37, truth will once again be brought into your mind and your heart. Take some time to focus on what God promises to those you will trust and commit their way to Him, resting in His Word and humbly waiting on Him. LOOK – Read I Samuel 1: 1 – I Samuel 2: 11 When you read the story of Hannah, it is very clear that she was a woman who was devoted to God. She went with her husband to worship and she prayed. In fact, she poured out her distress and desires before the Lord, but she remained barren and continued to endure the comments of her rival. Then one day, through the encouragement of Eli, her attitude changed and "in the course of time", God answered her prayer. What do you think made the difference for Hannah? 1. Why was Hannah so discouraged? Is this emotional state compatible with trust and hope? 2. How does Hannah demonstrate the idea of "waiting on the Lord"? 3. After the birth of Samuel, Hannah remembered her promise to God. What sustained her and enabled her to actually keep that promise? 4. Imagine yourself in Hannah's place. She has just left her very young son, a gift from God, at the temple. Her focus could easily have been on herself and her loss or grief or concerns, but it is not. It is on the Lord. What do you notice about her prayer? What does she include in it? Can you find the words "I" or "me" in her prayer? 5. The rest of the story – how would you write Hannah's biography if you were to imagine it? LISTEN – 1. Do you think "praying to God" is the same as "waiting on God"? What do you think is the difference and/or the relationship between these two actions? Or is one an action and one an attitude? How does Hannah demonstrate the importance of both of them? 2. Consider these thoughts as you listen to the LORD – "All the exercises of the spiritual life, our reading and praying, our willing and doing, have their very great value. But they can go no farther than this, that they point the way and prepare us in humility to look to and to depend alone upon God Himself, and in patience to wait His good time and mercy. The waiting is to teach us our absolute dependence upon God's mighty working, and to make us in perfect patience place ourselves at His disposal. " (Waiting on God by Andrew Murray, p. 24) WAITING ON THE LORD – with conviction Those who wait on the LORD shall renew their strength. They shall mount up with wings like eagles. They shall run and not be weary. They shall walk and not faint. Isaiah 40: 31 STOP – Do you need some encouragement today? Some assurance from the LORD that He is totally aware of your situation and your concerns? Then Isaiah 40: 27 – 31 has been recorded just for you. Simply put your own name in verse 27 and then let God's Word soak into your mind and your heart until you know that He has met with you and His strength will enable you to move forward. Are you ready to walk, perhaps to run, and maybe even to fly – as you wait on the LORD? LOOK – Read I Kings 18 Here are some things that you might want to know. Ahab was an evil king – I Kings 16: 29 – 33 Elijah met with Ahab and predicted a severe drought – I Kings 17: 1 God prepared Elijah - I Kings 17: 2 – 24. These experiences no doubt increased his confidence and convictions. 1. When the word of the Lord came to Elijah that he was to go and meet with Ahab again, what were his options? What do you think he was thinking as he took that walk and met up with Obadiah? 2. Obadiah – "a devout believer in the LORD" – was in a very strategic place, wasn't he? What was occupying his mind as he went to see the king and watched the events of that day. What can you learn from the character and faith of this man? 3. Elijah seemed to be fearless as he faced King Ahab and put forth his challenge. What would enable him to be so daring and so courageous? 4. How did Elijah make his faith clear to everyone? How do you think Elijah felt while he was waiting for that small rain cloud to appear? What were his choices and how did he make them? 5. BONUS READING and QUESTION – I Kings 19: 1 - 18 . After this enormous victory, this great man of faith had to run away and hide from the outrage of the queen. He desperately needed rest and food and to recover from the "pity party of one" that he was now attending. Because he was willing to listen and to follow God's word to him, how did God meet him and open up a new path for him? LISTEN 1. All of us, that is every one of us, has life experiences, challenges, and change that can take us from the highs of victory, success and great faith to the lows of defeat, loneliness, and doubt. Where do you think you are on this emotional and spiritual spectrum right now? As you look at the life of Elijah, what lessons do you think that God might want you to consider? 2. What it would it mean for you to "wait on the LORD" who does not faint or grow weary? Isaiah 40 : 28 – 31 Remember those synonyms for wait – trust, hope in, look for, eagerly anticipate. WAITING ON THE LORD – with peace You will keep him in perfect peace, whose mind is stayed on You, because he trusts in You. Yes, in the way of Your judgments, O LORD, we have waited for You. The desire of our soul is for Your name and for the remembrance of You. Isaiah 26: 3 and 8 The words of the familiar old hymn remind us of the truths in theses verses in Isaiah, don't they? STOP– "Stayed upon Jehovah, hearts are fully blessed. Finding as He promised, perfect peace and rest". There is no one who is totally exempt from the temptations of worry, anxiety and fear. So, why don't you admit your need and spend time focusing on THE ONE who can bring His peace in to your mind and your heart. What/who is bigger - your concern or your God? Read Isaiah 26: 1 – 13 . LOOK – Read Daniel 1 through 6. 1. As a young man, what were some of Daniel's most outstanding qualities or characteristics? Where was Daniel's heart at that time? 2. Why do you think God gave Daniel special abilities to interpret the dreams of the king? What were the results of his interpretations? To whom did Daniel consistently give the credit? 3. What choices did Shadrach, Meshach and Abednego have? As a result of their choice to trust in God, they experienced an amazing miracle? What impact did this make? What are your observations? 4. What choices did Daniel have as he faced his accusers in Daniel 6? What gave him his strength and courage? What do you find admirable about Daniel in this story? 5. What do you think Daniel would advise the generations to follow about "waiting on the Lord"? How do you see him exemplifying this concept for us? 6. How is Daniel remembered in the rest of Scripture? Hebrews 11: 32 - 34 LISTEN – 1. As you review the story of Daniel, make a list of all of the verses that point to his humility, his faith, his courage, and his dependence on his God. What do you think God would like you to learn from Daniel's story? 2. Make a time line of the some of the significant times in your own life when God has been your protector, your counselor, or has given you a special measure of His peace in difficult situations. 3. Can you hear the voice of God quietly pointing out what He would like to do for you today as you trust in Him? Is there anything that is keeping you from hearing His voice? WAITING ON THE LORD – with hope (But it is O.K. to cry) Because of the LORD'S great love we are not consumed, for His compassions never fail. They are new every morning. Great is Your faithfulness. I say to myself, "The Lord is my portion; therefore, I will wait for Him" It is good to wait quietly for the salvation of the Lord. Lamentations 3: 22 – 24 and 26 STOP - The Book of Lamentations was written by the prophet, Jeremiah, as a deep and emotional expression of the grief and sorrow that he felt for the national tragedy that the people of Israel were experiencing because of their rejection of the Living God. Poetically he describes the horrendous situation of Jerusalem as the Babylonians destroy the city and wreak havoc for the children of Israel. The darkness is intense, but God's prophet brings into that devastation a reminder of God's love and faithfulness – a tiny light to illuminate a very dark place. Perhaps you are presently experiencing an emotional upheaval or a dark time in your life. Could this same truth bring hope to you or to some dear ones whom you know? Read Lamentations 21 – 26 again – and again. LOOK – Read Lamentations 3: 19 - 33 1. Find all of the phrases that describe the LORD in these verses. 2. How does the writer describe his own condition? Why is he so downcast – Lamentations - Chapters 1 – 3? 3. What does the writer suggest doing to remedy depression, despair and grief? Take each of these phrases in verses 21 – 26 and re-write them in your own words. 4. What do you think "The LORD is my portion" means? How would this relate to "waiting for Him"? Psalm 73: 26 Psalm 119: 57 Psalm 142: 5 5. What do you think the word "salvation" might refer to in Lamentations 3: 26? What do the words, call to mind, hope, wait, and seek, have in common? What are the differences? LISTEN – 1. Jeremiah had deep feelings about the faithfulness and love of the LORD based on many years of knowing Him and willingly obeying Him – Jeremiah 1. Can you identify in some way with Jeremiah? How has God shown you His love compassion and given you hope in the past? 2. Wait quietly. It is good. Wait for "the salvation of the LORD". Is He your portion? Is He enough? Listen for His voice and know that He is God and there is no other. He will show you His compassion. Lesson 10 God's Yellow Light A study of what it means to "wait on the Lord" – Old & New Testaments Women-in-the-Word.com WAITING ON THE LORD – with confidence Yet the LORD longs to be gracious to you. He rises to show you compassion. For the LORD is a God of justice. Blessed are all who wait for Him! Isaiah 30: 18 Blessed is she who has believed that what the Lord has said to her will be accomplished. Luke 1: 45 STOP – What do you think it means to be "blessed"? We often ask God for His blessing on certain events. We pray that He will bless those whom we love. We desire to be blessed ourselves. There are 2 clues in the theme verses. After you have looked at the following verses, write your own explanation of what you now believe being blessed really means and then pause to ask God "to bless you" as you study His Word. Psalm 2: 12b Psalm 84: 5 - 7 Psalm 32: 1- 2 Psalm 89: 15 Psalm 34: 8 Psalm 112: 1 Psalm 40: 4 Psalm 119: 1 - 2 LOOK – Read Luke 1: 26 – 56 and Luke 2: 1 – 21 1. When the angel surprised Mary and talked with her about the future, what were her choices? How did she respond? Why do you think she had this response? 2. Try to imagine the scene when Mary arrived at Elizabeth's home as they shared together their rather unbelievable news. What did Elizabeth have to say to Mary? Do you think this affirmation from a godly, older woman would have been reassuring to her? 3. As Mary sings her song, what impresses you about the content of it? 4. Mary recalls God's promise to Abraham and to his descendants. What was that promise? Genesis 12: 1 – 7 Genesis 18: 17 – 19 Genesis 23: 15 – 18 Does this fulfillment of a promise given centuries before give you any insight on what it might mean to "wait on the Lord"? 5. What can you learn from Mary's response to the story of the shepherds? LISTEN – 1. Mary, an ordinary young Jewish woman, was blessed and chosen by the LORD, not because she deserved it, but in the providence of God, to be the mother of the Lord Jesus. Do you believe that God sees and knows you personally and specifically? Read Psalm 139: 13 – 18 and let God's Spirit reassure you of your important place in His plan. 2. Elizabeth said it. Mary experienced it. "Nothing is impossible with God" – Luke 1: 37. Are you willing to wait on Him? Lesson 11 God's Yellow Light A study of what it means to "wait on the Lord" – Old & New Testaments Women-in-the-Word.com WAITING FOR THE MESSIAH And behold, there was a man in Jerusalem whose name was Simeon, ©2010 by Marilyn Miller and this man was just and devout, ©2010 by Marilyn Miller waiting for the Consolation of Israel, and the Holy Spirit was upon him . Luke 2: 25 It had been centuries of waiting for the people of Israel. Centuries of wondering. Centuries of hoping and trusting. Would God keep His promise and send The Messiah? The One who would set up the throne of David and establish His Kingdom? There were always the faithful few who did not forget the LORD their God and who continued to walk in His ways¸ keeping His command to love Him with all their heart and soul and mind and strength. And only those few were prepared to recognize this Savior when God did keep His promise. Those few had never stopped waiting and watching because they believed God. How complicated is that? STOP – Ponder these words from Andrew Murray in his book Waiting on God, p. 50. "At our first entrance into the school of waiting upon God, the heart is mainly set on the blessings which we wait for. God graciously uses our needs and desires for help to educate us for something higher than we were thinking of. We were seeking gifts; He, the Giver, longs to give Himself and to satisfy the soul with His goodness. It is just for this reason that He often withholds the gifts, and that the time of waiting is made so long. He is constantly seeking to win the heart of His child for Himself. He wishes that we would not only say, when He bestows the gift, "How good is God!' but that long before it comes, and even if it never comes, we should all the time be experiencing: it is good that a man should quietly wait. "The LORD is good unto them that wait for Him." So is it His gifts or the Giver for which you wait most often? LOOK – Read Luke 2: 25 – 40 1. What kind of a man was Simeon? What can you learn from him about the value of "watching and waiting"? 2. What kind of a woman was Anna? After seeing the long awaited "redeemer", what was her response? 3. What do you think it would have been like for these two elderly people to actually see the Messiah? What did they understand about His role in history and who He was? Isaiah 6: 6 – 7 Isaiah 11: 1 – 5 Isaiah 53 BONUS STUDY - Here are a few of the Old Testament prophecies about Jesus' birth. How were they fulfilled? Genesis 3: 15 and Galatians 4: 4 Genesis 12: 3 and Matthew 1:1 Genesis 49: 10 and Luke 3: 33 Isaiah 9: 7 and Luke 1: 32 – 33 Psalm 45: 6 – 7 & 102: 24 – 27 and Hebrews 1: 8 – 12 Micah 5: 2 and Luke 2: 4, 5, 7 Isaiah 7: 14 and Luke 1: 26 - 27, 30 – 31 Jeremiah 31: 15 and Matthew 2: 16 – 18 LISTEN - Why did God the Father send His one and only son to bring salvation to all nations? To you and to me? As you read these verses, remind yourself of His reasons and then let the Savior assure you of His love, forgiveness, mercy, and His gift of eternal life to all who believe. "Blessed are those who wait on the LORD." Matthew 20: 28 John 3: 16 – 18 John 20: 21 God's Yellow Light A study of what it means to "wait on the Lord" – Old & New Testaments BIBLIOGRAPHY God's Yellow Light A study of what it means to "wait on the Lord" Chow, Jack, The Practice of Waiting on God, Author House, Bloomington, IN, 2006 Kidd, Sue Monk, When the Heart Waits, Harper One, New York, NY, 1990 Lloyd-Jones, The Jesus Storybook Bible, Zondervan, Grand Rapids, Michigan, 2007 Murray, Andrew, Waiting on God, Feather Trail Press, Lexington, KY Timms, David, Sacred Waiting, Bethany House, Minneapolis, Minnesota, 2009 Yohn, Rick, God's Waiting Room, NavPress, Colorado Springs, Colorado, 1988 The Nelson Study Bible, Thomas Nelson Publishers, Nashville, Tennessee, 1997	<urn:uuid:d53fbb40-db86-49a2-8c8a-86c706238c62>	CC-MAIN-2021-39	https://women-in-the-word.com/pdf/GodsYellowLight.pdf	2021-09-19T19:08:31+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz	648,136,548	7,422	eng_Latn	eng_Latn	0.974377	eng_Latn	0.998783	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1744, 4347, 6233, 8167, 10960, 13886, 16654, 19380, 21714, 24038, 26356, 29555, 30251 ]	[ 1.5859375, 1.9375 ]	2	1
Linking Verbs A linking verb connects the subject to a word or word group that identifies or describes the subject. The most commonly used linking verbs are the forms of the verb be. Other frequently used linking verbs are appear, become, remain, seem, turn, smell, taste, feel, look, and sound. EXAMPLES Tyler ismy best friend. [The verb is connects the subject Tyler to the noun friend, which identifies Tyler.] The ice-covered branches seem fragile and glasslike. [The verb seem connects the subject branches to the adjectives fragile and glasslike, which describe the branches.] EXERCISE In each of the following sentences, draw one line under the linking verb and two lines under the words that the verb connects. Example 1. This yogurt smells sour. 1. Mother felt ill this morning. 2. Shirley is the secretary and the treasurer of the class. 3. The bread on the counter smelled delicious. 4. Connie grew bored and restless toward the end of the movie. 5. Affie seemed confused by the directions that you gave him. 6. Are we still friends? 7. The new student looks familiar to me. 8. Are all deserts hot and dry? 9. The scout leader was proud of her troop. 10. What is the problem? 11. During this time of year, the weather often becomes stormy in the late afternoon. 12. My voice sounds hoarse from all that cheering at the game. 13. The salesperson seemed annoyed by the shoppers who crowded the store. 14. The captain of the ship remained calm and optimistic. 15. This fabric turned white from exposure to the sun. 16. Do you know whether the library is open on Saturdays? 17. The lights grew dimmer in the theater. 18. The tourists were curious about the mysterious cave. 19. A few of the tomatoes on the vines are already ripe. 20. I absolutely have to say that I think the costume for my character in the play looks ridiculous! Answer Keys: 1. Mother felt ill this morning. 2. Shirley is the secretary and the treasurer of the class. 3. The bread on the counter smelled delicious. 4. Connie grew bored and restless toward the end of the movie. 5. Affie seemed confused by the directions that you gave him. 6. Are we still friends? 7. The new student looks familiar to me. 8. Are all deserts hot and dry? 9. The scout leader was proud of her troop. 10. What is the problem? 11. During this time of year, the weather often becomes stormy in the late afternoon. 12. My voice sounds hoarse from all that cheering at the game. 13. The salesperson seemed annoyed by the shoppers who crowded the store. 14. The captain of the ship remained calm and optimistic. 15. This fabric turned white from exposure to the sun. 16. Do you know whether the library is open on Saturdays? 17. The lights grew dimmer in the theater. 18. The tourists were curious about the mysterious cave. 19. A few of the tomatoes on the vines are already ripe. 20. I absolutely have to say that I think the costume for my character in the play looks ridiculous!	<urn:uuid:00c796f2-fce4-4382-8edd-101ceaf8350e>	CC-MAIN-2021-39	https://tutorified-wp-bucket.s3-accelerate.amazonaws.com/2021/05/Linking-Verb-Workssheet.pdf	2021-09-19T19:12:58+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	622,968,835	657	eng_Latn	eng_Latn	0.998601	eng_Latn	0.998488	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1847, 2946 ]	[ 4.09375 ]	1	0
Acid Sulfate Soils and planning requirements What are Acid Sulfate Soils? Acid sulfate soils are a naturally occurring soil, containing iron sulfides, which formed many thousands of years when sea or brackish (salty) water mixed with sediments containing organic matter. The chemical reaction produced large quantities of iron sulfides, mostly iron pyrite (FeS2), in the sediments. This process is part of the world's natural sulfur cycle. Why can Acid Sulfate Soils be a problem? When underwater these soils are stable and the sulfides do not cause a problem. However when the sulfides are exposed to air they form sulfuric acid. This acid can leach into the surrounding area and can cause severe environmental damage including loss of fish life. Where are Acid Sulfate Soils found in Fairfield City? In Fairfield the potential for acid sulfate soils has been identified mainly in the sediments in the lower reaches of Prospect and Cabramatta Creeks and in Lansvale in proximity of Chipping Norton Lakes. These areas are highlighted on the Acid Sulfate Soils Map (see extract over page) associated with Fairfield LEP 2013. Requirements under Fairfield Local Environmental Plan (LEP) 2013 Clause 6.1 - Acid sulfate soils of Fairfield LEP 2013 requires development consent for certain types of works on land containing acid sulfate soils detailed below. Obj ID 1082825 Land affected in Fairfield City is shown on the LEP Map – Acid Sulphate soils and comprise Class 1, Class 3 and Class 5. Clause 6.1 specifies the types of works likely to present an environmental risk if undertaken as follows: Works Class 1 Any Works Class 3 Works beyond 1 metre below the natural ground surface. Works by which the water table is likely to be lowered beyond 1 metre below natural surface Class 5 Works within 500 metres of adjacent Class 1 or 3 lands which are likely to lower the water table below 1 metre Australian Height Datum (AHD) in class 1 or 3. If these types of works are proposed then further investigation is required to determine if acid sulfate soils are actually present or if the works are likely to lower the water table of the surrounding area. Works on class 3 and 5 lands that have potential to lower the water table include drainage works, excavation for basement car parks, use of groundwater and the de-watering of dams, wetlands or quarries. Mitigation Strategies If acid sulfate soils are present on a site there are a number of ways of avoiding mitigating possible impacts: - Avoid disturbing acid sulfate soils by not undertaking works where they are located - Avoid works which are likely to lower the water table Page 1 - If the acid sulfate soils are to be disturbed manage the acid generation potential by neutralizing any acid produced (e.g. with lime) preventing acid water leaving the site; and use of acid resistant construction materials - Avoid using acid sulfate soils for land formation – if the soils are present manage the acid generation potential before the material leaves the site from where it originates. - Keep the acid sulfate soils below the permanent water table. What if I want to develop land that has been identified as containing acid sulfate soils? Acid sulfate soils are manageable. Development does however require that the constraints they pose are recognized and planned accordingly. Fairfield LEP 2013 establishes a two-stage assessment of any proposed works: Stage 1 A person can either: - Accept acid sulfate soils are present and prepare a development application and an acid sulfate soil management plan in accordance with the Acid Sulfate Soils Assessment and Management Guidelines, produced by the NSW Acid Sulfate Soils Management Advisory Committee (ASSMAC). or - Undertake a preliminary assessment to confirm whether an acid sulfate soils management plan is required. Stage 2 - If acid sulfate soils are present then a development application needs to be submitted to Council it must include an acid sulfate soil management plan prepared in accordance with the Acid Sulfate Soils Assessment and Management Guidelines Obj ID 1082825 Potential location of Acid Sulfate Soils in Fairfield City IMPORTANT NOTE: More detailed advice on whether or not a site contains acid sulfate soils can be obtained by requesting a section 149 Planning Certificate from Council. A link is provided to the Fairfield LEP 2013 Acid Sulfate Soils Map on Council's website; www.fairfieldcity.nsw.gov.au under 'Planning & Building' 'Zoning Maps & LEPs'. For further Information If you require further information on this matter please contact Council's Customer Service Centre on 9725 0222. Page 2	<urn:uuid:c52637dc-bb21-41a4-9e47-1dcae6dd9b76>	CC-MAIN-2021-39	https://www.fairfieldcity.nsw.gov.au/files/assets/public/documents/plan_build/acid_sulfate_soils___fact_sheet___aug_2016.pdf	2021-09-19T19:42:59+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	793,766,194	974	eng_Latn	eng_Latn	0.984847	eng_Latn	0.992284	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2661, 4674 ]	[ 2.203125 ]	2	2
MY TEETH BRUSHING CHART GREAT JOB! SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY How long should my child What kind of toothbrush should my child use? brush their teeth, and how often? Q: Q: Q: How much toothpaste should children use? 2 minutes a day, 2 times a day! A: Look for child-size brushes with small heads and extra soft bristles. Have your child choose the color to get them excited about brushing! A: A smear (rice-grain size) for children under age 3; a pea size amount for children ages 3 to 6. A:	<urn:uuid:5f28fbaf-575b-4e10-918a-62e527b2e0dd>	CC-MAIN-2021-39	https://ascensionsmiles.com/wp-content/uploads/2021/07/brush-chart.pdf	2021-09-19T20:52:25+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz	165,348,805	153	eng_Latn	eng_Latn	0.98856	eng_Latn	0.98856	[ "eng_Latn" ]	false	docling	[ 533 ]	[ 2.484375 ]	2	0
TM CAROLYN'S BUTTERNUT SQUASH SOUP A nutrient-rich soup high in antioxidants to support the immune system and promote healthy skin and hair. The ginger root and fibre promote healthy digestion. Yield: 6 servings INGREDIENTS 2 teaspoons olive oil 1 cup chopped onions 1 teaspoon minced garlic 1 tablespoon grated gingerroot ½ teaspoon ground cumin 6 cups peeled, cubed butternut squash 2 cups chicken broth 1½ cups unsweetened carrot juice 2 bay leaves 2 granny smith apples, peeled and chopped ¼ cup orange juice (or pineapple) ½ tsp sea salt ¼ tsp freshly ground black pepper PROCESS 1 - Heat olive oil in large, non-stick soup pot over medium heat. Add onions and garlic. Cook and stir until onion begins to soften, about 3 mins. 2 - Stir in ginger root and cumin and cook for 30 more seconds. Add squash and remaining ingredients and mix well. 3 - Bring soup to a boil. Reduce heat to low, cover and simmer for 12-14 minutes, or until squash and apples are tender. 4 - Remove bay leaves. Working in batches, transfer soup to a blender or food processor (or use hand immersion blender) and purée until smooth.	<urn:uuid:41332e9e-fcb4-42bc-b002-6df6ed017a79>	CC-MAIN-2021-39	https://www.kbclub.ca/wp-content/uploads/2021/03/Carolyns-Butternut-Squash-Soup.pdf	2021-09-19T21:22:26+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz	873,096,718	267	eng_Latn	eng_Latn	0.993433	eng_Latn	0.993433	[ "eng_Latn" ]	false	docling	[ 1130 ]	[ 1.4921875 ]	1	0
Wolf Numbers Increasing in Oregon by Gail Kimberling of the Hells Canyon Journal Pine Valley ranchers Shella and Barry DelCurto lost a calf to wolves in the spring of 2018. Impressed with the Andersons' success in an area fraught with grizzly bears and wolves, the DelCurtos arranged for Hilary Anderson to discuss her range management methods in a workshop titled "Strategies for Ranching on a Landscape with Wolves" held January 10 and 11 at the Halfway Lions Hall. Rather than wringing their hands in frustration and leaving young calves vulnerable to more predation this coming spring, the DelCurtos actively sought information on how to deal with this new threat. Their search led them to Defenders of Wildlife and attendance at a multi-day workshop on a Montana ranch owned and operated by Andrew and Hilary Anderson. As part of the presentation, Roblyn Brown, wolf coordinator in Northeast Oregon for the Oregon Department of Fish and Wildlife (ODFW), updated the 56 workshop attendees on the wolf situation in this state. Listed as endangered by the federal Endangered Species Act (ESA) in 1974, wolves were grandfathered onto Oregon's own ESA in 1987. Brown said her job entails "helping district biologists throughout Oregon learn about this new species." According to ODFW, wolves are native to Oregon and the wolves currently in the state migrated naturally from Idaho or were born here. No wolves were captured elsewhere and released in Oregon. Developed by ODFW with a diverse stakeholder group, the plan was updated in 2010 and was due for a second update in 2015, the same year wolves were delisted as an endangered species in Oregon. Brown said the Oregon Wolf Conservation and Management Plan "has been in place since 2005 to ensure conservation of gray wolves as required by law." But the update was postponed indefinitely to give stakeholders – members of farming, ranching, environmental and hunting organizations – more time to reach consensus. (Earlier this month, four environmental groups withdrew from the stakeholder process, citing their opposition to ODFW's oversight and proposed revisions.) The zone west of Highways 97/20/395 (the West Wolf Management Zone, or West WMZ) is considered to be in Phase I, as there was only one breeding pair counted in 2017. To move out of Phase I, there must be at least four breeding pairs (defined as an adult male and an adult female with at least two pups that survive to December 31 of the year of their birth) for three consecutive years. Brown explained the Wolf Plan divides the state into two management zones with Highways 97/30/395 as the boundary. Wolves in each zone are managed in three phases as determined by their numbers, their reproductive success and their distribution. The plan is more protective when wolf populations are low and less restrictive as the population increases. The zone east of Highways 97/20/395 (the East Wolf Management Zone, or East WMZ) was moved to Phase III after a minimum of seven breeding pairs was documented for the third consecutive year. Brown added wolves remain under federal endangered status mid-state, basically in a vertical swath from the Columbia River to the California border between Bend and Burns. Wolf Movement Wildlife officials release a "minimum count" of wolves each year based on hard evidence such as visual observations, remote camera photographs and tracks. Since it's nearly impossible to document every wolf, especially lone wolves or new pairs, the actual number is likely higher than the minimum count, be bigger in 2018 as the popu- Brown noted. She said at the end of 2017 Oregon's minimum count was 124 wolves, including 12 packs and 11 breeding pairs. "We think the numbers will lation has been increasing wolf management zones (WMZ) and federal Endangered Species Act (ESA) status in Oregon. Graphic from the Oregon Department of Fish and Wildlife 2017 Wolf Annual Report dramatically," Brown stated. In 2017 there were 11 packs in Northeast Oregon and one in Southwest Oregon, distributed in parts of Baker, Grant, Jackson, Klamath, Lake, Umatilla, Union, Wallow and Wasco counties. mobile slaughtering business cleaned up his bone piles that summer. sioners are working with legal counsel to draft a blanket agreement for landowners. "A single wolf can roam a huge area – two to three times a pack area – so those are the ones you don't see all the time, except for when they are passing through," Brown commented. Radio collars also assist in monitoring wolves, however, Brown called the collars "a mixed blessing" due to their high rate of loss and failure. She said ODFW uses two types of collars: the VHF version can last six to seven years while a GPS collar only works for about one year. She added ODFW officials diligently follow up on all public wolf reports by surveying tracks, reviewing trail camera footage and taking genetic samples from scat, hair and tissues. Brown stated, "Out of 68 wolves collared in Oregon, we're currently monitoring 16 collared wolves. We had 11 collar failures and dispersals in 2017." "How much do you spend to find the next pack, and the next?" Brown asked. Brown added she willingly used her resources last year to find Air surveillance is another method used by ODFW officials, although Brown admitted flying in a helicopter at $570 per hour can make a big dent in her budget. enough wolves to ensure the East WMZ remained in Phase III of the Wolf Plan. "If we didn't have seven breeding pairs at the end of the year we would have gone back to Phase II, and then we would be required to have seven breeding pairs for three years to go back to Phase III," she said. The Allure of Bone Piles Brown stated it was natural for wolves to move away from where they were born and travel for long distances. However, she added a single wolf is much more vulnerable than a pack. "A wolf will travel until it comes across something interesting," Brown said. "We contacted the owner of this slaughtering operation and found out he was also getting ready to calve nearby. He finally buried his bone pile, and without this attractant the wolf finally left." Through a radio collar, ODFW officials tracked a wolf that left the Chesnimnus pack in late December one year. The wolf traveled to La Grande where, after several attempts, it crossed Interstate 84 in early January, and then continued west for another 236 miles until finding a mobile slaughtering operation. A similar situation was documented in February 2010, when a collared wolf left the Imnaha pack to feast on bone piles in the valley outside of Wallowa, sometimes bringing another 13 to 16 wolves with him. The attractment was another mobile slaughtering operation where the owner was feeding offal to his dogs. valley after the owner of the That spring, Brown said, "We had our first conflict when the wolves were hazed out of a pasture near a ranch house, where the producer was putting the hides of dead calves on other calves to keep them warm." The wolves finally left the "If you leave this stuff around it may keep wolves in the area and could increase depredations," Brown said. "Bone piles and carcasses can attract wolves and keep them in the area. An ounce of prevention is worth a pound of cure." "You don't want just anybody shooting (wolves) on your property. The producer is responsible for what happens," Brown said. Documenting Wolf Deaths and Depredation In 2017, the most recent year statistics are available, there were 13 documented wolf mortalities. Twelve were human caused (five lethal removals, four illegal killings, and three additional killings, all under investigation). There was also one wolf death due to disease. Confirmed livestock losses in 2017 included 11 calves, one llama, one alpaca and 23 domestic fowl, compared to 11 calves, seven sheep, one goat and one llama in 2016. The 2017 depredations occurred in Jackson, Umatilla, Union and Wallowa counties. There have been a total of 40 documented wolf deaths since 2000: 34 were caused by human activities, both intentional and unintentional; three died from natural causes; and three died from unknown causes. Interestingly, Brown said depredations in Oregon have not increased at the same rate as the wolf population, and she credited livestock producers for removing attractants. Since 2009, there have been 242 animals confirmed injured or killed by wolves, and Brown noted there were no horses, bulls or any pets targeted by the predators. Brown added not all packs depredate, and only about one-quarter of the packs in Oregon have confirmed kills. She said 75 percent of confirmed wolf depredations occurred on private land, with the majority of cattle and sheep depredation (59 percent) taking place in May, August, September and October. "A wolf's teeth are not sharp. It doesn't break the skin, but still causes severe trauma," Brown said, adding, "Wolf depredations have serious business ramifications." Brown said ODFW has two primary roles when it comes to wolves: to delineate wolf areas and confirm depredation using an evidence-based investigative process. Brown explained a wolf kills by repeatedly biting an animal to death, but the wounds are not always visible until the animal is shaved or skinned. Brown said in the East WMZ a person or agent may shoot a wolf without a permit if it is caught in the act of "biting, wounding, killing or chasing livestock or working dogs" on their property or land as long as no bait or other actions were taken to attract the wolves. She cautioned that any landowner or agent who shoots at a wolf "must have their ducks in a row or it won't be legal." For instance, if a wolf is feeding on a dead calf on the ground the wolf cannot be shot as there is no immediate concrete evidence it actually killed the calf. Brown also cautioned about Brown added this has already happened twice in the East WMZ, once by a herder who caught a wolf attacking his sheep, "but this doesn't make the news." the use of "agents" and she said Baker County Commis- The Oregon Wolf Plan states non-lethal measures to prevent wolf-wildlife conflict must be the first choice of wildlife officials. Lethal methods are to be a last resort, as in the five wolves removed in 2017 (four from the Harl Butte pack and one from the Meacham pack) due to chronic depredation situations. Compensation for The Oregon Department of Agriculture's Wolf Depredation Compensation and Financial Assistance County Block Grant Program was implemented in 2017 to provide four types of financial assistance: direct depredation payment, missing livestock payment, preventative measures and program implementation costs. Depredation Monies for the program were set aside by the PittmanRobertson Fund for Tomorrow's Needs Act of 2017 and are derived from hunting licenses and other fees. Umatilla County received the highest grant award ($96,558) followed by Wallowa County ($76,640). Ten Oregon counties were awarded $252,570 in grant funds in 2017. Baker County received a total of $23,219, with zero dollars allotted to death/injury; $16,125 allotted for missing livestock; $6,599 for preventative measures; and $495 for administrative costs. The funds are dispersed in each county by a special committee appointed by the county commissioners. Locally the Baker County Wolf Depredation Compensation Committee consists of one county commissioner, two people from the livestock industry, two people representing wolf conservation and two people from the business community. The group meets on an "as needed" basis. Baker County Commissioner Mark Bennett, who serves on the committee and was in attendance at the January workshop, anticipates Oregon will run out of financial assistance funds this year due to the number of requests. The most recent meeting of the Baker County committee took place January 23 (see related story). He added that, due to a cost-sharing provision in the program, "Oregon is limited on the amount of federal money we can get because of what Oregon is providing. We're totally at the mercy of what the legislature allocates." Information for Producers Brown urged producers to check out www.odfw.com/ wolves for updated information about packs and predation. Producers can also sign up for regular e-mail updates from the agency. ranching with wolves and the Finally, Brown reminded ranchers there are several things that can be done to help reduce predation. She asked producers to "share all wolf reports so we can assist and inform; scare or haze wolves away from livestock; and clean up all carcasses." Further details about wolf issue in Oregon will be of theHells Canyon Journal. featured in upcoming editions	<urn:uuid:9e45b20c-f3dc-4fe2-a97c-23cad499f2fa>	CC-MAIN-2021-39	https://www.pacificwolves.org/wp-content/uploads/2019/06/Kimberling_2019_Strategic-Ranching-2.pdf	2021-09-19T20:52:44+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz	953,020,348	2,696	eng_Latn	eng_Latn	0.999408	eng_Latn	0.999408	[ "eng_Latn" ]	false	docling	[ 12753 ]	[ 1.515625 ]	2	1
Elementary Algebra Skill Factoring Trinomial Squares with Leading Coefficient Different from 1 Factor each completely. Answers to Factoring Trinomial Squares with Leading Coefficient Different from 1	<urn:uuid:bc786691-5922-4ff0-a93b-d40a8b353654>	CC-MAIN-2021-39	https://tutorified-wp-bucket.s3-accelerate.amazonaws.com/2020/02/EA-23factortrinonot1.pdf	2021-09-19T19:03:08+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz	649,116,635	42	eng_Latn	eng_Latn	0.794092	eng_Latn	0.832799	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 120, 202 ]	[ 1.5859375 ]	1	8
THEORETICAL STYLE Coaching and Training Guide An individual with a THEORETICAL learning style prefers a training and development program that: * Uses a logical and methodical approach to learning * Stresses objectivity and accuracy * Presents a lot of unbiased information provided by experts in the field * Allows adequate time for him or her to digest the information that is presented An individual with a THEORETICAL learning style may be uncomfortable if his or her trainer: * Fails to take the time to explain the course's objectives * Is insensitive to his or her tendency to over-analyze * Makes assignments that appear to have no clear focus or purpose * Emphasizes practical applications over more general theories and concepts Copyright © — LL Global Services, Inc. All rights reserved. Recommended training activities for an individual with a THEORETICAL learning style: * Organized and detailed lectures * Problem-solving exercises that require thought rather than action * Reading assignments that present general theories and concepts	<urn:uuid:5926a675-1719-4fa7-a7f4-d6291861286a>	CC-MAIN-2021-39	https://www.limra.com/siteassets/solutions-and-services/recruiting-and-selection/rightchoice/resource-library/learningstyles-resources-for-reviewing-reports-with-candidates-and-employees/ls-coaching-and-training-guide-theoretical.pdf	2021-09-19T19:08:35+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	889,227,646	207	eng_Latn	eng_Latn	0.988935	eng_Latn	0.988935	[ "eng_Latn" ]	false	docling	[ 1058 ]	[ 1.3515625 ]	1	0
KPOKORO, AN OUTDOOR NIGERIAN GAME AGES 6-12 years old CONTRIBUTED BY Elizabeth Babalola Nigeria This is a game usually played by girls, ages 6 – 12, in different parts of Nigeria and usually outdoors. There are a number of variations to the game depending on the location but the emphasis is on rhythmic clapping, coordination of leg movements, quick thinking and the ability to predict your playmate's moves. The following directions are for the horseshoe variation of the game. DIRECTIONS * Number of players needed: At least two girls, and usually up to a maximum of ten. * The winning player is the one who successfully moves from one end of the horseshoe to the other without being "mirrored" by any of her playmates. * The objective is to accurately predict and mirror your playmate's leg movement two consecutive times while clapping and skip jumping rhythmically. * Players stand in a horseshoe formation and the first player, selected randomly or by lots, takes turns with each player in the horseshoe. * Player 1 (the leader) starts by standing face-to-face with Player 2 (the mirror). Player 1 leads them both in clapping and skip jumping to the same rhythm: "Clap pause clap pause clap-clap-clap pause". At the 3rd pause the leader randomly puts forward one of her legs. * To win, the Player 2 must simultaneously mirror the leader's leg choices two consecutive times. If Player 2 is successful in mirroring Player 1 on two consecutive attempts, they exchange places (switch), and the "mirror" becomes the "leader" and plays the next round with Player 3. If Player 2 is unable to mirror Player 1's movement, the latter immediately moves on to Player 3. She maintains the rhythm without pause and leads them both in clapping and skip jumping. Although the switch can happen at any point along the horseshoe, the new leader must begin at one end of the circle and work towards the end. * For instance, I face you and begin to clap my hands, skip jumping to the rhythm. You clap exactly as I do. I then quickly put out my right leg on the 3rd pause. If you mirror my movement (putting out your left leg) you get one point. On the second round if you again successfully predict and mirror my movement, you get a second point, exchange places with me and take the lead. RULES * The mirror's leg choice must be done simultaneously to the leader's. There must be no hesitation from the player standing in the horseshoe. * If the player in the horseshoe is unable to mirror the leading player's leg choice simultaneously on the first try, the "leader" moves on the next person in line. ACCOMPANYING MYTH There is a story of a clever goddess, who comes to a group of young women offering each one a crown, an opportunity in life. Each girl has to correctly interpret the signs and seize her chance at the exact moment it is offered.	<urn:uuid:89804a0e-a210-47bd-ba99-4d0e4256eda9>	CC-MAIN-2021-39	https://outdoorclassroomday.org.uk/wp-content/uploads/sites/2/2016/05/3-Kpokoro.pdf	2021-09-19T19:04:02+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz	516,543,607	650	eng_Latn	eng_Latn	0.999224	eng_Latn	0.999224	[ "eng_Latn" ]	false	docling	[ 2847 ]	[ 2.765625 ]	1	4
How to record your voice For ePoster MP3 Podcast Contents * Using a Windows 10 computer to record * Using a Mac computer to record * Record with an Android phone * Record with an iPhone/iPad * We recommend using a computer with a headset attached to it * If you don't have a headset, and you are using the internal microphone of your computer, please be as close as possible to your laptop and speak in a loud, clear voice. * Please avoid moving when you are recording to prevent volume differences and noises during your recording. Using a Windows 10 Computer to Record * Step 1: Click Start and then select Microsoft Store. * Step 2: Search for Windows Voice Recorder and click the app in the search result. * Step 3: Click Get to download Voice Recorder. Or you can download the app directly Click here Once you download Voice Recorder, it will be automatically installed and then you can use it to record your audio. Using a Windows 10 Computer to Record * Step 4: To make your vocal recording, be sure to connect a microphone and follow these steps. Click Start and type Voice Recorder in the search box. Then click the app to open it. * Step 5: Click the Record button or press Ctrl + R to start recording. * Step 6: Click the Stop button to finish recording when you have completed your recording. Using a Windows 10 Computer to Record * Step 7: In Windows Voice Recorder, all recordings will be listed in the left panel. * If you want to check the audio you have recorded, select it from the panel and click the Play button. * Step 8: The audio file will usually be stored in the Documents folder > Sound Recording. * Please rename the file. Ensure there are no characters, symbols or spaces – only text in the file name. * You can also right click on the recording in the Voice Recorder app and choose open file location to find your audio file. Using a Mac Computer to Record * You can record audio on a Mac with this method, using either a built-in microphone or an external mic. * Step 1: Open QuickTime Player, found in the /Applications/ folder. * Step 2: Click the File menu and choose New Audio Recording. * Step 3: Click the red (o) Record button to start recording audio from the default microphone source. When finished, click the same button to stop the recording. Using a Mac Computer to Record * Step 4: Go to the File menu and select Save. Name the file and choose your file location. * Please note that you may NOT save the file name with any characters, symbols or spaces – only text. * Another option for recording in Mac OS can be found online here: Click here Recording with an Android Phone * This method should only be used if the method of using a computer is not possible. * To record using your phone you can use the app Voice Recorder, available for free on Google Play via this link: Click here * Step 1: Click the recording button to record your voice: * Step 2: After you finish recording, we recommend you select Share File and send it to your own email, and then save it in a convenient location. Record with an iPhone/iPad * Step 1: Open the Voice Memos app located on the iPhone/iPad. * Step 2: Tap the red record button to start recording your voice or audio. Tap the same button again when finished, in order to stop recording. * Step 3: When satisfied with the recording, tap Done. Record with an iPhone/iPad * Step 4: Save the voice recording and give it a name. Please note that you may NOT save the file name with characters, symbols or spaces – use only text. * Step 5: Share the Voice Recording from your iPhone.	<urn:uuid:45d2d7aa-4320-49e3-b4d3-346362140581>	CC-MAIN-2021-39	https://ecocity-summit.com/wp-content/uploads/sites/130/2021/06/e-Poster-How-to-Record-Your-Voice.pdf	2021-09-19T20:17:38+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	285,187,085	803	eng_Latn	eng_Latn	0.996115	eng_Latn	0.997386	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 49, 535, 927, 1314, 1867, 2299, 2604, 3054, 3346, 3584 ]	[ 1.453125 ]	6	2
ED 390 209 EC 304 474 AUTHOR Reeves, June B.; And Others TITLE Deaf Students as Visual Learners: Power for Improving Literacy and Communication. INSTITUTION National Technical Inst. for the Deaf, Rochester, N. PUB DATE [Jul 95] NOTE llp.; paper presented at the International Congress on Education of the Deaf (18th, Tel Aviv, Israel, July 16-20, 1995). PUB TYPE Speeches/Conference Papers (150) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MFOI/PC01 Plus Postage. DESCRIPTORS American Sign Language; Cognitive Style; Deafness; Elementary Secondary Education; Grammar; Language Acquisition; Literacy; Pronouns; Semantics; Syntax; Verbs; Visual Learning ABSTRACT This paper stresses the concept of deaf students as visual learners. Educators are urged to think visually in order to help maximize opportunities for deaf students to use their visual learning skills in developing literacy skills, and in their general academic, social, and personal development. Examples are offered of structural/grammatical features of American Sign Language to show how this natural sign language uses space, sign movement, indexing, body shifts, eye gaze and facial expression, together with sign selection based on meaning, to provide clear visual communication for the following concepts and language structures: (1) appropriate pronoun usage/identification; (2) verb usage, with focus on active versus passive voice; (3) semantics/meaning of individual terms or phrases; and (4) dependent clause structures. (DB) ********************************************************************** Reproductions supp ied by EDRS are the best that can be made * * ********************************************************************* from the original document. Deaf Students as Visual Learners: Power for Improving Literacy and Communication June B. Reeves, Paula Wollenhaupt, and Frank Caccamise National Technical Institute for the Deaf Rochester Institute of Technology June B. Reeves, M.S., is an Assistant Professor, Center for Sign Language and Interpreting Education, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology (RIT), 52 Lomb Memorial Drive, Rochester, NY, 14623-5604. Paula Wollenhaupt, M.S., is an English' Instructor, Center for Arts and Sciences, NTID, RIT. Frank Caccarnise, Ph.D., is a Research Associate, Center for Research, Teaching, and Learning, NTID, RIT. U S DEPARTMENT OF EDUCATION (Mu. e 01 !Our al.onal Research an0 unoronemenl t DUCA TIONAL RE SOURCES INFORMATION /TMS document baS been reprodtxed as er eured from the person or organization nogmaIrrug it CENTER IERICI Minor r Nines ',erre been made lo improve rOr0OuCtIOn guard, Points 01v qr. ot oRtnrOnS staled in this dor u merit 00 nor necessarily represent official OE RI crosilinn or orahry PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY cLe 'CO6 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Running Head: DEAF STUDENTS AS VISUAL LEARNERS Abstract This presentation/paper stresses the concept of deaf students as visual learners. Given this, emphasis is placed on the importance of educators thinking visually in order to help maximize opportunities for deaf students to use their ability to see in (a) developing their literacy skills, and (b) in their general academic, social, and personal development. Using examples from American Sign Language (ASL), features of natural sign languages are discussed that can assist teachers in creating/producing sign language messages that provide students who are deaf with both clear visual access to information and good language models. Deaf Students as Visual Learners: Power for Improving Literacy and Communication The goal of this presentation/paper is to discuss how features of natural sign languages can assist teachers in creating visually effective sign messages that provide students who are deaf with both clear access to.information and good language models. Why do natural sign languages, such as American Sign Language (ASL), help provide deaf students with clear access to information and language? Because natural sign languages have developed and evolved to effectively match the ability of people to access information visually. As Behan (1988, p. 1) stated, "American Sign Language was developed, not because deaf people can't hear, but because they can see." Today, Communication with deaf and hard-of-hearing students is a complex issue that involves a variety of language and modality choices. Whatever languages and modalities teachers use to communicate, two primary educational goals are: (a) to develop literacy in the written majority language; and (b) to enhance stude. academic, social and personal development. Important to this second goal is the valuing of Deaf culture and acceptance of the natural sign languages of Deaf culture. The implications of Behan's statement for teachers that 'American Sign Language (ASL) developed because deaf people gan see' becomes clear when focusing on these goals. Effective communication and instruction with students who are deaf requires that we educators maximize our students' opportunities to most effectively use their ability to see by recognizing that deaf students are primarily visual-learners. What does this mean? It means: (a) that deaf students' primary way of acquiring and learning language is through their eyes; and (b) that deaf studente receive and process, retain, and recall information best that is presented in a clear, congruent, and unambiguous visual format. Thus, it is important that teachers understand the characteristics of natural sign languages that make them effective as visual-gestural languages for communication, and that teachers use these 4 characteristics in their communication with deaf students. In brief, whether a teacher is signing with or without voice, it is important that the teacher "think visually". For example, by being aware of and using the spatial characteristics of natural sign languages such as ASL, difficult spoken and/or written language structures can be clearly represented and explained. To demonstrate the benefits of "thinking visually", the remainder of this presentation/paper provides examples of how one natural sign language, ASL, uses space, sign movement, indexing, body shifts, eye gaze and facial expression, together with sign selection based on meaning, to provide clear visual communication for the following concepts and language structures: 1. Appropriate pronoun usage/identification 2. Verb usage, with focus on active vs. passive voice 3. Semantics/meanings of individual terms or phrases 4. Dependent clause structures Pronoun Wage An effective message (written, spoken, or signed) cannot be produced if pronoun references are absent or used inconsistently. ASL specifies and discusses nouns by assigning them specific places in the signing space and then using handshapes which are produced in or towards these places as pronouns. These handshapes include: (a) index for third person pronouns (she, he, etc.), (b) palm-flat handshape for possessive pronouns (her, his, etc.), and (c) A-prime handshape for reflexive pronouns (herself, himself, etc.). Consistent use of these pronoun handshapes, space, and eye gaze enable signers to provide clear visual referencing to previously identified nouns, therefore maintaining visually congruent, unambiguous messages. ExamPle 1: While chatting with friends during lunch, I happened to see someone from Belgium. Ller name is Britta, and she teaches at the university there. El attended Gallaudet together. I called her over and introduced /Um. For Example I above, the signer may shift her/his body to the right, produce `chatting with friends,' then shift eye gaze to the left for 'someone from Belgium.' Then in 'calling her over and introducing them,' movement and eye gaze would be from left to right Example 2: Some deaf students attend residential schools, others are in mainstreamed settings. They are all visual learners. For example 2, the signer may body shift and sign 'attend residential schools' to the left, body shift and sign 'others are in mainstreamed settings! to the right, and sweep index form right to left for 'they all.' Example 3: A student in my class found the ring Jane lost. She said it was on her desk. For example 3, the signer may sign 'student found' to the left and `Jane lost' to the right. The `she' and `her' in the second sentence would be signed to the left or right to clearly show who was speaking and on whose desk the ring was found. Thus, if `Jane was speaking' and the ring was on `the student's desk,' Jane-index would be signed to the right and her-palm-flat would be signed to the left. These examples demonstrate that, iD addition to appropriate selection of sign language vocabulary, clear signed messages require teachers to consider the visual picture they provide students. Teachers need to ask themselves questions such as: (a) Am I clearly separating my production of nouns in space?; (b) Am I consistently referring back to these nouns by' `consistent' use of pronoun signs in space?; and (c) Do the movements of my verb signs match the location on my noun and pronoun signs, thus providing a clear visual picture of who or what is performing the action and who or what is receiving the action? Question #3 is addressed .in more depth in the next section. Verb Usage ASL, and other naturally developed sign languages, effectively show the doers and receivers of actions (with complex verbs) and the place/location of actions (with locational verbs) by having the 6 direction and place of verb sign movements agree with *their antecedents/noun and pronoun-references. Example 1: Billy hit Tommy. (who hit whom?) Billy hii Tommy and ran away. (who ran away?) Billy hit Tommy, and he ran away. (who ran away?) Billy hit Tommy, and then he ran away. (who ran away?) For these sentences the signer may place Billy to the right by use of a body shift, eye gaze, fmgerspelling Billy, and then indexing, all to the right; then the signer may place Toubny to the left using the same sign language grammatical features. Once this use of spatial referencing has been established, verb movement location and directionality may then be used to show who is the doer of each action and who (if anyone) is the receiver. Example 2: If the lab monitor assists you, he should sign your paper before you gin it to me. For this sentence, the signer may place the lab monitor to the right, then (a) sign assists from this location with the Movement of assist to the person being signee to (you), (b) sign sign to the right in the location of the lab monitor, and then (c) sign giye from the location ofysIn (person being signed to) to her/himself (the signer). Passive versus active voice, an especially problematic English structure for deaf students, is effectively communicated in ASL: Example 3: Tommy kissed his mother Tommy was kissed by his mother. Tommy hit the ball. Tommy was hit by the ball. Using.the same sign language grammatical features discussed for Examples 1 and 2 in this section, for Example 3 sentences who is being kissed and who/what is being hitcan be shown by clear spatial referencing and verb movement location and directionality. Again, the examples in this section demonstrate the importance of the visual image/picture our signing provides. Verb sip) movements need to be visually consistent with spatial placement ofnoun and pronoun signs. Semantics of Individual Terms and Phrases ASL grammatical features, together with sign selection/usage based on meaning, may be used to clarify phrase constructions and semantics of individual English words. Example 1: The girl found a book on Main Street. A. found a book which was lying on Main Street. B. found a book while she was on Main Street. C. found a book on (whose subject matter concerned) Main Street. For sentence Example 1, space, indexing, eye gaze, and body shift, together with sign selection based on meaning, can be used to clarify the relationship and meaning of "on" for each of the possible meanings indicated by A, B, and C. Example 2: Interested vs. Interesting A. The teacher is interested in her students. B. The teacher gives interesting lectures. For Example 2, ASL has two separate signs to aid in clearly communicating the meaning of ".interested" (two hands in forehead area move forward, changing from baby-C to baby-0 handshapes) and "interesting" (8-handshapes, thumbs and middle fmgers not touching, move forward from chest area, closing to thumbs and middle fingers in contact). Again, use of these signs (based on meaning) with grammatically correct use of space etc. can clearly communicate the information in these two sentences; that is, (a) for sentence A the sign "interested" would include eye gaze and sign movement from one. space/location for the "teacher" to another space/location for "students," with "her" produced in the "teacher" location, and (b) for sentence B similar strategies would be used to show the "teacher gives" and "interesting lectures." Example 3: Indefinite versus Definite Articles A. The student found a ring. B. The student found the ring. For Example 3, eye gaze and indexing are especially important. For sentence A the signer will generally maintain eye contact with the person(s) being signed to throughout the sentence, with the sign "ring" produced in neutral space, thus communicating the concept of the indefmite "a" ring. For sentence B the signer would shift eye gaze to a specific location/space, produce the sign "ring" in this location, and then index/point to this location in order to communicate the concept of a definite/specific ring; that is, 'the' ring. Dependent Clauses ASL also uses space/referencing, facial grammar, and accurate sign selection based on meaning to show relationships and message intent in complex sentences such as: Example 1: Some of the students F1ay...m/1=1nd julannIng_trar.2gaim will attend the conference. Eho will select them? Example 2: When you've completed the rough sketches, you can begin the designs? Whin do you expect to complete the project? Example 3: You need a term which matches the meaning of the formula. Which one should you choose? Example 4: I brushed my teeth before I ate breakfast. I ate breakfast after I brushed my teeth. Before I brushed my teeth, I ate breakfast. After I ate breakfast, I brushed my teeth. During our congress presentation these four examples were demonstrated and explained. We have included them in this/our written paper to stress the power of ASL, as a natural sign language, to clearly communicate complex ideas/sentences. Unfortunately, explaining these examples in print would require extensive writing. We hope that our explanations for previous examples in this paper have provided readers with a "feel and appreciation" for the importance of we educators thinking visually. Using this feeling and appreciation, the sign language grammatical features discussed in this paper, and collaborative efforts with our deaf and hearing colleagues who are highly skilled signers, we encourage you to maximize use of your ability to think visually in order to produce sign language that clearly communicates complex sentences/ideas such as the examples in this section. Summary and Conclusion This presentation/paper has (a) stressed the importance of teachers 'thinking visually,' and (b) provided examples of structural/grammatical features of American Sign Language (ASL) in order to show how natural sign languages convey information in a visually clear manner. 'Teachers thinking visually and using the structmal/grammatical features of natural sign languages can facilitate deaf students' understanding of information presented in the classroom, enhance classroom discussion, and help to model and explain difficult language structures. Thinking visually allows teach:7s to focus on the ability of deaf students to see. Thus, thinking of our.students as visual learners provides an opportunity to open not only the minds of our students to learning, but also the minds of we teachers as we strive to enhance the learning of our students within a visually rich environment. Reference 13ehan, B. (1988). Deaf culture is link to mainstream. Keynote Address, llth Convention of the American Society for Deaf Children; printed in The Endeavor, July-August, 1.	<urn:uuid:b9fc8304-0a78-49d3-9be3-c66b37498add>	CC-MAIN-2021-39	https://files.eric.ed.gov/fulltext/ED390209.pdf	2021-09-19T21:04:57+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	316,286,485	3,526	eng_Latn	eng_Latn	0.942119	eng_Latn	0.995539	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1793, 3034, 3678, 5795, 7660, 9682, 11311, 12968, 14470, 16350, 16534 ]	[ 2.703125 ]	1	0
IELTS LISTENING PRACTICE PAPER IELTS Listening Sample Section 1 https://ielts-up.com/listening/12.1.mp3 SECTION 1. QUESTIONS 1-10 Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. PLAN FOR SHARING ACCOMODATION Example: The discussion topic Answer: lease for next year The total rent: Peter £110 & Jim £ (1) Car parking: in the (2) A place to buy things: (3) , because Jim works there The fees they should share: (4) fees The appliances needed: - The landlord will provide the microwave - The (5) is needed in the kitchen - Peter will bring some dining room and living room furniture - Jim will buy a (6) at the store Location of the telephone: in the(7) Move-in date: (8) Watching the game together: (9) What Jim needs to do before the move-in: take(10) in the morning IELTS Listening Sample Section 2 https://ielts-up.com/listening/12.2.mp3 SECTION 2. QUESTIONS 11-20 Questions 11-12 Complete the sentences below. Write ONE WORD ONLY for each answer. 11. The program is made for travelers to make 12. The program operates in cooperation with. . Questions 13-16 What is the internship stipulation of each country below? Choose FOUR answers from the box and write the correct letter, A-F, next to questions 13-16. Internship Stipulation A. home stay B. no summer program C. minimum time requirement D. formal report required E. specific time period F. agriculture Country 13. USA 14. Australia 15. South Africa 16. India Questions 17-20 Choose the correct letter, A, B or C. 17. What should you do to get the Global Traveling Certificate? A. Record activity every day. B. Formal report. C. Talk the experience with the assessor. 18. You can apply for the certificate A. only after you come back. B. while on the trip. C. before you leave. 19. When should you pay the final installment? A. The day before you leave. B. One month before you return. C. Before you can get your plane ticket. 20. Before your application, you need A. to take a health check. B. to attend the workshop. C. to meet people with whom you will work. IELTS Listening Sample Section 3 https://ielts-up.com/listening/12.3.mp3 SECTION 3. QUESTIONS 21-30 Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR NUMBER for each answer. Topic Information source 21. check at the 22. Views on 23. interview the manager of 24. Practice of 25. find relevant information from the 26. How to deliver the plan: as an 27. Date of giving the presentation: on 28. Schedule of items due: First Phase: 29. Final Phase: Group30. IELTS Listening Sample Section 4 https://ielts-up.com/listening/12.4.mp3 SECTION 4. QUESTIONS 31-40 Complete the notes below. Write ONE WORD ONLY for each answer. The Gherkin Building Commissioned by: 31. firm called Foster and Partners. The features of its appearence: - Its shape is like a 32. . - It can reduce the carbon 33. of the city. - It lets 34. pass through the building, both reducing heating costsand brightening up the workspace. - One false story claimes that the exterior of the building is partly made of 35. . Architectural concept: - links 36. with the workplace. - relies less on 37. for temperature control than other similar buildings. The features of its interior: - The atria that let fresh air pass through the interior are know as 38. . - There is a place for entertainment called the 39. at the top of the building. The future of urban planning and architecture: - It is likely that the entire 40. will be disigned with more similarly eco-friendly buildings in future. - A new building will be constructed aiming to produce zero waste and remove carbon dioxide from us as much as possible.	<urn:uuid:93c13041-d387-4ebd-8a47-97e4471902a1>	CC-MAIN-2021-39	https://images.static-collegedunia.com/public/college_data/images/entrance/sample_paper/1621837972IELTS%20LISTENING%20PRACTICE%20PAPER%2017.pdf	2021-09-19T21:13:30+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	370,535,729	952	eng_Latn	eng_Latn	0.98726	eng_Latn	0.995415	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 681, 1323, 1825, 2482, 2794, 3535, 3763 ]	[ 3.390625 ]	1	0
Advancing the sexual and reproductive health and rights of adolescent girls and young women: A focus on safe abortion in the 2030 Agenda for Sustainable Development An ambitious new global agenda begins in 2016, seeking to drive significant development for adolescents and young people over the next 15 years. The 2030 Agenda for Sustainable Development offers new global goals and renewed commitments from governments around the world to reduce maternal mortality; achieve universal access to sexual and reproductive health information, education, and services; ensure reproductive rights; and achieve gender equality as a matter of women's and girls' human rights. Replacing the Millennium Develop ment Goals (MDGs), the Sustainable Development Goals (SDGs) include 17 goals — such as to eradicate poverty, take urgent action on climate change, and pro mote health and gender equality — for global cooperation through 2030. The SDGs prioritize some of the biggest chal lenges facing adolescent girls and young women, including child marriage, gen der-based violence and lack of access to sexual and reproductive health services. Unlike the MDGs that largely sidelined youth needs, the new agenda centers on and affirms the unique rights and needs of the more than 250 million adolescent girls and young women living in pov erty today. The SDGs seek "to realize the human rights of all and to achieve gen der equality and the empowerment of all women and girls." Youth and unsafe abortion To meet several of the new SDG goals, policymakers, advocates, and govern ments must prioritize advancing the right to sexual and reproductive health services, including access to safe, legal abortion for all women — adolescent girls and young women in particular. to advance comprehensive sexuality edu cation, youth-friendly sexual and repro ductive health services, and less restrictive abortion laws and policies. Worldwide, 47,000 women die of unsafe abortions each year, and millions more suffer serious, often permanent injuries. Adolescent girls and young women are disproportionately affected. Because of the many barriers to safe abortion care, young women who decide to terminate a pregnancy often find no alternative than to resort to unsafe abortion — even in set tings where abortion is legal. Social, eco nomic, legal, and health-system barri ers cause many young women to delay obtaining abortion care until later in preg nancy than adult women, and to delay seeking help for abortion-related compli cations. Of the approximately 22 million women who undergo unsafe abortions in the developing world each year, almost 50 percent are young women age 15–24. Unsafe abortion is more common where adolescents and youth have an unmet need for contraception, where less effec tive contraceptive methods prevail, and in settings where abortion is criminalized. To reduce unintended pregnancy and unsafe abortion, governments must act urgently New global goals: Focus on women and girls Gender equality and the importance of empowering women and girls are two important themes repeated through out the 2030 Agenda for Sustainable Development. As with the MDGs, the new SDGs include a standalone goal on gender equality (Goal 5). In addi tion, a standalone goal on good health and well-being (Goal 3) was developed, which addresses sexual and reproductive health, among other health issues. GOAL 3: Ensure healthy lives and promote wellbeing for all at all ages TARGET 3.1: By 2030, reduce the global maternal mortality ratio to less than 70 per 100,000 live births. The 2030 target calls for a two-thirds reduction in maternal mortality, based on the latest estimate for the global maternal mortality ratio of 210 deaths per 100,000 live births. A report by the United Nations Secretary-General in 2013 highlighted unsafe abortion as a "leading cause of maternal deaths" and cautioned that "it is likely that the numbers of unsafe abor tion will continue to increase unless wom en's access to safe abortion and con traception — and support to empower women (including their freedom to decide whether and when to have a child) — are put in place and further strengthened." TARGET 3.7: By 2030, ensure univer sal access to sexual and reproduc tive healthcare services, including for family planning, information and edu cation, and the integration of repro ductive health into national strategies and programmes. addition, adolescent girls and young women are disproportionately affected by sexual violence; interventions to achieve target 5.6 must therefore include services to prevent violence and provide care to those affected, including access to emergency contra ception and safe abortion. Access to safe, legal abortion has been recognized by the global community as an essential intervention in a package of comprehensive sexual and reproductive health services that should be available to all women regardless of age, ethnic ity, gender identity, geographic location, marital status, race, religion, socio-eco nomic status or migration status. Youthfriendly abortion care services must account for the unique physical and emotional health needs of adolescent girls and young women, and address barriers to their ability to access care. GOAL 5: Achieve gender equality and empower all women and girls TARGET 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Confer ence on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences. Achieving gender equality includes enacting laws and policies that allow Advocates for Youth Rights. Respect. Responsibility.® access to safe and legal abortion, thereby recognizing women's autonomy and capacity to make informed and indepen dent decisions about their sexuality and reproduction. For adolescents and youth, access to safe and legal abortion is as important to their empowerment as equal access to education, employment, ade quate food and housing. Recommendations for policymakers and advocates * Ensure adolescent girls and young women have access to effective con traception and safe, legal abortion care. Women who are poor, young, or in other vulnerable circumstances are at high risk for unsafe abortion, yet this is entirely preventable through access to contraception and safe abor tion care — both essential and cost-ef fective components of any strategy to reduce maternal mortality and achieve target 3.1. * Improve national systems to record maternal deaths and identify their causes— including unsafe abor tion — to improve measurement of progress toward target 3.1 and identify priority interventions. * Provide universal access to youthfriendly and nonjudgmental sex ual and reproductive health services, including abortion care. Services must respect the rights to confidenti ality, privacy and informed consent. In * Mandate comprehensive sexual ity education, linked to integrated sexual and reproductive health services. Reaching all young peo ple, particularly adolescent girls and young women — both in and out of school — with comprehensive sexu ality education is key to preventing unwanted pregnancy, HIV and other STIs, and to meet target 3.7. * Accelerate actions to repeal laws that make abortion a crime. In most countries, legalizing abortion is a pre cursor to planning for and delivering high-quality safe abortion services. It is no longer acceptable politically or morally for governments or interna tional bodies to use arguments of cul ture or religion to avoid creating a sup portive policy and legal framework for safe abortion that would lead to elim ination of a major cause of mater nal death and injury. To fulfill the 2030 agenda, governments and civil society must accelerate actions to repeal laws that criminalize women who seek abor tion or who in other ways exercise their sexual and reproductive rights. For more information: P.O. Box 9990 \| Chapel Hill, NC 27515 USA 1.919.967.7052 \| [email protected] \| www.ipas.org	<urn:uuid:0297b156-0f75-44c1-b5e8-fd4e468536fb>	CC-MAIN-2021-39	https://www.advocatesforyouth.org/wp-content/uploads/storage/advfy/documents/Factsheets/cswythe16.pdf	2021-09-19T20:25:17+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz	690,317,063	1,655	eng_Latn	eng_Latn	0.994838	eng_Latn	0.994946	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4202, 8160 ]	[ 1.5 ]	1	2
Year 5 Geckos We are now over half-way through the year and the Geckos should be very proud of the hard work, creativity and determination that they have put into all aspects of their learning. Our recent themes have included 'Viking Warriors' and 'Wild Frontiers', which have truly inspired the children. There has been a real focus on the Arts, with Year 5 preparing for the Art Award assessments that are coming up soon. A range of activities have included felting workshops with Christina Miller, making Viking Heads and Stone Age artefacts out of clay, as well as developing skills in drawing and using charcoals. These have been supplemented with some wonderful Home Learning projects that the children have produced for the Turner Contemporary Portfolio competition, many of which you can see displayed in the corridors outside Year 5. Events such as our Cosmetic Science STEM Enrichment Day, World Book Day and Science Week, to name just a few, have provided rich learning opportunities across the curriculum. In Mathematics, we have been learning about how to manipulate fractions, percentages and decimals to help us to solve a wide range of problems and develop our reasoning skills, making sure that calculations are supported with clear workings out. As well as this, we have consolidated our multiplication and division skills, speed and accuracy in these and application to problem solving. The use of our daily arithmetic sessions are really helping us to continue mastering the four mathematical operations, with an extra focus on how to apply these to fractions and decimals. The focus for English last term was how to write an effective persuasive text, which linked well to our theme, as the imitation stage addressed the question: 'Were the Vikings savages or civilised?' The Geckos enjoyed exploring a range of their own chosen persuasive questions, which they researched and planned with increasing independence. All children finished the term with the ability to write in a mature manner and we are looking forward to showing you more examples of these in the English books at the next Book Share. This term, the focus is on writing a 'Quest story', which links closely to our current class text, 'Wolf Brother' by Michelle Paver. The children have already been developing their mastery of descriptive writing through use of personification, similes and metaphors, as well as their use of direct speech, more powerful verbs, past tense forms and how to create effective flashbacks.	<urn:uuid:a9223742-4693-454a-a9b8-629991c31053>	CC-MAIN-2021-39	http://www.sandgateprimaryschool.co.uk/wp-content/uploads/2020/03/Geckos-Class-Report.pdf	2021-09-19T19:19:33+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz	115,045,982	482	eng_Latn	eng_Latn	0.998269	eng_Latn	0.998269	[ "eng_Latn" ]	false	docling	[ 2508 ]	[ 3.015625 ]	1	0
UPDATED April 30, 2018 Investing in Prevention: The Michigan Children's Trust Fund For children and youth, exposure to unsafe environments and trauma through abuse or neglect has long-term consequences for their well-being. To prevent the health, criminal, and other costs of child abuse and neglect (CAN), Michigan invests in CAN prevention councils and direct service programs through the Children's Trust Fund (CTF) to take a coordinated, localized, evidence-based approach to prevention. Local CAN councils offer coaching and peer groups, and coordinate with healthcare providers, law enforcement, and other partners to build protective factors that reduce the risk of experiencing abuse or neglect, including social bonds and more concrete supports. Many direct service grantees also target populations at risk of or already experiencing substance abuse for intensive care. Demand for prevention services is rising – while CAN councils reached over 100,000 children in 2016, more than twice that number live in families that are investigated for cases of abuse and neglect. Furthermore, about half of qualified direct service grant applicants were turned away due to lack of resources, and few receive enough funds to reach the full populations they serve. The CTF was established to provide consistent funding for prevention, however some of its major revenue sources, including tax check-off donations and license plate purchase fees, have lost significant value in recent years. For example, tax form check-off donations have fallen from $938,349 in 2000 to $57,385 in 2016, largely due to the transition to electronic tax filing. Michigan has an effective localized strategy for preventing the conditions that lead to abuse and neglect, but these efforts need a recommitment of state funds to meet the rising need. The House allocated $200,000 in new general fund dollars in its budget, which were not included in the Governor's recommendation or Senate's budget. Recommendations: 1. Preserve the House's appropriation, and increase its total to $3 million, doubling the grant amounts of local CAN councils and expanding direct service coverage across the state. For more about the Children's Trust Fund, please see our Issues for Michigan's Children, Preventing Abuse and Neglect: The Michigan Children's Trust Fund CAN Councils	<urn:uuid:b3e30474-6222-4b24-b060-7adecca41c9d>	CC-MAIN-2021-39	http://www.michiganschildren.org/wp-content/uploads/2018/04/CTF-Budget-Basics-UPDATE-2018-HOUSE-and-SENATE.pdf	2021-09-19T19:56:43+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz	103,654,629	447	eng_Latn	eng_Latn	0.998576	eng_Latn	0.998576	[ "eng_Latn" ]	false	docling	[ 2346 ]	[ 1.5234375 ]	1	5
RESEARCH Brief No: RB817 December 2006 ISBN 978 1 854478 853 8 EFFECTIVE PRE-SCHOOL AND PRIMARY EDUCATION 3-11 PROJECT (EPPE 3-11) VARIATIONS IN TEACHER AND PUPIL BEHAVIOURS IN YEAR 5 CLASSES Pam Sammons $ , Brenda Taggart * , Iram Siraj-Blatchford * , Kathy Sylva + , Edward Melhuish # and Sofka Barreau * * Institute of Education, University of London, +University of Oxford, # Birkbeck, University of London and $University of Nottingham The EPPE 3-11 Project builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project, which was the first major longitudinal study in Europe to investigate the impact of pre-school provision on a national sample of young children, tracing their development between the ages of 3 and 7 years. EPPE 3-11 follows the same sample of 2500 plus children to age 11 years, the end of Key Stage 2 (KS2). This research brief reports the results of detailed observations of practice conducted in 125 Year 5 classes attended by EPPE children, and measures the variation in teachers' organisation and pedagogy and in pupils' responses. The brief describes patterns of association between indicators of primary school effectiveness (measured using value added approaches and national assessment results) and quality (measured by Ofsted inspection grades) and differences between Year 5 classes in observed practice and behaviour. The observations were conducted in a range of lessons with a particular emphasis on the core subjects. Key findings Pedagogy * There was significant variation in both teachers' classroom practice and pupils' behaviour in different Year 5 classes. * Levels of student engagement were found to be relatively high and classroom climates were generally positive. Teacher detachment and levels of pupil 'off task' behaviour were generally low. * There was considerable variation in the quality of the educational experiences of children in different classes, indicating that some children attend poorer quality settings, which has implications for the promotion of greater equality of educational opportunities. * Most teachers broadly followed the format of the National Strategies (Literacy and Maths) except for the use of the plenary which was not observed in nearly half of classes. * The quality of teaching and pupil response was found to be consistently higher in classes where a plenary was used in both literacy and numeracy lessons and lowest in classes where no plenary was used in either subject. The impact of school context * The incidence of poor pupil behaviour and classroom disorganisation was observed to be greater in schools with higher levels of social disadvantage, measured by the percentage of pupils eligible for free school meals (FSM). The quality of pedagogy was also found to be poorer in schools with higher levels of social disadvantage. Associations between classroom practice and measures of 'effectiveness' * Observed practice was found to be better in schools that had been rated more positively by Ofsted Inspectors in earlier inspections (particularly in schools rated more highly on overall leadership and school effectiveness). This suggests that the practice of Year 5 teachers in more effective schools is related to the overall quality of the school and its leadership. * Significant positive associations were also found between Ofsted judgements of school effectiveness and improvement since the last inspection and teachers' use of a plenary in literacy and numeracy lessons. * Several aspects of observed practice were also found to be weakly related to better value added outcomes in English and Maths. The Aims of EPPE 3-11 This Research Brief focuses on the results of detailed observation of 125 Year 5 classes in a purposive sample of 125 primary schools with a range of effectiveness and from different geographical areas. Here we identify the extent of variations in classroom practice and pupil behaviour and patterns of association with measures of school effectiveness and quality, and with indicators of the social disadvantage of school context. EPPE 3-11 uses a number of measures of primary school 'effectiveness' and 'quality'. The 'effectiveness' of a school was estimated by comparing linked Key Stage 1 (KS1) to Key Stage 2 (KS2) national assessment results using multilevel 'value added' analyses. The analysis made comparisons between classroom observations, value added measures, and Ofsted judgements of 'effectiveness', 'improvement', 'leadership' and 'quality of teaching and learning' etc., as well as linking contextual information about social disadvantage (% of pupils' eligible for free school meals [FSM]). The research tested the applicability, to a large sample of Year 5 classes in England, of two observation instruments designed to measure the quality of practice and range of teacher and pupil behaviours. This allows comparisons with other international research. Observations using the Classroom Observation Schedule (Pianta) instrument were conducted at the start of the morning and afternoon, with a particular focus on literacy and numeracy lessons, although science and other social science (e.g. history or geography) lessons were also observed. A total of 153, 20 minute literacy and 149 numeracy sessions were observed. A second instrument, the Instructional Effectiveness Instrument (Stipek) was used in 93 classes to observe complete literacy and numeracy lessons (approx. one hour each). The two instruments identified important differences in observed practice and behaviour and were found to distinguish between better and poorer quality classroom experiences for Year 5 pupils. Key Findings explored: Pedagogical practices and classroom organisation Classroom observations showed considerable variation in the quality of learning experiences. The extent of the variation indicates that pupils in different Year 5 classes can have quite different educational experiences. Despite evidence of rising standards across primary schools associated with the National Strategies, it appears that quality remains uneven. This was particularly evident in important domains such as: 'Richness of instructional methods', 'Using basic skills in the context of problem solving' and the 'Development of higher order thinking skills'. Characteristics of classroom that were rated more highly in these areas were: 'thought provoking' reciprocal discussions, children using hypothesis to experiment with a range of ways of tackling a problem and teachers modelling problem solving. In around a fifth of classes relatively little use of evaluative feedback was seen, while approximately 17% of classes had very low ratings for 'Richness of instruction'. Pupils in such classes therefore had poorer learning environments than those in typical classes. Teaching analytic skills – There was little or none of this pedagogical practice observed in around 30% of Year 5 classes in the sample. 'Analysis' in this context includes 'higher order' critical thinking skills of analysis, inference, application, interpretation, problem solving, and planning. Student engagement - Generally, levels of student engagement were found to be relatively high and classroom climates positive, although in a small minority of classes this was not the case. Teacher detachment was usually low and encouragingly little 'off task' pupil behaviour was observed. The levels of 'off task' behaviour observed were lower than those reported in findings from classroom studies conducted in the 1980s. Organisation of teaching – Overall the time spent in different groupings (e.g. whole class, individual etc.) was found to accord with the National Strategies (Literacy/Numeracy) recommendations for daily lessons, with the exception of the use of the plenary session (see below). More time in whole class (56%) than individual work (36%) was observed, and group work was found to be less common (9%). These findings differ from earlier primary school studies where individual work tended to be more common than whole class work, but differences in definitions in different observation instruments make direct comparisons difficult (Galton et al. 1999). Teachers appear to be making more use of 'interactive whole class teaching' as recommended in the National Strategies. However, some authors, such as Smith et al. (2004), have argued that 'interactive whole class' teaching strategies have not dramatically transformed traditional patterns of whole class interaction. Furthermore, Alexander (2004) suggests that the benefits of 'Dialogic Teaching' 1 will only be realised when teachers recognise that it: "…demands both pupil engagement and teacher intervention. And the principle means by which pupils actively engage and constructively intervene is through talk" (Alexander, 2004, authors emphasis). 'Group work' - Observations of pupils in large and small groups were very rare (except in Science where 11% of observations were in groups). Teachers varied in the extent to which they encouraged pupil co-operation in both the type of tasks they assigned and the level of co-operation they encouraged. The SPRinG study (Blatchford et al, 2004) is an intervention study which promotes positive teacher and pupil interactions. This research indicates that there can be benefits from collaborative group work at KS2 as pupils engage in more (and more sustained) interactions with other pupils. Our research indicates that in many of the Year 5 classes observed such group work was uncommon. The Plenary Most schools broadly followed the format of the National Strategies (Literacy and Maths) except for the use of plenary. Around a third of classes observed used a plenary in both literacy and numeracy. In half the classes a plenary was observed in one but not the other subject. In approximately a quarter no plenary was observed in either lesson. The quality of teaching was found to be significantly higher in classes where plenaries were used for both literacy and numeracy, and lowest in classes where plenaries were absent. The 1 Broadly equivalent conceptions include 'mutualist and dialectical pedagogy' (Bruner), 'dialogic enquiry' (Wells), 'interthinking' (Mercer), 'dialogue of enquiry' (Lindfor), and in the early years, 'sustained shared thinking' (Siraj-Blatchford, et al , (2002) absence of the plenary in around half of literacy and numeracy lessons observed (51% Literacy, 49% numeracy) is of particular concern as this part of the lesson is intended to give opportunities for feedback for improvement and consolidation of learning. Black and Wiliam (1998) argue that 'informative' feedback is 'an essential component of classroom work' (1998 p9) that can lead to raised standards of achievement. By missing this part of the lesson some teachers may be reducing the opportunity to provide consolidation. In particular the use of more demanding higher order communication is typically more common in plenary and other whole class activities. Disadvantaged groups The quality of teaching tends to be poorer in schools with higher levels of social disadvantage and this has implications for the social inclusion and raising standards agenda. In such schools, Year 5 classes scored significantly lower on particular aspects of the 'quality' of teaching. In mathematics, there were fewer opportunities for pupils to practice basic skills in the context of problem solving (which encourages higher order thinking). There was also less 'social support for learning' characterised by everyone's contribution being taken seriously and pupil errors being used as opportunities to explore learning. There were also fewer opportunities for children to demonstrate their subject knowledge. In literacy, pupils in schools serving more disadvantaged intakes spent more time in 'off task' talk (student engagement) and their classrooms were less likely to be well organised, with transitions between activities being poorly managed. In addition, the classroom climate (extent to which pupils are respected and have autonomy) and social support for learning (high expectations) were significantly and negatively associated with the level of social disadvantage (measured by % of pupils eligible for FSM). The classroom observations that identified disruptive behaviour, discipline episodes and class 'chaos' suggest that pupil behaviour was generally good in the large majority of classes. However, behaviour tended to be worse in schools where there were relatively more children eligible for free school meals (% FSM). The results also indicated that poor organisation of work and classes by some Year 5 teachers was associated with level of social disadvantage (e.g. on the item 'chaos'). These results warrant further investigation, given concerns about the gap in attainment related to pupil background which has been shown to increase as children progress through school. Our findings may reflect the influence of lower teacher expectations or the recruitment of less experienced or poorly performing teachers in schools serving more disadvantaged communities. They may also link to difficulties relating to pupil behaviour, attitudes and attendance. In fact it may be all of these, 'expectations' do not have to be 'self-fulfilling' to constitute a problem, as Good and Brophy (1997) have argued: "Expectations tend to be self-sustaining. They affect both perception , by causing teachers to be alert for what they expect and less likely to notice what they do not expect, and interpretation , by causing teachers to interpret (and perhaps distort) what they see so that it is consistent with their expectations. Some expectations persist even though they do not coincide with the facts (Good & Brophy, 1990, p441). Associations between classroom practice and measure of 'effectiveness' One method used in the EPPE research to explore the 'effectiveness' of all primary schools (over 16,000) in England was to analyse matched pupil national assessment scores from KS1 to KS2 taking account of the background characteristics of the child and the school (a form of contextualised value added based on data for 2002-4). The analysis is therefore based on the 'residual' scores for each school in the three core subjects (English, maths and science calculated separately). The value added results were then extracted and compared with the observation sample of 125 focal schools. This identified schools where children generally made progress 'as expected', 'better than' or 'less well' than predicted by their prior attainment and background. Moderately strong 'between-subject' statistical results were identified indicating schools that were more effective in one core subject tend to be more effective in others, while those that are less effective in one area also tend to be less effective in others. In addition the extent of stability in school effectiveness was investigated across years. Several aspects of teachers' observed practices were found to be significantly associated with the value added analyses of progress in Maths and English in KS2. Although only weak to moderate, such associations show some interesting links between overall school effectiveness and specific features of classroom practices. Thus they provide some helpful insights into what features of effective practice and pedagogical approaches may promote better pupil progress. In English three aspects of pedagogy were noteworthy: having a positive classroom climate (safe and respectful, opportunities for collaboration, sensitive discipline); good classroom routines (maximised use of instructional time, well prepared materials) and the developing of higher order thinking skills in the context of 'reading as meaning making'. This involved teachers encouraging children when reading to go beyond decoding text, and teachers drawing on pupils' previous knowledge and reasoning to encourage pupils to evaluate critically their comprehension. In Maths, as well as having good classroom routines, three other areas of mathematical pedagogical knowledge were associated with better outcomes in the value added measures: 'use of maths analyses', 'depth of knowledge' and 'locus of maths authority'. In 'use of maths analyses' higher ratings were associated with children being given opportunities to construct original ways to solve maths problems and being allowed to make conjectures with justifications. 'Depth of knowledge' focused on the depth to which maths knowledge is treated in class. This was evident when teachers structured their lessons so that most children were engaged in one or more of the following: demonstrating their understanding of the problematic nature of information or ideas, demonstrating complex understandings by arriving at a reasoned, supported conclusion or explaining how they solved a complex problem. The 'locus of maths authority' is the extent to which the teacher and the pupil hold each other accountable for convincing themselves and each other that their reasoning is sound. In classrooms where this occurred the teacher often answered a question with a question or offered instrumental help (good scaffolding), pushing pupils to make their own decisions. The second method of exploring 'effectiveness' and its relationship to classroom practices was to compare the observations of our 125 'focal' schools with Ofsted judgements of quality of provision from the most recent inspection reports (conducted prior to the observation data collection). Classroom observations were matched with Ofsted global judgements on overall school 'effectiveness', 'improvement since last inspection', 'leadership', 'quality of teaching and learning' and inspectors' ratings of pupil outcomes (attendance, attitudes and behaviour). The results indicated significant, though modest positive associations with a number of our observational measures of teacher pedagogy and teacher and pupil behaviour. We found that teachers' observed practice in Y5 classes tended to be 'better' in those schools that had previously been rated more positively in the professional judgement of inspectors. Of particular note were the positive associations between Ofsted judgements and higher observed ratings of 'productive use of instructional time' (smooth transitions, good planning, efficient routines for when pupils finish work), 'pupil self reliance' (where pupils display autonomy, initiative and are self directed), 'richness of instructional methods' (intellectually engaging and thought provoking lessons which contain reciprocal discussions) and 'positive classroom climate' (where the emotional and social tone of the classroom was respectful, safe and welcoming). The positive associations between the quality of overall school leadership and better classroom practice identified by observations supports the view that overall school influences can affect classroom practice and the conclusion that good school leadership tends to promote better teaching and learning and thus better outcomes for children. Generally the findings indicate links between more global constructs of school effectiveness, as defined by inspectors and more specific aspects of observed classroom practice related to the quality of teaching. The classroom practices of individual teachers appear to be positively influenced directly or indirectly by the overall effectiveness and leadership of their school. The correlations between Ofsted ratings of quality and the 'value added' indicators with the classroom level observations indicate that the classroom observation schedules used by researchers in the 125 'focal' schools allow important features of classroom practice associated with better outcomes for children in English primary schools to be identified. These analyses improve understanding of the extent of variation in school and classroom processes in Year 5, and provides insights into more effective practices and pedagogical approaches. Conclusions and Key Messages This research brief highlights new findings on the quality of teaching and learning in Year 5 English primary classes. The results are relevant to policy makers and practitioners concerned with improving practice and promoting greater equity by closing the attainment gap associated with social disadvantage. There are implications for the further development of the National Strategies and the results highlight areas of possible weakness in the teaching in some classes that could benefit from further guidance and professional development. The findings are of relevance to the Excellence and Enjoyment (DfES, 2003) agenda and the promotion of personalised learning. They should also to be of interest to Ofsted inspectors and to schools' approaches to the improvement of classroom practice through self evaluation and review. Key messages * There is wide variation in teachers' practice and children's responses in Year 5 classes and this is likely to affect pupils' educational outcomes. * The quality of classroom practice is associated with the use of plenary sessions in literacy and numeracy lessons. Practice was found to be better in classes that used plenaries in both of these subjects and poorer in classes where no plenary was observed in either. Plenaries were present in only approximately half of the literacy and numeracy lessons observed. * The quality of Year 5 pedagogy and organisation and pupil behaviour is poorer in schools with higher levels of social disadvantage in their pupil intakes. This may reflect lower expectations, difficulties in recruiting/retaining good/ experienced teachers and the greater behavioural difficulties associated with teaching in more challenging contexts. The quality of Year 5 practice observed was better in schools that had been rated more highly in terms of overall school leadership, effectiveness and improvement on the previous inspection. Such schools appear to provide a more positive context for teaching and learning. * The use of well researched classroom observation instruments may provide valuable evidence for teachers' professional development and support a school's self evaluation and review process. This is particularly relevant where they identify quality across a range of features of teaching and learning that are linked with better outcomes for children. Methodology The EPPE 3-11 project contains a series of three 'nested' studies or 'tiers' which help answer specific research questions (www.ioe.ac.uk/projects/eppe). Tier 1 helps answer the research question about the effectiveness of the 800+ primary schools the EPPE3-11 children attend. It uses statistical data (KS1 and KS2 national assessment results) derived from every primary school in the country (over three consecutive years 2002-2004) for English and Maths so that schools can be studied in various 'effectiveness' bands (the 'value-added' analyses). Further information on Tier 1 can be found in Melhuish et al (2006). Tier 3, the focus of this Research Brief, explores classroom practice through two different but complementary classroom observations. This addresses the question of what constitutes good classroom practice in Year 5 and what makes for an effective primary school experience. Informed by the Tier 1 analyses, this stage of the project links observations of classroom practice to a range of ratings of effectiveness and quality. A sample of 125 'focal' schools were selected from the Tier 1 analyses. The schools were chosen across the range of 'effectiveness' scores for English and Maths and in different LEAs across the country from amongst those attended by children in the EPPE3-11 sample. Trained researchers conducted detailed classroom observations in each school in 2004 and 2005. Classroom observations were conducted using schedules developed in the USA for the NICHD study. These two schedules (Pianta NICHD 2001 and Stipek 1999, named after their authors) covered a wide range of pedagogical practices and pupil behaviours. The frequency of different behaviours was observed for individual pupils as well as more global rating of general classroom quality. For further description of the research instruments see Sammons et al. (2006a & b). In addition to the value added analyses described above, the classroom observations were also compared to Ofsted inspection judgements on effectiveness, improvement since last inspection, leadership, quality of teaching and learning and inspectors' ratings of a number of pupil outcomes (attendance, attitudes and behaviour) using numeric judgements matched to 107 of the focal schools. References: Alexander, R. (2004), Towards dialogic teaching: rethinking classroom talk . York, Dialogos. Black, P. & Wiliam, D. (1998), 'Assessment and classroom learning'. Assessment in Education: Principals, Policy and Practice , 5, 7-75. Galton, M., Hargreaves, L., Comber, C., Wall, D. & Pell, A. (1999), Inside the Primary Classroom: 20 Years On . London: Routledge. Blatchford, P., Galton, M. & Kutnick, P. (2004) Improving the effectiveness of pupil group work. Report on first results from the TLRP Phase 2 SPRinG project , Paper to Annual ESRC TLRP Conference, Cardiff, November 2004. Good, T.L. & Brophy, J.E. (1990) Educational Psychology: A realistic approach 4th ed. London: Longman. NICHD. (2001), 'Fifth Grade School Observation Procedures Manual '. NICHD Study of Early Child Care and Youth Development: NICHD Study of Early Child Care and Youth Development. Melhuish, E., Romaniuk, H., Sammons, P., Sylva, K., Siraj-Blatchford I & Taggart B (2006) Effective Pre-school and Primary Education 3-11 (EPPE 3-11) project. The Effectiveness of Primary Schools in England in Key Stage 2 for 2002, 2003 and 2004 . DfES Research Brief RBX06-06. Nottingham: DfES. Sammons, P., Taggart, B., Siraj-Blatchford, I., Sylva., S., Melhuish, E. Barreau, S. & Manni. L. (2006a) Effective Pre-school and Primary Education (EPPE 3-11) Project: Summary Report: Variations in Teacher and Pupil Behaviours in Year 5 Classrooms . DfES Research Report RR817. Nottingham: DfES. Sammons, P., Taggart, B., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Barreau, S. and Manni, L. (2006b), Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Variations in Teacher and Pupil Behaviours in Year 5 Classes . Full Report. Institute Of Education, University of London. http://www.ioe.ac.uk/schools/ecpe/eppe/eppe311/eppe3-11pubs.htm Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years . DfES Research Report 356. Nottingham: Department for Education and Skills. Smith, F., Hardman, F., Wall, K. and Mroz, M. (2004), 'Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies'. British Educational Research Journal , 30, 395-411. Stipek, D. (1999), Instructional Environment Observation Scale . University of California: MacArthur Pathways through Middle Childhood Network. For further information on EPPE 3-11 contact: Brenda Taggart, Room 416, The Institute of Education, University of London, 20, Bedford Way, London WC1H OAL. Enquiries to [email protected] EPPE website: www.ioe.ac.uk/projects/eppe Additional Information Copies of the full report (RR817) - priced £4.95 are available by writing to DfES Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ. Cheques should be made payable to "DfES Priced Publications". Copies of this Research Brief (RB817) are available free of charge from the above address (tel: 0845 60 222 60). Research Briefs and Research Reports can also be accessed at www.dfes.gov.uk/research/ Further information about this research can be obtained from Jessica Dunn, W606, DfES, Moorfoot, Sheffield S1 4PQ. 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Effect of Pulping, Bleaching and Refining Process on Fibers for Paper Making - A Review 1 Madhuri Pydimalla Assistant Professor, Department of Chemical Engineering, CBIT Engineering College, Gandipet, Hyderabad 500075, India 2Keerthana Reddy Undergraduate, Department of Chemical Engineering, CBIT Engineering College, Gandipet, Hyderabad 500075, India Abstract—The consumption of paper and paperboard products are a yardstick of development of a society or a country and their use is absolutely indispensable in our daily life. The challenge involved in paper making is to remove lignin from middle lamella and cell walls so as to separate the pulp fibers and make them flexible. This paper presents a concise overview of Indian pulp and paper industry, importance of pulping, bleaching and refining of fibers for paper making. Significance of chemical constituents of biomass such as lignin, cellulose, hemicellulose, extractives, ash, for papermaking is explained. Status of different types of raw material used in Indian pulp and paper industry is presented. Reflections on different types of pulping processes such as Kraft pulping, Mechanical pulping, Chemical thermal mechanical pulping along with the necessary reactions have been provided. Also, Elemental chlorine free and Total chlorine free bleaching sequences are presented which yields a brightness of appr 80% ISO/SBD. Keywords—Pulping, Bleaching, Refining, Lignin, Fibers I. INTRODUCTION Paper is a nonwoven sheet in which approximately 0.25-4.5 mm length and 10 - 50 µm width pulp fibers are bonded together as a three-dimensional network. The use of paper and paper products is an indicator of the intellectual prowess of a nation. It influences multiple spheres of our daily life. Paper finds importance as a medium for communication and knowledge assimilation [1]. Today, there are approximately 759 pulp and paper mills and the industry accounts for approximately 4% of the world's production of paper and ranks 15 th largest paper industry in the world. It is expected that the demand for paper would grow to 23.51 Million tonnes /year by 2025 [2]. The paper mills in India are distributed in the states of Andhra Pradesh, Telangana, Tamil Nadu, Maharashtra, Punjab, Madhya Pradesh and Gujarat. The paper mills use a variety of raw material based on their plant location (Andhra Pradesh mills use Subabul wood, Karnataka mills use seasonal bagasse, Punjab mills uses wheat straw) and recycled paper to make different grades of paper. The paper industry is classified into four segments, Printing and Writing (P and W), Packaging Paper and Board, Specialty Papers and Newsprint [3]. The pulp and paper industry produces different grades of paper including writing and printing paper, corrugated material, packaging board, newsprint and tissue. Writing and printing paper accounts for about 26% of global paper production while corrugated material and paperboard packaging have a combined contribution of 51%. The newsprint and tissue account for 7% and 8% respectively. The chart depicts the variation of paper consumption across the segments in both global and Indian scenario (Fig. 1). There are several challenges faced by the Indian paper industry like availability of quality raw material, technological obsolescence, high cost of energy & power and environmental concerns. Among these, the biggest challenge is scarce availability of quality raw material. The Indian paper industry therefore relies on different raw materials viz. wood, agro residues and recycled fibers to meet the demand. To counter the issue of wood deficit, Indian paper companies have started initiatives like monoculture tree plantations, agro forestry etc. The paper industry also relies on the import of waste paper to meet its demand for production of paper and paperboards [4]. Presently the pulp and paper industry is using woody and non woody plants to meet the fiber demand for making paper i.e. wood contributes towards 30-35%, agro residues 20-22% and recycled fibers 45-50% respectively (Indian Paper Industry report 2018). As lignocellulosic biomasses are used for pulp and papermaking, their proximate chemical composition, pulping, bleaching and refining significantly influence pulp and paper production. Hence the main aim of this paper is to present a concise review on the status and chemical composition of raw materials, pulping, bleaching and refining methods. II. CHEMICAL COMPOSITION OF WOOD Wood consists of 40-50% cellulose, 25-30% hemicellulose and 25-35% lignin (approximate compositions and it differs between wood species) (Fig. 2). The most abundant and major component of the wood cell wall is cellulose (appr.50%). It is a straight chain polymer with a chemical formula (C6H10O5)n, where n is the number of repeating sugar units or degree of polymerization (DP). It is a glucan polymer consisting of Dglucose linked by ß-1, 4-glycosidic bonds. Cellulose is a polysaccharide that gives strength to paper as it's microfibrils are smaller in diameter (5-30 nm wide) and oriented in fiber direction. Cellulose with degree of polymerization values (weight average) reaching up to 3500 (native cellulose in-situ) and requires a temperature of 320 o C and pressure of 25MPa to become amorphous in water [5]. It is hydrophilic due to OH groups and is considered as a thermoplastic polymer due to linear or branched structure. Cellulose is very important to paper properties because the attraction between cellulose molecules in different fiber surfaces is the principal source of fiber-to-fiber bonding in paper [6]. Hemicellulose, the second major component in wood fibers, generally has a branched structure (molecular chains of glucose and other monosaccharides) and is a non-crystalline polymer with shorter chain lengths [7]. It has a great influence on the swelling behaviour of the fiber [8]. Hemicelluloses are important in papermaking because they promote the development of fiber-to-fiber bonding through their influence on the ability of the fibers to take up water during processing. Retention of hemicellulose during the pulping process is important as it improves the pulp yield and contributes to the bonding strength of the fibers. Lignin, a complex chemical compound and the only aromatic polymer present in wood is covalently linked to hemicellulose and cellulose. It confers mechanical strength to the wood cell wall. It is a thermoset polymer having three-dimensional network structures, but it is non-crystalline and acts as a binding agent to hold the cellulose fibers together [9]. It consists of C6-C3 phenylpropanoid units arranged in irregular 3-D network which makes lignin highly resistant to degradation. Removal of lignin is the main aim of the pulping and bleaching processes. Determination of lignin content in raw materials and pulps are regularly carried out to obtain their performance in processes. Hardness, bleachability, and other pulp properties, such as colour, are also associated with the lignin content [10]. The low molecular weight substances in wood are classified as organic and inorganic matter. The organic matter is commonly referred as extractives and inorganic part is summarily obtained as ash. The extractives (extraneous components) comprising of aromatic compounds, terpenes, aliphatic acids and alcohols interfere with the pulping process by causing foaming and corrosion [11] [12]. The ash content of the fibrous raw materials indicates the presence of inorganics (K, Ca, Mg and Si) in the range of ~ 0.5 to 1.0% in woods. The aim of paper manufacturing processes is to obtain pulp having negligible lignin content with high quality cellulose. Lignin should be removed completely from middle lamella and cell walls, as it prevents the formation of fiber to fiber bonds in paper and thus reduces paper strength, also results in brightness decreases and causes yellowing of the paper due to its reaction with UV light [13]. III. RAW MATERIALS FOR PAPER MAKING A. Wood Species Wood is classified into softwoods (coniferous trees such as pine, spruce etc) and hardwoods (deciduous trees such as Eucalyptus, Subabul etc). Both softwood and hardwood are used as a fiber source for paper and board [7]. In India, hardwoods with short rotation cycles (average ﬁbre length of 0.2-4mm, cell wall thickness of 3-4 mm) are mostly used as a ﬁbre source for paper and board manufacture. The biggest difference between the species is hardwood contains more cellulose, hemicelluloses and less lignin than softwood (Table I). High yield, less lignin content are necessary to attain a compromise between cost and quality. In view of this, Indian pulp and paper industries are mainly focusing on wood species that have less lignin content and faster growth rate. The wood fiber species widely used for paper making in India are Eucalyptus and Subabul and they are the first and second largest fast growing trees (raised in plantations) (Fig. 3). Greater opacity, absorbency and dimensional stability were observed in pulps made from these species. Chemically both Eucalyptus and Subabul wood species have, closer % of : (a). acid insoluble lignin (Eucalyptus 27.9; Subabul 24.3), (b). % of holocellulose (Eucalyptus 70.3; Subabul 75.2) and (c). % of ash content (Eucalyptus 0.66; Subabul 0.65) as per the report published by CPPRI, India [4]. B. Non-wood Species The use of non-wood fibers for papermaking has been widespread in countries lacking an adequate supply of wood resources. In India, Sugarcane bagasse (Saccharum officinarum) is found to be the promising alternative for wood for papermaking because of its low cost, longer fiber, low refining energy consumption, good sheet formation and paper smoothness [15] [16] [17] (Fig. 4). It is characterized by high cellulose (40-50%), high hemicelluloses (xylan: 2830%), but lower lignin contents (19-21%) compared to Eucalyptus. These features enable S.officinarum to meet the quality requirements for newsprint and fine paper manufacture. Due to the rising global demand for fibrous material, worldwide shortage of trees in many areas, and increasing environmental awareness, non-woods fibers have become one of the important alternative sources of fibrous material for the 21 st century. Therefore it is necessary to consider this alternative 'fiber sources' to meet the possible shortfall of wood for papermaking. Table I: Chemical Composition of Softwoods and Hardwoods [5] \| Composition \| Softwoods (%) \| Hardwoods (%) \| \|---\|---\|---\| \| Cellulose (Skeletal polysaccharides) \| 42±2 \| 45±2 \| \| Hemicelluloses (Matrix Polysaccharides) \| 27±2 \| 30±5 \| \| Lignin (3 dimensional phenolic polymer network) \| 28±3 \| 20±4 \| \| Extractives \| 3±2 \| 5±3 \| Fig. 3. (a). Eucalyptus plantation at Uttar Pradesh, India; (b). Subabul plantation at Tamilnadu, India. ISSN: 2278-0181 IV. ULTRASTRUCTURE OF WOOD CELL, PULP AND PAPER The raw material (wood/non-wood) consists of cells and these cells are bonded together by middle lamella which is rich in lignin. In the domain of wood and pulp, cells are called fibers and each cell consists of cell wall and lumen (Fig. 5). Lumen diameter is around 10-20 µm and cell wall thickness varies between 2-10 µm [18]. The main aim for paper manufacturing is removal of lignin from middle lamella and cell walls by retaining sufficient percentage of cellulose and hemicellulose. Lignin removal from middle lamella is attained during pulping process, whereas removal of lignin from cell walls in multiple stages is carried out in bleaching process [19]. Refining or beating is carried out to remove kinks and this makes the pulp fibers more flexible. After bleaching and beating, the lumen (empty space in the middle of the fibre) is almost collapsed. Good paper can only be formed by pulp fibers which have collapsed lumen and low lignin content. V. PULPING PROCESS In pulping process wood is converted to fibers (Fig. 6) i.e wood or any other fibrous raw material is reduced to a fibrous mass by rupturing the bonds systematically within the wood structure [21]. During the pulping process, the chemical structure of cellulose also changes. The degree of polymerization value (weight average) of cellulose decreases from 3500 to 600–1500 when wood is transformed into Pulp [5]. The pulp is manufactured from wood or non-wood materials using Chemical, Mechanical and Chemical Thermal mechanical pulping (CTMP) methods. A.Chemical pulping or Kraft cooking Most of the world's chemical pulp is produced by kraft process. The word Kraft in German language means strength. It implies that the paper made by kraft process (heterogeneous process) is superior in strength as compared to other processes [22] [23]. The main reason for it's dominance is its versatility in dealing with different raw materials coupled with superior pulp quality and the mature recovery of cooking chemicals [24]. Kraft process can even tolerate species with bark. Kraft process utilizes NaOH and Na2S as active chemicals. The aqueous solution of these chemicals in required proportions is called white liquor. The delignification proceeds through the cleavage of β-aryl ether linkages that degrade and dissolves the lignin, thereby liberating the fibers [5] [19]. The NaOH reacts with lignin and resins present in wood neutralizing organic acids. The general equation for reactions in Kraft process is shown in equation 1. To minimize the damage of cellulose by NaOH, instead of using high concentrations of NaOH, Na2S is introduced which gives NaOH by reacting with water in white liquor slowly as shown in equations 2 and 3. The Na2S produces sodium (Na + ), sulphide (S 2- ), bisulphide (HS - ) ions in water. These Na + combine with OH - ions to form NaOH. These ions react with lignin molecules and lead to ether scission i.e. breakage of ether bonds. These broken molecules or fragments dissolve in white liquor and ultimately leads to systematic degradation of lignin [5]. The kraft delignification process is divided into three distinct phases i.e. the initial, bulk and residual delignification phases [25]. The initial phase or impregnation stage is controlled by diffusion which is affected only by the total cross-sectional area of accessible pores [26]. In this phase the selectivity is low and only 20% of total lignin (mainly from middle lamella; low molecular weight lignin) is removed [27]. In bulk phase the cooking temperature accelerates the reactivity and leads to depolymerisation of lignin. The rate of lignin dissolution remains high and about 85-90% of the total lignin (from secondary cell wall layers) is removed [28]. The slow residual delignification phase is related to the removal of condensed lignin units and is affected by the alkali charge and the cooking temperature. B. Mechanical pulping The principle of mechanical pulping is to separate fibres from each other by mechanical energy applied to the wood matrix causing gradual breakage of bonds between the fibres and thereby releases single fibres, fibre bundles and fibre fragments [5] [29]. The objective is to 'maintain the main part of the lignin' in the raw material in order to achieve high yield with acceptable strength properties and brightness. Mechanical pulps have a low resistance to aging which results in a tendency to discolor. The three main mechanical processes commonly used are Stone groundwood (SGW), Refiner mechanical pulping (RMP) and thermo-mechanical pulping (TMP). The SGW pulping process involves taking a log and pressing it against a rotating surface to grind off small pieces (Fig. 7). The groundwood pulp is then often cooked to soften it. This pulp is used in newsprint and other low cost book grades where it contributes bulk, opacity, and compressibility. The RMP process involves defibration of chips in a disc refiner under increased steam pressure. The process involves two refining stages in series, producing a longer fibrated pulp than conventional groundwood. The pulp is bulkier, stronger and contains fewer fines. The mechanical properties are also better but the pulp is darker in colour than SGW [7]. The TMP process involves high-temperature steaming before refining; this softens the inter fibre lignin and causes partial removal of the outer layers of the fibres, thereby baring cellulosic surfaces for inter fibre bonding. TMP pulps are generally stronger than groundwood pulps and is used as a furnish in printing papers, paperboard and tissue paper. Currently, mechanical pulps account for 20% of all virgin fibre material. The overall yield of mechanical pulping is generally in between 90-95%. C. Chemical Thermomechaical Pulping (CTMP) Chemical pre-treatment was introduced to overcome some of the above problems associated with mechanical pulping. The process starts with the penetration of 2-5% sodium sulfite and chelating agents at a pH of 9 to 10. The mixture is heated for 5-10 mins at a temperature of 120-130 o C and is subsequently refined. The yield is in the range of 86-90%. The chemical pretreatment of the chips permits sulfonation of lignin, which causes swelling and weakening of the lignin matrix and consequently separation of fibres from the wood resulting in a higher and longer fibre content, and a much lower fines content than TMP. The CTMP pulps show good strength properties, higher brightness before bleaching. CTMP is best suited for absorbent grades and food packaging. The Pulps are weaker than chemical pulps, but cheaper to produce (about 50% of the costs of chemical pulp). They are obtained in the yield range of 85–95%. VI. BLEACHING OF PULPS The objective of bleaching of pulp is to increase its brightness by removal or modification of colored components in pulp (Fig. 8, Table II). The chromophoric groups of lignin are principally responsible for colour [19]. Removal of residual lignin during bleaching is regarded as a continuation of pulping process but it is done in a gentler, less destructive way, hence it is carried out in different stages [30] [31] [32] [33]. Due to global trends and environmental pressure for cleaner bleaching processes, ECF (Elemental chlorine free) and TCF (Total chlorine free) are being used more often to reduce the production of chlorinated organic compounds during pulp manufacturing [34] [35] [36]. The distinguishing factor between the two processes is the use of chlorine dioxide, which is used in ECF but not in TCF. With the replacement of elemental chlorine (Cl2) by chlorine dioxide (ClO2) in bleaching sequences, the pulp and paper industry has reduced considerably the formation and discharge of chlorinated organic material into the aquatic environment [37]. To compensate for the lack of chlorine dioxide, TCF will either add higher dosages of peroxide, or supplement the process with ozone. TCF's problems with lower brightness potential, weaker fiber strength, lower yield and higher energy requirements have eroded its promise as a successor to ECF. The ECF pulps constituted 93% of the world share of bleached chemical pulp market. Modern bleaching is achieved through a continuous sequence of process stages utilizing different chemicals and conditions in each stage. The commonly applied chemical treatments are: Chlorination (C), Alkaline extraction (E), Chlorine Dioxide (D), Oxygen (O), Hypochlorite (H), Peroxide (P), and Ozone (Z). Bleaching of chemical pulps is achieved either with an oxidizing agent or a reducing agent. In bleaching the main reaction mechanism is oxidation. The Bleaching agents C, P, O, and Z are important and commonly used oxidants which cause depolymerisation and create new hydrophilic groups. In India, CEH, CEHH, CHEH are used for lower brightness pulps; CEHEH, CCHEHH, CED, CEHD, CEHED are used for medium brightness pulp (up to 85% GE brightness) and CEDED, CEHDED, CCHEDH, CDEODED, OCDEHD are used for high brightness (around 90 or 90 plus) are among the most commonly used bleaching sequences. As a new environmentally benign bleaching method, the use of enzymes has made an impact on the industrial bleaching. The biobleaching process is based on the action of the microorganisms and/or enzymes. The potential of incorporating oxidative enzymes for the development of chlorine free pulp bleaching processes are being intensively studied. The oxidative enzymes secreted by white rot fungi including laccase, lignin peroxidase are being commonly used [38]. Despite intensive investigations of oxidative enzymes for bio-bleaching, it is yet to be industrialized. The major challenges in using of oxidative enzymes for pulp bleaching are cost and environment. Table II: Approximate brightness ranges of unbleached pulps [5] Fig. 8. Pulp bleaching process [The dark colour of the pulp is mainly due to residual lignin. This is removed gradually during bleaching] VII. REFINING OF PULPS Refining involves a mechanical action which is aimed to induce the internal and external fibrillation as well as delamination of the cell wall. In refining, both mechanical and hydraulic forces are employed to alter the fiber characteristics [7]. Fibers become more flexible by collapsing the lumens, thus creating ribbon like elements of great conformability [5]. During refining, fibers randomly and repeatedly undergo tensile, compressive, shear and bending forces [39]. The common device used for beating in pulp industries is PFI mill (Fig. 9). It utililizes a grooved roll eccentric to a smooth trough. The roll and the bedplate rotate at a high speed in the same direction but with different peripheral velocities. This induces friction, rubbing and crushing of the fibers to produce the beating effect. The advantage of the PFI mill is that it only requires a small amount of pulp to carry out the complete refining. Hardwood pulps are quite easy to refine but sensitive to high loads involved in the refining process [40]. Softwood fibers require coarser fillings and higher refining intensity than those required for short and thin hardwood fibers. The effect of refining on paper properties is immense. Density and tensile strength increase due to improved fiber-to-fiber bonding. Therefore it can be summarized that, pulp obtained from different raw materials (hardwood, softwoods, non-woods etc) after surpassing pulping, bleaching and refining processes are used to make different types/ grades of paper i.e. unbleached paper after pulping process, refined paper after cooking and refining/beating process, bleached paper after cooking, refining and bleaching process etc. The quality of the finished stock essentially determines the properties of the paper produced. VIII. CONCLUSION Lignocellulosic biomasses that includes woods (Hardwood and Softwood), agro residues (bagasse, wheat straw) are used for pulp and papermaking. The Proximate chemical composition, pulping, bleaching and overall papermaking process are significantly influenced by the raw material used for pulp production. In this article, a brief outline on status of Indian paper industry, various raw materials, pulping, bleaching and refining processes used for pulp and paper manufacture is presented. 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[32] Clark, T.A., Steward, D., Brice, M., McDonald, A.G., Singh, A.P. and Senior, D.J. 1991. Improved bleachability of radiata pine kraft pulps following treatment with hemicellulosic enzymes, APPITA J., 44: 383389. [33] Thomas, R., Singh, S.P. and Subrahmanyam, S.V. 2007. A study on oxygen delignification of Melocannabaccifera (muli bamboo) kraftpulp, Bioresour. Technol., 2(3): 430-441. [34] Nie, S., Yao, S., Wang, S., and Qin, C. Absorbable organic halide (AOX) reduction in elemental chlorine-free (ECF) bleaching of bagasse pulp from the addition of sodium sulphide. BioResources. 11, 713–723 (2016). [35] Ibarra, D., Camarero, S., Romero, J., Martínez, M. J. and Martínez, A.T. 2006. Integrating laccase mediator treatment into an industrialtype sequence for totally chlorine-free bleaching of eucalypt kraft pulp, Journal of Chemical Technology Biotechnology, 81:1159–65. [36] Roncero, M.B. and Vidal, T. 2007. Optimization of ozone treatment in the TCF bleaching of paper pulps, Afinidad, 64: 420–428. [37] Straton, S. C., Gleadow, P. L. and Johnson, A. P. 2004. Pulp mill process closure: a review of global technology developments and mill experiences in the 1990s, Water Sci. Technol., 50: 183-194. [38] Afrida, S., Watanabe, T. and Tamai, Y. Acacia kraft pulp bio bleaching. BioResources. 12, 8272–8285 (2017). [39] Bajpai, P. Technological developments in refining. (PIRA International) pp 140-141 (2005). [40] Chauhan, V. S., Kumar, N., Kumar, M., Chakrabarti, S. K. and Thapar, S. K. Effect of separate and mixed refining of hardwood and softwood pulps on paper properties. J. Korea Tech. Assoc. Pulp Pap. Ind. 43, 1– 10 (2011). [41] Popil, R. E. Physical Testing of Paper. 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Status of the African Lion and Sport Hunting The Killing of Cecil the Lion An American citizen was accused of illegally killing a popular lion named Cecil near the Hwange National Park in Zimbabwe in July 2015. The citizen reportedly paid some $50,000 to conduct the hunt. The hunt reportedly was illegal because the owner of the land on which the lion was killed did not have a quota to hunt a lion and the local hunting guide did not have an appropriate permit. Zimbabwean authorities are seeking to extradite the U.S. citizen to face charges associated with funding an illegal hunt and have confiscated the lion's severed head (i.e., the trophy). The U.S. Fish and Wildlife Service (FWS) is conducting an investigation into the incident. extinction. Although commercial trade in Appendix I species generally is prohibited under CITES, sport hunting is not considered a commercial activity. Sport-hunted trophies of Appendix I species require both an export permit from the country in which the animal was hunted and an import permit from the trophy's destination country. Some countries have quotas for sport-hunted trophies. For example, Tanzania has an annual quota is 50 lions per year and Zimbabwe has one of 70 lions per year. The incident has stimulated debate on sport hunting and raised questions about the relative importance of sport hunting versus other threats to the species. Further, it has raised questions about the status of the African lion under the Endangered Species Act (ESA; P.L. 93-205). Some in Congress cite this incident to contend that protections for the African lion should be enhanced in U.S. conservation laws. The incident also has highlighted ongoing federal and congressional efforts to address global wildlife trafficking in general. Status of the African Lion (Panthera leo leo) The range and population of the African lion has declined in recent decades. Although it once ranged across most of the African continent, scientists estimate that the African lion now resides in 22% of its historical range. Recent estimates suggest that the wild lion population in Africa falls between 23,000 and 39,000, with most of the population living in 10 regional strongholds—primarily in protected and game management areas in Eastern and Southern Africa. Nearly 40% of all African lions are in Tanzania. FWS has stated that habitat loss and degradation, largely caused by the expansion of agriculture and ranching in Africa, are the main threats to the African lion. Associated with this expansion is an increase in human-lion conflicts. The most significant form of this conflict is the retaliatory killing of lions that prey on livestock and, to a lesser extent, that harm humans. FWS also concluded that sport hunting was not a primary threat to African lion populations. Selected Regulations and U.S. Laws That Address Sport Hunting In the United States, laws related to international sport hunting are governed by ESA, which implements CITES and is administered by FWS. If a species is listed as endangered, import of a sport-hunted trophy is prohibited unless an enhancement of survival permit is obtained and used. Enhancement of survival implies that the import of endangered animals or their parts or products will provide incentives for increasing the survival of the species in its native habitat. If a species is listed as threatened, the same rules apply unless there is a special rule, which may allow for a limited number of trophies to be imported. The illegal killing of a foreign species (according to U.S. or foreign law) also could be a violation of the Lacey Act. Under the Lacey Act, it is unlawful for any person to import, export, transport, sell, receive, acquire, or purchase in interstate or foreign commerce any wildlife taken, possessed, transported, or sold in violation of any law or regulation of any foreign law. Protection of the African Lion The African lion is listed under CITES as an Appendix II species, the second-most-stringent category of trade controls on protected species. Range countries are required to issue export permits for the outbound transport of an Appendix II species. Depending on domestic laws, a destination country may require an import permit for an Appendix II species. The permitting process aims to regulate and monitor the conservation and management of the animals, including those killed for sport. In the United States, the African lion currently is not listed as a threatened or endangered species pursuant to ESA. However, FWS issued a proposal in October 2014 to list the African lion as threatened species under ESA. If listed, FWS could regulate the import of sport-hunted trophies of African lions into the United States. A listing under ESA would not prohibit the hunting or killing of lions in Africa; these activities are subject to the laws of the range country. Sport hunting is addressed internationally through the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). Under CITES, species are categorized into one of three appendixes corresponding to how threatened their population is due to trade; Appendix I consists of species most threatened with FWS also is proposing a rule to accompany the listing, referred to as a Section 4(d) rule. This rule would create a permitting mechanism to regulate the import of sporthunted African lion trophies into the United States. The proposed rule states that trophies may originate only from https://crsreports.congress.gov August 7, 2015 countries that are implementing a scientifically sound management plan for African lions. If the rule is finalized, FWS would monitor lion conservation in countries where sport hunting is allowed. If sufficient management and conservation practices were not being followed, FWS could suspend the import of trophies to the United States, an action that FWS took against sport-hunted elephant trophies from Zimbabwe and Tanzania in 2014. Source: CITES Trade Database at http://trade.cites.org/. Notes: Trophies compiled for countries with an asterisk are reported by exporting countries. International Sport Hunting The killing of Cecil the lion has sparked a general controversy over the practice of sport-hunting iconic species in foreign countries. Proponents of sport hunting contend that if hunting-related profits are used for the conservation and management of animal populations, these funds could support conservation goals. Further, they state that sport hunting is an important contributor to regional economies in some range countries. Critics argue that in some range states where wildlife management practices may be poorly implemented and where the profits associated with sport hunting are not directly linked with conservation efforts, species' populations may continue to be threatened by hunting. Sport hunting could be used to conceal illegal wildlife trafficking, or the revenue sport hunting generates may be lost to corruption. When species are threatened by habitat loss, human-animal conflict, and poaching, sport hunting could exacerbate a species' decline. The United States plays a dominant role in the sport hunting of CITES-listed species, representing roughly 40%-70% of the annual global trade. (See Figure 1.) However, in recent years, European and other hunters have increased their share in trophies. The United States is also a leading country for importing sport-hunted lion trophies, accounting for 64% of all lion trophies imported (See Figure 2). Congressional Responses including one specifically in response to Cecil's death. S. 1918, the Conserving Ecosystems by Ceasing the Importation of Large (CECIL) Animal Trophies Act, would amend ESA to prohibit the import or export of any species proposed to be listed as threatened or endangered. Other bills include the Rare Cats and Canids Act of 2015 (H.R. 2697), which would establish a separate account within the Multinational Species Conservation Fund that could provide assistance for the conservation of African lions, among other specified wildlife. Figure 2. African Lion Trophy Imports to the United States (captive bred and wild imports) The killing of Cecil the lion may spark further interest in legislation seeking to address global wildlife trafficking generally, including the Global Anti-Poaching Act (H.R. 2494) and the Wildlife Trafficking Enforcement Act of 2015 (S. 27). Advocates against sport hunting call for implementing wholesale bans on the import of popular sport-hunted species from Africa, expanding ESA's extraterritorial reach, prohibiting transport of game trophies of threatened and endangered species through certain U.S. airports, and addressing funding for FWS to expedite the endangered species listing process. Advocates of sport hunting, however, have questioned whether the focus on hunting African lions would be better directed toward other priorities, since FWS concluded that sport hunting was not a threat to African lions. Congressional reactions also may generate further interest in evaluating the Obama Administration's progress toward implementing the February 2014 National Strategy for Combating Wildlife Trafficking. Among several objectives, the strategy states that the Administration will use administrative tools to address the poaching of African elephants and rhinos by limiting the number of sport-hunted trophies an individual can import. A key question for policymakers will be the scope of U.S. anti-trafficking efforts and which species, if any, require enhanced policy attention. Several Members have responded to the reported killing of Cecil the lion by issuing public statements on the incident and urging FWS to finalize the proposed rule on listing the African lion under ESA. Several bills have been introduced in the 114 th Congress to address wildlife trafficking, Pervaze A. Sheikh, Specialist in Natural Resources Policy Liana W. Rosen, Specialist in International Crime and Narcotics https://crsreports.congress.gov Disclaimer This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan shared staff to congressional committees and Members of Congress. It operates solely at the behest of and under the direction of Congress. Information in a CRS Report should not be relied upon for purposes other than public understanding of information that has been provided by CRS to Members of Congress in connection with CRS's institutional role. CRS Reports, as a work of the United States Government, are not subject to copyright protection in the United States. Any CRS Report may be reproduced and distributed in its entirety without permission from CRS. 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Churchville-Chili Central School District The Churchville-Chili Central School District and all Monroe County Schools continue to actively monitor the Novel Coronavirus (COVID19) with guidance from the New York State and Monroe County Departments of Health. The safety of our students and staff is of the utmost importance and we will act out of an abundance of caution to protect everyone's health and wellbeing. According to the New York State Department of Health, New Yorkers still have a low risk of contracting COVID-19. ChurchvilleChili Central School District is currently operating at a LEVEL 2 as detailed in the accompanying chart. This is a rapidly changing situation. We know that COVID-19 is spreading and there is a confirmed case in Monroe County. School districts have been advised to prepare for COVID-19 and monitor illness among students and staff. We recommend you make a plan for childcare now should schools need to be closed for an extended period in the future. Preventing the spread of illness is a community responsibility and we encourage you and your children to practice the following healthy habits: Frequent handwashing with soap and water for at least 20 seconds. Avoid touching your eyes, nose, and mouth. Cover coughs or sneezes with your elbow. Stay home when sick and seek medical attention when necessary. Avoid close contact with people who are sick. Clean and disinfect frequently touched objects and surfaces such as counters, phones, door knobs and light switches. As recommended by the New York State Department of Health, schools are taking additional precautions now to mitigate illness transmissions. If students or staff develop symptoms that include fever and cough during the day they will be isolated from others and will be triaged according to established protocols. We have also stepped up routine cleaning procedures in classrooms, on buses, and in bathrooms. In situations like these, rumors may cause unnecessary reactions and panic. Therefore, we encourage you to get information from credible sources. The New York State Department of Health has established a webpage with updates, key messages, frequently asked questions, travel advisories and more at: https://www.health.ny.gov/diseases/communicable/coronavirus/. Together, we can work to maintain a healthy learning environment. LEVEL 1 (No Cases in Monroe County) More frequently clean common areas including countertops, door hardware, bus seats, etc. Communicate online and to campuses the precautions to avoid spreading COVID-19 Continue to monitor attendance and communicate with Monroe County Department of Health Communicate to families/staff to stay home if sick Monitor illness among students and staff Review and update emergency plans Begin bi-weekly departmental briefings for communication updates Potentially limit all unnecessary travel Potentially limit large gatherings to only essential events or consider postponing essential events LEVEL 2 (Cases identified in Monroe County) Ramp up cleaning efforts to expand to cleaning less frequently used areas in addition to common areas Potentially limit/restrict outside visitors and guests Develop contingency plans and review business continuation plan Continue all Level 1 activities LEVEL 3 (Confirmed Cases among students/staff) Affected school(s) will close for 24-hours while the local department of health investigates and sets forth a plan for further precautionary measures that the school must take to limit exposure, which may include additional closure Potentially cancel all district events (athletics, fine arts, etc.) In the event of extended campus closures, communicate to families about schoolwork accommodations and access points for supports such as supplemental food and supplies Communicate to staff about which staff members are to report in order to maintain services and which can work from home Perform a deep clean of all areas	<urn:uuid:f254ed97-ea81-4bcc-bfe9-c8e74cd5b1f4>	CC-MAIN-2021-39	https://www.cccsd.org/Downloads/CC%20COVID%2019%20flyer%20(1).pdf	2021-09-19T19:22:53+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	731,721,217	744	eng_Latn	eng_Latn	0.998279	eng_Latn	0.998279	[ "eng_Latn" ]	false	docling	[ 3946 ]	[ 1.9296875 ]	1	0
INSPECTION REPORT Southwater Junior School Southwater Horsham LEA area: West Sussex Unique reference number: 125888 Headteacher: Mr John Gadd Lead inspector: Mr Steve Hill Dates of inspection: 7th to 10 th March 2005 Inspection number: 267704 Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2005 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Junior School category: Community Age range of pupils: 7 - 11 Gender of pupils: Mixed Number on roll: 435 School address: Worthing Road Southwater Horsham West Sussex Postcode: RH13 9JH Telephone number: 01403 730475 Fax number: 01403 733754 Appropriate authority: Governing body Name of chair of governors: Julie Alexander Date of previous inspection: 26 th – 30 th April 1999 CHARACTERISTICS OF THE SCHOOL This is a large junior school catering for over 400 boys and girls aged from 7 to 11. Most pupils are of white British heritage, with small numbers from a range of other ethnic heritages. Almost all have a home language of English and just two are at early stages of learning English. The number of pupils with special educational needs is somewhat below average; their main needs are moderate learning difficulties and dyslexia, with a small number having other needs. Pupils' social circumstances cover a wide range but overall are better than average. Their attainment on entry varies similarly, but is also above average overall. Most pupils transfer from the infant school next door, with which this school has close ties, including a joint parents-teachers association. Few pupils start or leave the school at other than the usual junctures. In recent years, the school has received a Schools' Achievement award and has gained Investors in People status. INFORMATION ABOUT THE INSPECTION TEAM \| Members of the inspection team \| \| \| \|---\|---\|---\| \| 21277 \| Steve Hill \| Lead inspector \| \| 9173 \| Sarah McDermott \| Lay inspector \| \| 25925 \| Elizabeth Pacey \| Team inspector \| \| 27654 \| Robina Scahill \| Team inspector \| \| 21020 \| Tess Galvin \| Team inspector \| The inspection contractor was: Altecq Inspections Limited 102 Bath Road Cheltenham GL53 7JX Any concerns or complaints about the inspection or the report should be made initially to the contractor. The procedures are set out in the leaflet 'Complaining about Ofsted Inspections', which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted's website (www.ofsted.gov.uk). REPORT CONTENTS PART A: SUMMARY OF THE REPORT OVERALL EVALUATION This is a good school, with many very good features. Social development and music are outstanding. Pupils achieve well academically and really enjoy their involvement in the thriving community. Good teaching ensures good standards. Very good leadership and good management ensure that almost all aspects of the school are good and many are very good. The school provides good value for money. The school's main strengths and weaknesses are: * Achievement is good and pupils do particularly well in English, science, music and physical education. * Teaching and learning are good and staff work hard to provide for individual pupils' social and academic needs. * Excellent provision for pupils' social development ensures that they thoroughly enjoy school, have very good relationships and behave very well. * Leadership is very good and the school is well managed; teaching is monitored well although subject and year leaders are not sufficiently involved in this process. * Good assessment ensures that work is well matched to pupils' needs, but the effectiveness of target setting for individual pupils is inconsistent across the school. * The school provides a wide-ranging and exciting curriculum, with very good enrichment activities, which generates considerable enthusiasm from pupils; music is outstanding. * Very good links with parents, the community and other schools all contribute effectively to pupils' progress. * The school cares very well for its pupils and has excellent systems for involving them in how it runs. * Formal training for staff in child protection procedures is out of date. Improvement since the last inspection has been good. There has been very good improvement in leadership and management. Standards and teaching have improved and key issues from the last report have been addressed well. School development planning is now good. Monitoring of teaching is well established, but co-ordinators are still not sufficiently involved in this. Curriculum planning and assessment have improved substantially. Standards and provision in information and communication technology (ICT) have also improved significantly. STANDARDS ACHIEVED Pupils achieve well and overall standards are good. In English and science standards are well above average, and are above average in mathematics. Standards are very good in reading, speaking and listening, music and physical education. Standards at least meet expectations in all other subjects and exceed them in writing, history and in art and design. In religious education, standards are in line with the requirements of the agreed syllabus. Pupils make very good use of their language and literacy skills in a wide range of subjects. The good achievement is reflected in the high scores that the school gains in national curriculum assessments, as shown in the table below. Over the last few years, scores have risen faster than the national trend. They have been well above average compared with all schools, and broadly average compared to similar schools. The similar schools scores in the table do not do full justice to pupils' achievement. Analysis of individual records shows that these pupils did well during their time in school, with good achievement overall. Key: A - well above average; B - above average; C - average; D - below average; E - well below average Similar schools are those whose pupils attained similarly at the end of Year 2 \| Results in National Curriculum tests at the end of Year 6, compared with: \| all schools \| \| \| \|---\|---\|---\|---\| \| \| 2002 \| 2003 \| 2004 \| \| English \| A \| B \| A \| \| mathematics \| A \| A \| B \| Pupils' personal qualities, including their spiritual, moral, social and cultural development, are very good. Their social development is excellent. Pupils have very positive attitudes to school and enjoy taking part in a wide range of activities. Their behaviour is very good, although a small minority, of mainly younger pupils, are occasionally rather silly or show immature attitudes. Attendance is very good and punctuality is good. QUALITY OF EDUCATION The quality of education is very good. Teaching is good. Classes are managed well so learning is good across the school. Lessons are varied and interesting so pupils' enthusiasm and attention are held and they make good progress. Very good use is made of practical work in a range of subjects and pupils are encouraged to discuss their learning extensively and to explain their thinking. This helps ensure that their understanding is secure and stands them in good stead for future learning. Teaching and learning are particularly good in music and physical education. The school has a very good curriculum, which really engages pupils' interest and enthusiasm and is backed up by very good enrichment activities. Provision in music is outstanding. Very good provision is made to care for pupils, although training for child protection needs updating, as the school has identified in its improvement planning. Links with parents, with other schools and with the community are very good. LEADERSHIP AND MANAGEMENT Overall leadership and management are very good. The headteacher gives very good leadership to the school, ably supported by the deputy head. Subject and year leaders provide good leadership and management, but are not sufficiently involved in observing their colleagues' teaching. Many good systems are in place, but they are not always implemented consistently across the school. Governance is very good and governors give very good support based on their very good understanding of the school's strengths and weaknesses. They ensure that the school meets its statutory requirements, apart from when some pupils miss the opportunity to take part in a daily act of collective worship. PARENTS' AND PUPILS' VIEWS OF THE SCHOOL Parents strongly support the school and its aims and they appreciate the excellent measures it takes to consult them. Pupils really enjoy school and the activities on offer and they speak very highly of the excellent systems to involve them in its management. IMPROVEMENTS NEEDED The most important things the school should do to improve are: * ensure year and subject co-ordinators are more involved in monitoring teaching, building on the plans currently in place; * improve the consistency and use of individual target setting for pupils; * implement the planned work on updating child protection training; and, to meet statutory requirements: * ensure that all pupils take part in a daily act of collective worship. PART B: COMMENTARY ON THE INSPECTION FINDINGS STANDARDS ACHIEVED BY PUPILS Standards achieved in areas of learning, subjects and courses Achievement is good. Standards are better than those normally found in the core subjects of English, mathematics and science. All pupils achieve equally well regardless of background or ability. Main strengths and weaknesses * Pupils achieve particularly well in reading, speaking and listening, science, physical education and music. * Standards are good in art, history and mathematics. * Pupils make particularly good use of their language and literacy skills in a wide range of subjects. * Writing standards are good, but the presentation of written work is variable between different classes. Commentary 1. Scores in national assessments at age 11 have been rising faster than the national trend and have been well above average overall for several years. This was reflected in the standards observed during the inspection. Standards in national tests at the end of Year 6 – average point scores in 2004 \| Standards in: \| School results \| National results \| \|---\|---\|---\| \| English \| 28.7 (28.3) \| 26.9 (26.8) \| \| mathematics \| 28.3 (28.4) \| 27.0 (26.8) \| There were 112 pupils in the year group. Figures in brackets are for the previous year. 2. Scores in comparison with similar schools (on the basis of pupils' scores in tests at age seven) have usually only been average overall. The school's careful records of assessments shows that this under-estimates the progress that pupils make. Some time ago the school identified that pupils seemed to lose a lot of ground, on the basis of various test results, in their first year at the school. Senior staff identified this anomaly as stemming from differences between this school and the nearby infant school in approach and in the types of assessment used. They have since worked closely with the infant school to moderate judgements about pupils' standards, to ease pupils' transfer and eliminate this 'blip'. There is clear evidence that the individual pupils referred to in the table above achieved well overall in English, mathematics and science between the end of Year 3 and the end of Year 6. Based on nationally devised tests, hardly any failed to make the expected progress and over a third did better than expected in all three subjects. 3. Pupils build well on their good standards in the core subjects when they start at the school. Inspection evidence shows that standards in English, science, music and physical education are well above the expected levels by the end of the school. Standards in mathematics, history and art and design are above expectations. In religious education, standards meet the requirements of the locally agreed syllabus. In all other subjects, standards at least meet the national requirements. Achievement is good in English, mathematics and science. It is very good in physical education and excellent in music. Achievement is at least satisfactory in all other subjects. 4. Standards in reading are consistently very good because of the well-organised teaching and the systematic way in which this is reinforced in all classes. Pupils make good use of their reading skills to access information both from books and from ICT sources. This strongly supports their good progress in a range of subjects, as they are able to quickly understand different sources of information and to follow any written instructions they are given accurately. Their skills in accessing information from the library are very good because of their regular opportunities to practise and the clear guidance they get from staff. 5. Speaking and listening skills are high and are developed and used very well across the curriculum. Pupils have frequent, structured opportunities to share ideas in pairs before they contribute to lessons. This helps them clarify their understanding and to learn from each other's suggestions. They are often asked to explain their thinking, for example in how they worked out calculations in mathematics or in explaining the implications of their observations in science investigations. In many subjects, such discussions help to clarify their understanding and to make it more secure. Pupils are given considerable responsibility for organising aspects of their own learning by talking through ideas and working together. By the end of the school, they use these skills very effectively in planning work together in design and technology, for example, or in organising group performances in dance lessons. 6. Good use is made of pupils' writing skills in many subjects. This gives them good opportunities to write in a variety of forms and genres, as well as to explain their thinking in their own words. This strongly supports their learning in different subjects, as well as developing their writing skills. As a result, the content of pupils' writing is good across the board, although the quality of their handwriting and presentation is variable between classes. In some classes, not enough emphasis in placed on clarity of presentation and neatness, and teachers' normally high expectations of standards are inconsistent in this regard. 7. High standards in science are characterised by a clear understanding of different scientific topics, securely based on a very good understanding of planning, conducting and writing about investigations. Standards in physical education are much better overall than those usually seen. Standards in dance are particularly strong. High standards in music result from outstanding provision. High quality singing is only the most obvious result of this. Many pupils have the chance to learn an instrument and often go on to attain high standards. In art and design, pupils produce work of a quality better than that usually found, in a range of media. The best pieces are done meticulously and with imagination. Standards in mathematics are notable for pupils' good 'feeling' for number and they are able to apply their understanding effectively to support their work in other subjects. 8. A particular feature of pupils' good achievement is that all pupils are enabled to do their best, regardless of background or ability. Pupils with special educational needs achieve well overall. These pupils make good progress when they work in the classroom because classroom teachers and assistants give them good general support. They achieve particularly well in sessions carefully tailored to their individual needs with the learning support teacher, when they make very good progress towards their individual targets. The small number of pupils for whom English in not a mother tongue learn English quickly and soon become genuinely bilingual, making similar progress to their classmates, across the curriculum. They take part equally in all the activities that the school offers. Challenging work ensures that pupils of high ability make commensurate progress and attain high standards. Where pupils have a particular talent in one subject, such as music, ICT or sport, the school makes good provision to support this and to enable such pupils to fulfil their talents. This is particularly successful for pupils learning musical instruments. Pupils' attitudes, values and other personal qualities Pupils' attitudes and behaviour are very good. Overall, the spiritual, moral, social and cultural development of the pupils is very good. Pupils' attendance is very good and their punctuality is good. Main strengths and weaknesses * Pupils' involvement in the school, the local and wider community is outstanding. * Relationships between all members of the school community are very good. * Teachers have high expectations of pupils' work and behaviour. * Pupils are very interested in their work and keen to do well. * Pupils' attendance is very good because they love coming to school. * A small minority of pupils sometimes exhibits immature behaviour. Commentary 9. Pupils thoroughly enjoy their lessons and really like their school. Teachers establish a good working atmosphere by planning work that is interesting and relevant. Staff ensure very good relationships between pupils, and between pupils and all adults in the school, by setting an example of close teamwork and respect. As a result, pupils grow in self-confidence and maturity; no incidences of bullying or harassment were seen during the inspection. Expectations that pupils will behave well are clear and are consistently applied. As a result, the great majority of pupils understand right from wrong, take their work very seriously and behave very well. However, there is a very small minority whose occasional silly behaviour in class stands out in contrast. These instances are usually dealt with very well and, in the pupils' opinions, fairly. Behaviour at playtimes is good overall although, occasionally, over-boisterous behaviour goes unchecked by supervisory staff. 10. The provision for pupils' social development is outstanding and permeates the life of the school. Responsibility and initiative are promoted and valued highly and pupils are rightly proud of their excellent involvement and commitment to the school and wider community. For example, pupils raise large amounts of money for charities by running charity stalls, such as a cake stall each week, and take part in national events such as Red Nose Day with great enthusiasm. They much appreciate the opportunities for them to become very closely involved in the school through the very effective School Council and as members of the School Grounds Committee. Examples of this involvement include the very successful playground buddy scheme and developing parts of the school grounds to be more attractive and safe areas. Pupils have also been encouraged to be active participants in the Healthy Schools initiative and in a joint schools' Think First Council. The high level of encouragement for them to become active in the local community has resulted in them taking part in parish council discussions, and in joining police, leisure centre officials and parish councillors on the local Youth Council. Through all of these activities the school very successfully promotes good citizenship, a high sense of responsibility amongst the pupils and very good relationships throughout the school community. 11. The provision for pupils' spiritual and cultural development is good. Teachers effectively create spiritual moments in a variety of lessons. For example, pupils experience the quiet and reflection of prayer in very good religious education lessons. However, there are missed opportunities to develop pupils' spiritual awareness during collective worship. The vast majority of pupils show respect for the beliefs of others. However, a very small number of pupils do not understand how important beliefs are to believers. This occasionally results in some inappropriate behaviour. Art and music lessons make very good contributions to pupils' cultural development. This is further enhanced by a range of visits, visitors and activities in the fields of music, art and theatre. However, provision for multicultural education, while satisfactory, is not particularly strong in helping pupils to fully understand the range of cultures in modern Britain. 12. The attendance rate has improved year on year and is now well above the national average. There is no unauthorised absence. Pupils are very keen to come to school because they know they are looked after well and that their teachers make learning fun and interesting. Punctuality remains good. Most pupils arrive on time for the beginning of the day, although a few each day slip in late. The monitoring of punctuality is not sufficiently rigorous. There is no central late book and there are significant variations between classes in marking lateness in the register. Consequently it is difficult to identify lapses in punctuality accurately and work to improve time keeping. Attendance in the latest complete reporting year (%) The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year. QUALITY OF EDUCATION PROVIDED BY THE SCHOOL The overall quality of education is very good. Teaching and learning are good, with many very good elements. The curriculum and its enrichment are very good and provision for pupils' social development is excellent. The overall care, guidance and support for pupils are very good. Links with parents, the community and other schools are very good. Teaching and learning Teaching and learning are good. Assessment is good. Main strengths and weaknesses * Teachers use their very good subject knowledge effectively to make lessons interesting and engage pupils' enthusiasm. * High levels of classroom discipline are firmly founded on clear expectations and procedures and on positive relationships. * Teachers make good links between different areas of learning, particularly in harnessing pupils' language and literacy skills. * Pupils' independence is developed very well and very good use is made of collaborative work. * Work is generally well matched to pupils' needs through good use of assessment. * Marking is good and pupils are well involved in assessing their own achievement, but the development and use of individual targets is very inconsistent between classes. Commentary Summary of teaching observed during the inspection in 55 lessons The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen. 13. Pupils enjoy their lessons and work hard. They are enthused by the interesting range of activities they do and the lively presentations given by their teachers. Very good use is made of practical work to help pupils understand what they are doing, for example in science, music and design and technology. Pupils have lots of opportunities for hands-on experiences; for example, they get plenty of chances to work on computers in ICT. Good use is made of interactive whiteboards in some lessons to illustrate points and to present topics in different and interesting ways. 14. Pupils behave very well in lessons. This is reinforced by clear expectations and well-understood systems which are consistently reinforced by all adults. However, the main factor behind the relaxed, secure standards of discipline is the very positive relationship that teachers establish with pupils. Pupils' views are valued and their individual needs and interests are known and respected by the teachers. As a result, pupils like and respect their teachers and are keen to gain their approval by behaving well, following rules and by trying their best with their work. All this leads to good progress in the vast majority of lessons. 15. Teachers plan work very carefully so that different aspects of pupils' learning support each other. For example, literacy lessons during the inspection often had a theme related to the history topic that pupils were studying. This helped develop pupils' understanding and knowledge in both subjects. Teachers are very successful in both developing and utilising pupils' speaking and listening skills throughout the curriculum. Pupils are regularly encouraged to rehearse their ideas and their understanding by explaining them to a classmate. This helps them consolidate their grasp of different topics and often provides them with a firm framework to write about them. Teachers strongly encourage pupils to think through their ideas and explain them to the class, to groups or to the teacher. This helps pupils to organise their thinking, as well as showing the teacher the depth of pupils' understanding so any gaps in knowledge or misconceptions can be addressed. Good use is made of pupils' writing skills to explain their understanding in different subjects. This gives them good practice in writing in a range of genres, as well as clearly showing the teachers the extent of their knowledge. 16. Because of their very good language and literacy skills, pupils are able to develop high levels of independence and to be very effective in undertaking collaborative work. In researching information in history, for example, their very good reading skills enable them to access information from a range of sources and to understand written instructions with minimal help from adults. Their very good speaking and listening skills come into their own in collaborative ventures. In lessons such as science or design and technology, they show good negotiating skills in deciding how to proceed, listening to each other's ideas carefully and clearly explaining their own suggestions. In dance, pupils are able to devise increasingly sophisticated performances through tightly focused discussions evaluating their work to date. 17. Pupils' work is assessed very effectively both informally during lessons and more formally through structured tasks. Along with results of various standardised tests, this means that teachers have a good understanding of individuals' strengths and weaknesses and can ensure that work they are given is well matched to their needs. As a result, in most lessons work is challenging for each individual, but well within their scope if they apply themselves. The occasional exception occurs when a teacher is too ambitious and a few pupils struggle to keep up or when some of the work is not challenging enough for the very brightest. Such lessons are rare and are generally still satisfactory overall because the teachers keep a careful eye on how pupils are getting on as they work and are able to address such mismatches quickly. 18. Pupils with special educational needs make good progress in their learning because the quality of teaching is good overall. They make very good progress when they are withdrawn from the classroom for extra help by the specialist teacher. Friendly, encouraging management of pupils' behaviour underpins the very good teaching of specific areas that pupils need to learn. Very good quality marking means that pupils know what they need to do to improve. Most pupils respond very well, strive to do their best and present their work neatly. These pupils make good progress when they work in the classroom because classroom teachers and assistants give them good general support. Teachers simplify the written work for these pupils but often do not modify the content to meet their individual needs. 19. The teaching is good for the few pupils who learn English as an additional language. Their needs are assessed promptly and they are given effective extra help if this is needed. Teachers provide all pupils with many opportunities to discuss their learning and explain their thinking and they teach the correct subject vocabulary in all subjects. These strategies successfully promote the speaking and listening skills of all pupils and help the few pupils who learn English as an additional language to grow in confidence and competence in spoken English. As a result, the few pupils who learn English as an additional language achieve well. 20. Pupils' understanding of their own learning is satisfactory. Marking in their books is good and is often linked well to specific criteria or 'learning objectives', when pupils are told clearly what they are intended to learn. Teachers' marking then clearly outlines in what ways pupils have succeeded against these criteria and how work could be improved. There are many good examples of pupils attempting to assess their own work, or that of others, and using these assessments to take learning forward, particularly in physical education. The use of more formal individual targets, while happening in some fashion across the school, makes too little contribution to pupils' learning. Targets are set and used differently in different classes and in some they are hardly used at all in pupils' day-to-day learning. Teachers seldom refer to individual targets in their marking or in giving oral feedback in lessons. Many pupils are confused about their targets or do not know what they are. Some targets are not specific enough for pupils to know when they reach them. In some classes, although pupils know their targets, they are not reviewed frequently enough to support effective learning. The curriculum The school provides a very good, well-integrated curriculum to meet the academic and personal needs of its pupils. There is a very good range of additional enrichment activities. The accommodation and resources are good. Main strengths and weaknesses * The very good links between subjects make learning interesting and enjoyable. * Many pupils participate in the rich and varied range of out-of-school clubs. * Provision for pupils with special educational needs is good. * Pupils' personal, social, health and citizenship education is well developed. * The curriculum for physical education is very good and for music it is excellent. * Resources and accommodation are good and used effectively to promote pupils' learning. Commentary 21. There has been good improvement since the last inspection. The curriculum is now planned so pupils make steady and continuous progress as they move through the school and they are well prepared for the next stage in their education. The subject leaders plan for the whole school in their subject, so that the curriculum develops systematically year by year, and pupils in parallel classes in each year group cover the same work. Teachers make the necessary adjustments to these plans, taking into account pupils' different needs. Links between subjects are carefully planned so pupils gain a deeper understanding of the various aspects of their learning. English is well developed through other subjects. For example, Year 3 pupils learn to write formal and informal letters relating to their visit to a Victorian house. The music curriculum is excellent. It is very well structured to develop systematically pupils' knowledge, skills and understanding in all elements of the curriculum. There is a strong emphasis on pupils creating their own compositions. Well-planned French lessons enhance the curriculum for pupils in Years 5 and 6. 22. Good provision is made for special educational needs. There are good quality individual education plans that are set out in small achievable steps and reviewed regularly. Pupils receive good extra support within the classroom and very good quality teaching when they are withdrawn from the classroom for extra help. This ensures that they have an equal chance of doing well in lessons. Some of the specialist support sessions for these pupils are not timetabled to ensure that all of these pupils have equal access to the full curriculum and so pupils do not always attend collective worship. 23. The school provides an impressive variety of extra-curricular clubs before school, at lunchtime and after school. These are well attended by the pupils. Staff give freely of their time and provide enthusiastic support to the clubs and extra-curricular activities. The arts are well developed through the varied music clubs such as guitar, treble and descant recorder, upper and lower junior choirs and the art, sculpture and cross-stitch clubs. School teams enjoy much success in football, for both boys and girls, tag-rugby, netball, swimming, cross country and athletics. There are also gardening, cinema, French and Christian clubs. Nearly half the pupils learn to play one or more musical instruments. A good range of visits and visitors extends the curriculum very well. These also provide important links with the community. Activities include a road safety competition and cycle training. Residential visits are arranged annually for older pupils. The broad range of learning opportunities is contributing very well to pupils' good achievement. 24. Playground buddies, the school council, the joint schools' Think First Council and involvement with the parish council all give pupils the opportunity to take responsibility in the school and beyond. Pupils learn a wide range of skills through these activities and this develops their personal and social skills well. 25. The school is well staffed with skilled teachers who make an important contribution to pupils' learning and their good achievement. The school's accommodation is good, with a music room and well-equipped ICT room. The school library is well resourced and used frequently. The classrooms are attractively presented to form an interesting and stimulating learning environment. Overall, good equipment and resources are enabling lessons to proceed at a good pace for pupils to enjoy learning. Care, guidance and support Arrangements for the care, welfare, health and safety of the pupils are good. The provision of support, advice and guidance for individual pupils is very good. The involvement of the pupils through seeking, valuing and acting on their views is excellent. Main strengths and weaknesses * The involvement of the pupils in the running of the school is outstanding. * The safety of the site is very well monitored and maintained. * The staff are not sufficiently up to date with the recommended training in child protection procedures. * Pupils are very confident to turn to adults for help and advice should they need it. * The school supports the personal and pastoral development of each pupil very well. Commentary 26. Pupils have a very strong voice in school management. The systems to gauge pupils' views are very well established, with regular consultations on a wide range of issues. The headteacher and staff are genuinely interested in the pupils' ideas and invariably will incorporate them into management decisions. All pupils are given the opportunity to contribute to making decisions for their community. Not only are different pupils on the School Council from the Think First Council, but also there are chances for other pupils to participate in such groups as the School Grounds Development Project. Pupils are being extremely well prepared for making a full contribution to life beyond school. 27. The governors work very effectively to ensure the school site is safe for pupils and staff. They are very assiduous in assessing the safety of the buildings and grounds each term. Pupil representatives join them to increase their awareness of health and safety issues successfully too. First aid systems are very effective and medical treatment is accurately recorded. Major trips out of school are thoroughly checked for potential hazards. However, the assessment of local trips to the village is not sufficiently formal to cover possible eventualities. The main difference is that assessments are not formally recorded for these local trips. 28. Since the last inspection, the school has not kept up with the more stringent requirements for child protection. Currently staff have not undertaken the training in child protection procedures strongly recommended by the government. The school management has already identified this issue and is organising the necessary refresher courses. The child protection policy is up to date and, in practice, all staff know who to turn to should they be suspicious of child abuse. The four pupils looked-after away from their parents are carefully monitored and they achieve just as well as their fellow pupils. 29. The very good relationships throughout the school give pupils a strong sense of security and confidence. Pupils know that they can turn to any adult in the school for support if they are unhappy. A surprisingly high number of pupils reported in the pupils' questionnaires that they would not go to an adult if they were worried or hurt. In questioning pupils about this during the inspection, they said it was because they could generally sort problems out for themselves, illustrating that peer support is very strong and effective. Although a small minority of parents expressed concern about bullying in the school, the pupils themselves do not see bullying as a problem. Pupils receive very good instruction in differentiating bullying from other unpleasant behaviour and know that should it happen it would be sorted out swiftly and unobtrusively. 30. The support for each pupil's personal development has improved and is now very good. Provision gets off to a strong start because of the very good procedures to help pupils from the infant school to settle in happily. It is particularly effectively underpinned by the remarkable opportunities for pupils to grow in maturity and take on responsibilities around and beyond the school. Most staff know the individual pupils very well and the headteacher ensures he recognises all newcomers as quickly as possible. The school is quick to give sensitive guidance to families with domestic troubles so the pupils' education is disrupted as little as possible. At the end of the year, teachers report accurately and sympathetically on each pupil's personal development. The support given to pupils' academic development is good, but teachers are inconsistent in setting targets so not all pupils are sufficiently clear in what they need to do next to improve their learning. 31. Pupils with special educational needs receive very good care and good support overall from classroom and specialist support staff. There are effective systems overall for assessing, recording and reporting the achievements and progress of pupils with special educational needs. Therefore, the pupils make good progress in their learning. Partnership with parents, other schools and the community The partnership with parents is very good. Links with the community and other schools are very good. Main strengths and weaknesses * The school places great value on the views and suggestions of parents. * Parents are kept very well informed about the curriculum and how their children learn. * The school is a vital member of the local community. * The school works very effectively with other schools for the benefit of pupils and staff. * The annual reports do not give parents a sufficiently clear message on the progress their children have made in each subject over the year. Commentary 32. The school looks upon parents as extremely valuable partners in the education of the pupils. The seeking of parents' views and the involvement of parents in management decisions are exceptional. The governors are constantly reviewing the annual questionnaire to parents to suit the needs of the school by linking it with the school improvement plan. Results are carefully analysed, fed back to parents and effective moves are made to remedy problems. For example, homework is now more consistent and clearer because the school took on board the concerns of a few parents over the procedures. Parents find the headteacher and staff very welcoming and responsive to suggestions and concerns. By keeping up excellent channels of communication with parents, the school can benefit from useful ideas and nip any potential problems in the bud. Parents are very happy with all the school does for them and their children. The partnership with parents has improved further still since the last inspection. 33. The school keeps parents very well informed about school events and celebrations. The newsletters, prospectus and annual governors' report give a real flavour of the school and allow parents to take a full part in their children's school life. The attractive and stimulating entrance lobby is a mine of information on educational news and school successes. Parents receive plenty of very useful information about the curriculum and methods of teaching. Recent workshops on learning styles and mathematics were very well attended by parents, leading to a better shared understanding of how best to help their children's learning from home. 34. The annual reports are carefully designed to be succinct and easy to understand for parents. They give a good overview of each pupil's personal development, their academic standards and their future targets for improvement. However, the inspection agrees with some parents that teachers are inconsistent in giving an accurate account to parents of how their child has improved over the past year in each subject of the curriculum. 35. The school is outward looking and still maintains very good links with the local community. Of particular note are the extremely successful and high profile summer Carnival and the autumn Fireworks Display, organised by the Southwater Parent and Teacher Association on behalf of the villagers. Pupils are encouraged to raise money for community charities and have sent representatives to the parish council to give their views on the local environment. The younger pupils carry out a regular survey of village buildings and lifestyles to enliven their geography lessons. Pupils are positively learning to be good citizens by enjoying and participating in community events beyond school. 36. Southwater Junior still benefits from very strong links with other schools. The 'Networked Learning Community' is very effective in bringing together likeminded schools to share expertise and professional development on effective learning styles for the pupils. The school collaborates with a wide range of primary and junior schools to extend opportunities for the pupils in sport and music. Links with the adjacent infants school are very close and ensure pupils transfer very smoothly into the juniors. There are good links for transferring the oldest pupils to their secondary schools. LEADERSHIP AND MANAGEMENT There is very good leadership and management overall. The leadership of the headteacher is very good and that of other staff good overall. Management is good. The governance of the school is very good. Main strengths and weaknesses * The headteacher provides very clear direction for the work of the school. * Staff with management responsibilities provide good leadership, but they are not sufficiently involved in the monitoring of teaching. * Governors provide very good quality support. However, the requirement to ensure a daily act of collective worship is not always met. * The school's finances are managed very efficiently. Commentary 37. A new headteacher and deputy headteacher have been appointed since the time of the previous inspection and there has been very good improvement in leadership and management since then. The headteacher, very ably supported by the deputy, puts the development of pupils' personal qualities, combined with a strong drive for high academic standards, at the centre of school life. These qualities are reflected in the dedication of the enthusiastic and effective team of staff. The headteacher makes it a priority to value all members of the school community and this means that the differing needs of pupils are catered for very well. Relationships are harmonious between all members of the school community and this creates a very good ethos for learning. 38. The school has very good systems for supporting student teachers, newly qualified teachers, for staff training and performance management. The headteacher, supported by the deputy headteacher, carries out rigorous monitoring of teaching and learning. These systems contribute significantly to teacher confidence and expertise and the good quality of teaching. 39. There is good leadership and management in most subjects and areas of school life, such as assessment and year group leadership. Leadership is excellent in music and very good in English, science and special educational needs. Therefore, pupils achieve well. Time is provided each term for staff, such as subject co-ordinators, to carry out their management roles and this is effective. They provide useful advice to staff, monitor teachers' lesson planning and pupils' work effectively and support their colleagues in their teaching in the classroom. They are not involved in the formal monitoring of teaching and learning, which restricts their effectiveness. Arrangements for the recruitment, retention and deployment of staff are good. The school has good plans for implementing the procedures for workforce reform. 40. There is very good leadership and good management of special educational needs that promotes effectively the good provision and progress that pupils make. The co-ordinator leads and supports staff very well. She monitors and tracks effectively the pupils' progress towards their individual targets. However, some of the specialist support sessions for the pupils are not timetabled appropriately to ensure that all of these pupils have equal access to the full curriculum, particularly collective worship. 41. School development planning is good. The school development plan gives a clear view of the school's main priorities over the current year and is linked very well to the school's budget. The plan is informed by good, accurate evaluations of the school's work. There are future predictions for staffing costs for a few years ahead. However, the criteria for judging the improvements are not as precise as they could be in order to measure more accurately the success of the initiatives. 42. The headteacher and staff keep governors very well informed about the school's work. Governors are very supportive of all that the school does and have a successful working partnership with staff. The chair of governors leads her colleagues very well in implementing their responsibilities. These are carried out rigorously, for example the monitoring of subjects and areas of school life such as equal opportunities. Their regular visits to the school are very well structured and these help them to have a very good grasp of the school's strengths and weaknesses and the standards that pupils achieve. Governors fulfil all the duties that are required of them, except with regard to the daily act of collective worship. One or two lessons and some of the specialist support sessions for pupils with special educational needs are not timetabled to ensure that all pupils take part in a daily act of collective worship. Financial information for the year April 2003 to March 2004 \| Balances (£) \| \| \|---\|---\| \| Balance from previous year \| 8 708 \| \| Balance carried forward to the next \| 105 039 \| 43. The management of the school's finances is very good. The school bursar and secretaries very efficiently and effectively support the smooth running of the school each day and the management of its finances. They also contribute significantly to the maintenance of very good relationships with parents and carers. The school rigorously ensures that the services it receives are provided at the best value. Balances are above average and currently stand at 9.8 per cent of the total school income. This is prudent in the light of future spending plans. Most of the money has mainly been set aside for planned building work and improved computer resources. It is also to offset the effect on income and staffing of a projected decline in the number of pupils attending the school. The expenditure per pupil is below average and the school provides good value for money. Particular barriers to raising achievement, and their impact 44. The school manages well the disparity between results gained in the Year 2 national assessments in the infant school and the results pupils achieve in a variety of Year 3 assessments. There is now very close liaison and transfer of information between staff of both schools, which results in greater continuity in pupils' learning than there has been in the past. Initiatives in assessment procedures and the tracking of pupils' progress are proving to be effective in helping the school to show that pupils achieve well by Year 6. The good achievement is not evident in the school's national test data. PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES SUBJECTS IN KEY STAGE 2 ENGLISH AND MODERN FOREIGN LANGUAGE English Provision in English is good. Main strengths and weaknesses * There is good achievement in speaking and listening, and in reading. * Achievement in writing is improving. * Many lessons are characterised by well-organised practical activities, leading to rapid learning. * The setting of targets to help pupils to improve their writing is not systematic enough. * The co-ordinator provides a very good role model for colleagues and organises the subject's development well. Commentary 45. Pupils achieve well, which shows good improvement since the previous inspection. Standards are well above average overall by Year 6. This is a similar picture to the school's national test results, which have been generally well above average in English in the last four years. In most years the standards achieved are average when compared with similar schools. Standards are usually high in reading, but have varied from average to above average in writing in the last four years. Careful analysis of test data has resulted in the school prioritising writing as an area for development. Action taken is proving to be effective and is reflected in the rise in standards this year. There is no significant difference in the standards achieved by boys and girls. The few minority ethnic pupils, including pupils who learn English as an additional language, achieve at the same rate as their classmates. 46. Pupils with special educational needs achieve well. They make very good progress when they are withdrawn from the classroom for extra help with their learning because of the very good quality teaching by the specialist teacher. Classroom teachers and assistants give the pupils good quality extra help. The work is usually in a simpler format than that for their classmates, but it is rarely modified to meet the individual learning needs of pupils with special educational needs. This results in their good, rather than very good, progress when they work in the classroom. 47. Standards are well above average in speaking and listening by Year 6. This is because teachers give a lot of time to the development of these skills in all subjects. They plan very effectively for pupils to talk about their work, discuss their thinking and act out a role. Staff provide good examples to pupils through effective questioning skills that prompt pupils to think and voice their opinions and answers clearly. Pupils' very good attitudes result in them being courteous and listening carefully to their classmates and to their teachers. This has a significant impact on their overall attainment. 48. Pupils make good progress in reading and standards are well above average by Year 6. This is because staff provide effective reading sessions in addition to the literacy hour. There are whole-class lessons for the teaching of reading and for pupils to use the very good library facilities. As a result, pupils enjoy reading and most read with good expression and understanding. Year 6 pupils have very good library skills and they use these effectively to research information across many subjects. Lower attaining pupils receive extra help in additional literacy strategy sessions and special educational needs pupils receive very good quality help from the specialist support teacher. This means that the basic skills of reading are taught effectively. Teachers use homework well to extend pupils' learning. 49. Standards are above average in writing by Year 6. Achievement is satisfactory, but it is improving rapidly, particularly in Years 4 and 5. This is because the school has made the raising of standards in writing a priority for staff to focus on. However, the improvements in the provision have not been in place long enough to have full impact on standards in Year 6, so some of these pupils are withdrawn from the classroom for extra tuition. These pupils have the potential to reach average or higher levels and through very good quality teaching they are helped to achieve their potential. 50. Most Year 6 pupils write confidently, structure their writing clearly, punctuate it correctly and choose words carefully to create a particular effect. These skills are successfully extended because teachers use pupils' writing skills effectively in other subjects. Most pupils' handwriting is joined and fluent and their work is neatly presented when they create work for displays around the school or specific projects. The standard of presentation in exercise books is generally satisfactory. Standards are below average in handwriting for a significant minority of Year 6 pupils because teachers do not consistently insist that pupils join their handwriting across the range of their work. There is good quality marking in most classes that points out to pupils how to improve. However, the school does not have a unified system for teachers to set targets for pupils to work on over time in order to improve their skills. This means that some pupils do not make as much progress as they could. Pupils use computers well to word-process their work in English. 51. There is good quality teaching and learning overall. There are effective systems to assess and evaluate the standards achieved and track pupils' progress, which is another good improvement. These lead to early identification of pupils who need and are given extra help. In almost half of lessons, teaching is very good. The strong features of these lessons are very imaginative and wellorganised practical activities that engage pupils' interest and enthusiasm. These mean that pupils work very purposefully and the rate of learning is rapid. In two satisfactory lessons some pupils did not make enough progress in their learning. In one lesson this was because the explanation of the work was not clear and in the other the text that the teacher gave pupils to read was insufficiently challenging for higher attaining pupils. 52. The subject co-ordinator provides very good leadership. She is a very good role model for other staff in her teaching and commitment to improving standards. Good management has resulted in greater consistency in practice between classes, for example in the quality of marking. Careful auditing of the subject has led to the identification of clear and accurate areas for development, but plans to achieve these priorities are insufficiently precise. Whilst the subject leader supports colleagues very well and regularly checks pupils' work, she is not involved in the monitoring of teaching. Therefore, some developments are not implemented and evaluated efficiently and effectively. Language and literacy across the curriculum 53. Pupils apply their skills well in all subjects. Teachers provide extensive opportunities for pupils to discuss their work and develop their ideas in all subjects. Pupils use their very good competency in reading to research information. There are many good opportunities for pupils to practise their writing skills in all subjects and these skills are used very effectively in music and science. In science, this is because teachers ask pupils to record all their work independently. In music, pupils write lyrics for the compositions they create and very effectively record their feelings when they listen to and appraise music. Modern foreign language (French) 54. Pupils in Years 5 and 6 learn French and standards are above those expected of pupils at this age. The scheme of work shows good overall planning and pupils' work is assessed systematically. In the one lesson seen, pupils learned new vocabulary and simple phrases. They were able to repeat these and then use them in conversations about their birthdays. Pupils are enthusiastic and confident. This subject makes a good contribution to pupils' speaking and listening skills and cultural development. MATHEMATICS Provision in mathematics is good. Main strengths and weaknesses * Pupils' attitudes to mathematics are very good. * Very good relationships enhance learning in mathematics. * There is very good provision for pupils with special educational needs and good provision for gifted and talented pupils. * Teachers have good subject knowledge, place good emphasis on oral work and maintain a positive working ethos in class. * Individual targets are not used consistently. Commentary 55. Standards are above average and pupils achieve well. This maintains the position at the previous inspection. However, there has been an improvement in the provision of mathematics for higher ability pupils, who are identified, given appropriate opportunities to work at a higher level and attain high standards in line with their ability. Good provision is made for the gifted and talented pupils to extend and deepen their mathematical thinking appropriately for their age. The school's records show that all pupils make good progress during their time in the school. Throughout the school, pupils with special educational needs are very well supported. They have good quality individual education plans with targets that are evaluated and reviewed frequently and effectively. As a result, pupils with special educational needs make good progress in line with their abilities. Teachers ensure that all pupils are fully included in lessons and there is no significant difference in the attainment of boys and girls. 56. Teaching and learning in mathematics are good overall, and sometimes are very good. Teachers have a good understanding of mathematics and a good awareness of the needs of their pupils. They work closely together to ensure that all areas of mathematics are taught. A good emphasis is put on oral mathematics. As a result, pupils' reasoning and thinking skills are well developed and they discuss and explain their ideas well. Teachers establish very good relationships with their classes. As a result, there is a very good working atmosphere in lessons, pupils are keen to learn, they work very well together and show an obvious enjoyment of mathematics. Behaviour in mathematics lessons is very good. Pupils work in 'sets' for mathematics, according to their needs and abilities. This enables teachers to work with smaller groups and ensures that work is interesting, relevant and appropriate for pupils in their set. Pupils are challenged and interested in their work and, as a result, they make good progress. However, work in pupils' books is not always presented as well as it might be. Some untidy recording obscures the reasoning behind the work and occasionally causes errors. The use of ICT in mathematics is good. Teachers use the interactive whiteboards effectively and there are ample programs to support pupils' learning. For example, during a lesson on ratio and proportion, pupils' learning was enhanced by effective, challenging work on the class computers. 57. There are good systems to assess and record pupils' progress in mathematics. These are analysed very closely and used very well to track pupils' progress and identify any problems that arise. Efficient and rapid action is taken to give extra support in a booster set. Work is marked very well, with good comments to pupils to help them correct and improve their work. However, there are no agreed and consistently used systems for setting and reviewing individual targets to help pupils know what they need to do to progress to the next stage of learning. 58. The leadership of mathematics is good. The co-ordinator has a clear vision and high aspirations for the standards in mathematics. He provides good support and leadership for the staff and is a good role model for the skilful teaching of mathematics. Resources are good. They are well organised and stored for easy access by pupils and teachers. Mathematics across the curriculum 59. Mathematics is used well across the curriculum. Examples are measuring and drawing graphs in science, time lines in history and measuring in design and technology. Information and communication technology is used for drawing graphs and teachers use interactive whiteboards well to support learning. Speaking skills are promoted well when pupils explain their mathematical thinking. All this helps consolidate pupils' understanding of mathematics, as well as promoting their learning in other subjects. SCIENCE Provision in science is very good. Main strengths and weaknesses * Achievement is good. * Teachers use practical and investigative work very effectively to underpin pupils' learning. * Very good use is made of pupils' language and literacy skills. * The co-ordinator sets a very clear direction for her colleagues, but is not sufficiently involved in monitoring their lessons. Commentary 60. Pupils consistently obtain results that are well above average in national tests at the age of 11. Inspection evidence bears out this positive picture so that, by Year 6, almost all pupils attain the expected Level 4, and over half show skills at the higher Level 5. Work in pupils' books shows a very secure knowledge of the topics they study and a very good understanding of investigations and practical work. In some classes, however, the presentation of work is weak and does not always do justice to pupils' high levels of skills and understanding. 61. Teaching and learning are good. Classes are managed very well, so behaviour is generally very good. The extensive practical work which teachers use as a foundation for pupils' learning is very effective. The interesting investigations that underpin many lessons enthuse and motivate pupils to do their best. They work hard and enjoy their success. Teachers' subject knowledge is generally secure, so that they explain things clearly and help pupils to build systematically on their understanding. Work in books, however, reveals that there are gaps in some teachers' understanding - of forces, for example - which lead to inaccurate statements in pupils' writing. 62. Teachers make very good use of pupils' speaking and listening skills in lessons. Through careful questioning they get pupils to explain their ideas, helping them to think scientifically about the meaning of what they have observed. Pupils transfer this skill to working with each other in groups, when they plan and perform investigations carefully, explaining their thinking to each other and helping one another to question and refine their plans. Similarly effective use is made of pupils' writing skills in explaining what they have found out in their own words. This helps them to clarify and organise their ideas and consolidate their understanding. It also gives their teachers a clear view of their understanding, so that they can check progress and offer extra help where there are misconceptions. Pupils routinely make effective use of their good mathematical skills, using graphs and tables to record their results. Marking is good and pupils are told what they have done well and how their work could be improved. 63. There has been very good improvement since the last inspection, with much higher standards, better teaching and a better balance in the curriculum. The subject is very well led. Teachers are given a very clear lead, with the coordinator modelling teaching for them and even videoing one of her lessons as a basis for discussion. Management is good. The co-ordinator keeps a careful eye on work in books and on the results of the regular assessments which are undertaken, as well as carefully monitoring pupils' detailed performance in national tests. Using this information, she identifies areas that need improving and works effectively with colleagues to address them. The school's own assessment tasks have just been rewritten, for example, as the co-ordinator identified that they tended to result in under-estimates of pupils' standards. An emphasis on investigative work, weak at the last inspection, has led to the current strengths in this area. However, the co-ordinator has not had the opportunity to monitor colleagues' lessons, to give a clearer view of teaching and learning in different classes. This means that she lacks all the relevant information she needs to help her direct her support where it is most needed. INFORMATION AND COMMUNICATION TECHNOLOGY Provision for information and communication technology is satisfactory. Main strengths and weaknesses * Pupils have very good attitudes towards their work. * ICT is used well to support learning in other subjects. * The computer suite is used to good effect, despite the poor quality of the television monitor. * Teachers have a good knowledge and understanding of the subject. * Assessment procedures are under-developed. Commentary 64. Provision and standards have improved considerably since the last inspection and achievement is now satisfactory. Achievement then was unsatisfactory and ICT was a key issue for improvement. This has been fully addressed. The school now fully complies with statutory requirements, teaching is good overall and pupils' skills knowledge and understanding are now average throughout the school. Pupils with special educational needs and those with English as an additional language attain standards in line with their peers. Gifted and talented pupils are given good encouragement to develop their skills further. There is no significant difference in the attainment of boys and girls. Displays and a portfolio of pupils' work show that ICT is being planned and used well in all other areas of the curriculum. 65. Teaching and learning are good. Since the last inspection, teachers have had training which has had an impact on their skills and pupils' learning. Teachers have a good knowledge and understanding of the subject and explain new procedures clearly and well. As a result, pupils make good progress during lessons and develop confidence when carrying out their tasks. However, because the recent emphasis has been sensibly on developing systems, hardware and teachers' knowledge, the range of activities offered in the curriculum, whilst complying with requirements, is somewhat limited. This slightly restricts pupils' progress, leaving them with a narrower base of skills over time. For example, talking to pupils and looking at their folders, the majority of the work is word-processing and PowerPoint presentations, and the use of spreadsheets, scores in music and drawing in art is too patchy. Pupils' attitudes towards their work are very good. They enjoy working in the suite and settle to their tasks well, sharing ideas and equipment with one another very well. Their behaviour when using the computers is very good. The computer suite is used efficiently. Classes generally work in two sessions, one half carrying out research in the adjoining library, the other on the computers. This enables pupils to work on their own computer and makes maximum use of the time available. Classrooms have their own computers, which are used appropriately. Teachers are making very good use of interactive whiteboards where they have them in their rooms. Very effective use is made of video cameras, for example, to record pupils' work in physical education and to improve their performance in subsequent lessons. 66. Leadership and management are good. The co-ordinator has only held the post for a short length of time. During that time she has played a very effective role in ensuring that the resources and training for the subject have been improved substantially. She has moved the subject forward with energy and enthusiasm. However, there have been no opportunities for her to carry out formal monitoring of teaching and learning and there is no agreed procedure for recording and assessing pupils' work. The computer suite is satisfactory but, despite the great improvements to it, the television monitor used for demonstration is inadequate and it is very difficult for pupils to see details. The room also gets very warm due to rather restricted ventilation. Information and communication technology across the curriculum 67. Good use is made of ICT to support the rest of the curriculum, to give more practice and consolidate pupils' skills within ICT itself. There is no subject area that does not use ICT in some way to help provision. The computer suite, interactive whiteboards and digital cameras are used effectively and well to enhance both teaching and learning in all subjects. HUMANITIES 68. There was insufficient evidence to make secure overall judgements on provision and teaching in geography and history. Only two specific lessons were seen in history and none in geography. Discussions were held with pupils and samples of work examined. 69. Evidence shows that standards are above average in history. A significant factor is that the subject is often used as a starting point for literacy lessons. Several of these lessons developed history standards effectively through roleplay and discussion. Previous work showed that Year 6 pupils had studied the Ancient Greeks and Egyptians. Their work was well presented and recorded in different, interesting ways such as newspaper reports, letter writing, time lines and factual reports of their individual research. In one lesson seen, pupils recalled their experiences from a visit to a Victorian house where they had dressed as Victorian children and applied for jobs as servants. Pupils demonstrated a good understanding of what life was like in days gone by and they talked enthusiastically about their day there. In Year 6, pupils link history and geography lessons effectively so that they learn about the geographical features and weather of Greece. 70. Standards in geography are in line with expectations. Pupils learn about the local area and draw satisfactory plans and maps. They discuss how they would improve the environment. They compare their village with one in India and study climate. Year 5 pupils make good use of ICT to produce individual PowerPoint presentations on different aspects of weather. Local and residential visits enrich the work pupils do in both history and geography. Religious education Provision for religious education is satisfactory. Main strengths and weaknesses * Lessons are well planned and build on pupils' experiences. * Pupils have good opportunities to practise their writing and speaking and listening skills and teachers make effective use of drama. * Pupils learn about several world religions in depth. * Lessons contribute well to pupils' spiritual development. Commentary 71. The school has maintained satisfactory standards since the last inspection and has introduced effective assessment procedures. By Year 6, standards are in line with the expectations of the locally agreed syllabus and pupils' achievement is satisfactory. Pupils have a basic understanding about the beliefs, ceremonies and stories of the world's major religions. They have also learned how these religions view similar themes, festivals and prayers. Pupils are helped by these studies to develop their own thoughts and they write about their views and experiences with honesty and openness. 72. Teaching and learning are satisfactory overall, with some significant strengths. Teachers' effective use of questioning involves all pupils and ensures that they are all involved in the lessons. In better lessons they make very good use of role-play to deepen pupils' understanding and sense of reverence. This contributes well to their spiritual development. In a very good lesson on Hindu prayer, pupils were able to express their thoughts about how the experience made them feel. In one weaker lesson seen, which was nonetheless satisfactory overall, the teacher failed to communicate the significance or spiritual aspects of prayer in different religions and some pupils displayed immature attitudes, showing disrespect and giggling. This was not typical of pupils' attitudes generally. Teachers provide good opportunities for speaking and listening, especially when pupils discuss issues in pairs before expressing their views to the class. Planning shows a good balance, which enables pupils to learn about religion as well as to learn from religion. The work that pupils have completed in their books indicates that this balance is maintained throughout the year. Pupils record their work in a variety of ways such as stories, play-scripts, poems, pictures and diaries. This not only makes the work interesting but also contributes to their literacy skills. Resources are used effectively to stimulate interest and promote discussion. 73. Management of the subject is satisfactory. There is good leadership from the new co-ordinator, who has already established clear plans to move the subject forward. Pupils' work is sampled to ensure consistency and progression across the school. The scheme of work is being evaluated, especially considering how to make lessons more varied by including drama and other ways of presenting lessons. This is planned to ensure that more able pupils are challenged by their work. The subject provides sound opportunities for pupils to discuss and reflect on important issues, to develop moral and social awareness and to respect other faiths. CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS 74. Not enough evidence was available to make secure overall judgements about provision in art and design or design and technology. Work was sampled from pupils' files and from displays, and one lesson was seen in each subject. 75. The work seen in art and design was of a good standard, particularly in Year 4. Pupils work effectively in a good range of media. Their skills are developed systematically and this is exemplified by some of the work on shading in their sketchbooks. By Year 6 their drawing skills are good, as shown by their sketches of favourite items and by some of their illustrations for work in other subjects such as history. Pupils gain a good understanding of art from different times and places and attempt work that draws on a variety of styles and techniques. Good quality printing work in Year 3, based on that of William Morris, and the careful 'Roman' pencil and pastel drawings in Year 5 are examples of this. A strength of much of the work is that it is developed systematically over several weeks, so that the finished product shows improving techniques and is often of a good standard. Pupils have good opportunities to experiment in changing the medium or in varying tone, colour or scale as their work progresses. Some outstanding examples of high quality work of this kind are provided in Year 4, based on the pointillist technique of Seurat. Starting from a photograph, pupils produced very good translations of this into either pastel or painted pictures, which showed a very good feeling for colour and line and meticulous, careful execution, leading to finished work that much older pupils would be proud of. They further developed their ideas by producing further versions using an ICT graphics program, also of high quality. In the one lesson observed, teaching and learning were good. Pupils were given clear instructions in using specific techniques with pastels and were encouraged to experiment with different ways of showing the effect of light. They successfully evaluated their work and improved their understanding of the technique significantly so that their work was of a good standard, with increasing subtlety in the use of colour and tone. 76. In design and technology, all the work seen was all of at least a satisfactory standard, with some good quality examples. This is a significant improvement since the last inspection, when standards were unsatisfactory. Work in pupils' folders and on display show that pupils have a good understanding of designing, making and evaluating products. They are also taught specific skills, such as sewing with different stitches or using hacksaws. They have good opportunities to undertake substantial projects with a range of materials. For example, they make photo frames from a range of materials in Year 3 and 'Tudor' purses in Year 4. The quality of the finished products varies, but is usually at least satisfactory, and there are examples of good quality products in several classes. Pupils in Year 6 have the opportunity to plan and model a shelter, before building and testing a life-sized one outside. The one lesson observed, which featured very good teaching and learning, occurred when Year 6 pupils worked in pairs on models for these shelters. The lesson showed a careful balance between the clear teaching of specific techniques, challenging questioning to get pupils to refine their ideas and lots of hands-on opportunities for collaborative work. Pupils' work was of a good standard, with some originality and imagination going into their models. They developed their understanding well, helped by constant reference, guided by the teacher, to the purpose of the finished product. In conversation pupils showed they have a good understanding of the designing and making process, realizing, for example, that making their models would help them identify potential pitfalls and problems and find solutions before tackling the full-scale task. Music Provision in music is excellent. Main strengths and weaknesses * Achievement is very high. * There is excellent enrichment of pupils' learning. * The expert specialist teaching and the outstanding organisation of the curriculum by the subject leader ensure consistently high standards. * Pupils' personal qualities are developed very well. Commentary 77. The excellent provision for music is an outstanding feature of the school. It permeates school life and very considerably enhances the quality of education that the school offers. Improvement has been very good since the time of the previous inspection, building on the good teaching and standards observed then. The school has a subject specialist who now teaches all the classes. Three lessons and two part lessons were seen, and evidence was analysed from work in pupils' books, teachers' planning and an excellent portfolio of samples of pupils' work in all parts of the subject. 78. Pupils achieve well above average standards in music by Year 6. Pupils sing with clear diction, enthusiasm and control of the dynamics of their voices (loud or soft), pitch and rhythm, for example when they sing A hundred silver pieces in three parts. Pupils listen to and appraise a wide variety of music. When writing about texture in Beethoven's Sixth Symphony a Year 6 pupil wrote ".…some velvety brass. At the end a series of sharp, slurred quavers on the flute and a deep, rumbling bass drum". Pupils with special educational needs and the very few pupils who speak English as an additional language achieve very well because the teacher modifies the work for them. Their teacher and classmates also give them sensitive and very encouraging support. 79. The breadth of curricular opportunities is excellent and this underpins the high standards that pupils achieve. All parts of the subject are taught in depth and pupils' knowledge, skills and understanding are built upon systematically and very successfully. A spacious music studio and high quality resources enhance pupils' learning. Pupils' learning is firmly grounded in practical work. They play a wide variety of instruments in the music studio, such as the recorder in Year 3 and glockenspiel in Year 5, and they use the instruments very effectively when they create their own compositions. Pupils' learning is extended and enriched because over 40 per cent of them take part in extra lessons, taught by visiting specialists. Pupils learn the violin and cello and a wide variety of woodwind, brass and drums. Parents are full of praise for the quality of this provision. There are also several clubs for guitar, recorder and choir. Pupils perform regularly for their schoolmates and parents and take part in a local music festival. Indian and African music and dance groups visit the school and the visiting music specialists also give performances. 80. The quality of teaching and learning is excellent overall. This is because teaching is never less than very good and sometimes it is excellent. Therefore, pupils make very good progress from Year 3 onwards so by the time they reach Year 6 their achievement is excellent. The teacher uses her expert knowledge of the curriculum to plan and organise lessons very carefully and to enthuse, challenge and encourage pupils to learn. Friendly yet firm management of pupils' behaviour results in very good relationships. Pupils strive to do their very best and their behaviour is very good. They listen very attentively, wait patiently for their turn to play an instrument and become totally absorbed in their work. Pupils say that they enjoy their music making and that the teacher makes learning fun. 81. The teacher plans a lot of time in lessons for pupils to work together in groups so that they very successfully develop their organisational, co-operative and collaborative skills. Pupils very effectively combine voice and instruments in their high quality compositions. Their very good technical vocabulary is evident when they write scores in the treble and bass clefs and identify the beats of notes, such as minim and semi-breve. The teacher promotes pupils' literacy skills very well because she frequently asks pupils to record their work. Year 6 pupils produce fact files and quizzes for their classmates when they research information about Beethoven. They write the lyrics and scores for the songs they create, such as Let's Party in the Classroom, and accompany them on the keyboard, percussion and their own instruments, such as the guitar. There is good use of computers to support pupils' learning in music. 82. The subject co-ordinator provides an excellent role model for other staff in her teaching and commitment to improving standards. Very good management means that all elements of the provision are co-ordinated very well, such as the instrumental tuition and clubs, in order to provide an excellent variety of opportunities for pupils. There are very good systems for assessment, including marking and the setting of targets for individual pupils and groups, that show pupils clearly how to improve their work. Physical education Provision in physical education is very good. Main strengths and weaknesses * Achievement is high across all elements of the wide-ranging curriculum and is particularly strong in dance. * Specific skills are taught clearly and effectively and all pupils are involved throughout lessons. * Pupils are very good at evaluating and improving their performance because of the emphasis teachers place on this. * A very good range of clubs supports standards effectively. Commentary 83. There has been very good improvement in the subject since the last inspection, when achievement and standards were just average. As a result, standards are now high and achievement is very good. Pupils perform particularly well in dance and show a fluency, expression and awareness of others that is much better than usual for their age. They also have very good skills in games, exemplified by the large proportion of Year 4 pupils who could use hockey sticks correctly and safely, showing high levels of skills in hitting, dribbling and trapping a ball. Skills develop well in gymnastics, where pupils in Year 3 were observed to have a good understanding of sequences of movements, performing these well. Swimming lessons were not observed, but records show that almost all pupils (94 per cent last year) can swim at least 25 metres by the time they leave. A strength which runs through all aspects of the subject is pupils' understanding of how to evaluate their own and others' performances and to use this to make improvements. 84. Teaching and learning are very good. Pupils behave very well in lessons and work very hard, taking a pride in their efforts. This is because teachers' expectations are very high, relationships are very good and lessons are very well planned to involve all pupils throughout. Specific skills are taught very well, with clear explanations from the teacher ensuring that pupils know what they need to do. Practical demonstrations often reinforce this, either from the teacher or from particularly skilled pupils. 85. Teachers consistently and continually get pupils to review their performance and that of their classmates, either individually or in groups. This leads to a very good understanding of how they are getting on and enables them to refine and improve their performances over the course of a lesson. An interesting and successful innovation is the videoing of group performances in dance, which are then analysed at the start of the next lesson as a jumping-off point for refining and improving pupils' work. Pupils are given a lot of opportunities to discuss their performance when they work in groups and as a result are very good at sharing ideas. These high levels of collaborative skills are reflected in their high standards when they perform in groups, showing very good understanding of their own and each other's part in the whole. 86. The curriculum is very good, with full opportunities to take part in all the elements. Last year a residential trip enabled all the oldest children to take part in a wide range of outdoor or adventurous activities, whilst those who chose not to go on the trip took part in similarly exciting activities on a daily basis. The enhancement of the curriculum in this way, through such activities as climbing or archery, adds to the wide range of sporting clubs in providing substantial enrichment to the curriculum. The subject is led and managed well. The coordinator provides a good role model for colleagues, through demonstration lessons, and has ensured that they are given a very clear basis, in the detailed planning, to develop pupils' skills in different areas. He has had few opportunities to evaluate his colleagues' lessons formally, but has taught alongside them. He is able to get a secure handle on standards through the analysis of detailed assessments and through his observation of pupils' skills in performances or at after-school clubs. PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP 87. Too few lessons were seen to make a secure overall judgement about provision or teaching. Standards are above average by the end of Year 6 and there has been good improvement since the last inspection. A new policy and scheme of work have recently been put into place and these are now being followed by teachers in all classes. Pupils are given suitably planned opportunities to discuss their views and beliefs on important subjects. Teaching and learning in the lessons seen were good. Sex and drugs awareness education are appropriately taught and there is satisfactory involvement of external agencies, including the school nurse. The school takes part in the Healthy Schools initiative, with a representative in each class. Good opportunities are planned for pupils to talk about their feelings and express their opinions, such as considering bullying or their own learning styles. 88. The school council is set up in different committees to be responsible for such areas as recycling and charities. They meet regularly and provide an effective method for pupils to contribute to the running of the school by making decisions about issues affecting them. They take responsibilities around the school such as play leaders and playtime buddies. Pupils represent the school on the Think First schools' committee (a group of local schools with a shared philosophy). These activities are making a very good contribution to pupils' personal and social development. 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] 15 Total No. of Questions : 15 ] : 322-EK (RS) Code No. : 322-EK (RS) [ [ Total No. of Printed Pages : 7 D.El.Ed. FIRST YEAR EDUCATIONAL ASSESSMENT AND EVALUATION Kannada & English Versions ) Revised Syllabus ] : 10. 10. 2020 Date : 10. 10. 2020 ] : 10.00 11.30 ] Time : 10.00 A.M. to 11.30 A.M. ] Register Number of the Candidate Kannada Version i) ii) I 4 iii) II 5 3 iv) III 6 4 v) 1926 7 [ : 30 [ Max. Marks : 30 1. ……………… (A) (B) (C) (D) (A) (B) (C) (D) (A) (B) (C) (D) 2. 3. I 4 1 × 4 = 4. 5. 6. 7. 8. 9. ICT 10. 11. 12. (A) (B) (C) (D) II III 3 × 4 2 = 5 6 20 = × 13. 14. 15. ( English Version ) Instructions : i) The question paper contains 3 parts. ii) Part-I consists of 4 Objective type questions and all questions are compulsory. iii) Part-II consists of 5 questions of Short answer type and the students should answer any three. iv) Part-III consists of 6 questions of Long answer type and the students should answer any four. v) Students are advised to read all the questions thoroughly, then start answering. PART – I Choose the correct alternatives for the following : 4×1 = 4 1. Assignment of a number to express in Quantitative terms, the degree to which a pupil possesses the characteristics like Achievement, Intelligence, Interest etc. in the field of Education may be called (A) Measurement (B) Evaluation (C) Assessment (D) None of these. 2. ............... is very useful for the teacher to modify teaching, speed of teaching & method of teaching. (A) Summative Evaluation (B) Formative Evaluation (C) Semester end Examination (D) Achievement Test. 3. ............... technique of evaluation is most appropriate for students to make good relationships in the classroom. (A) Written test (B) Oral test (C) Interview (D) Sociometry. 4. The comprehensive record containing all the related information of the learner's family details, parental educational qualification, socio-economic status, medical records etc. is (A) Progress report (B) Cumulative record (C) Marks list (D) Rating scale. PART – II Answer any three of the following questions : 3 × 2 = 6 5. What are the recommendations made by Paula for designing new evaluation strategies ? 6. Mention any four uses of summative evaluation. 7. List the factors that an interviewer should consider in order to use the interview technique effectively. 8. As a teacher, which are the assessment strategies you adopt to bring transparency in the classroom assessment practices ? 9. How ICT can be used in Evaluation ? PART – III Answer any four of the following questions : 4 × 5 = 20 10. As per the proponents of revised taxonomy which are the four general types of knowledge ? Explain. 11. Discuss about the concept and objectives of continuous & comprehensive evaluation. 12. What is child portfolio ? What are the elements that may be included while implementing children's portfolio ? 13. As a teacher which are the strategies you adopt to make peer assessment most effective ? 14. List the factors which you have to consider while giving projects. 15. Total runs scored by different players in a cricket tournament is given below. Construct a pie chart to represent the data. \| Name of the player \| Total runs scored \| \|---\|---\| \| Ravindra \| 64 \| \| Michael \| 128 \| \| Suresh \| 136 \| \| Ashwin \| 32 \| \| Rahul \| 88 \| \| Mohammad \| 272 \| [ Turn over	<urn:uuid:0f4ff3e8-e88a-4c30-9539-ea2e63757063>	CC-MAIN-2021-39	https://sslc.karnataka.gov.in/storage/pdf-files/322%20EK-Oct2020.pdf	2021-09-19T20:32:36+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	579,220,348	883	eng_Latn	eng_Latn	0.761987	eng_Latn	0.968354	[ "lvs_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 443, 525, 615, 628, 1807, 3016, 3386 ]	[ 2.34375 ]	1	0
Iowa Crop Progress & Condition Upper Midwest Regional Field Office · 210 Walnut Street Ste 833 · Des Moines IA 50309 · (515) 776-3400 · (800) 772-0825 Fax (855) 271-9802 ·www.nass.usda.gov Cooperating with the Iowa Department of Agriculture and Land Stewardship For the week ending October 27, 2019 Issued October 28, 2019 Harvest progressed across Iowa as farmers had 4.1 days suitable for fieldwork during the week ending October 27, 2019, according to the USDA, National Agricultural Statistics Service. Fieldwork activities included harvesting soybeans and corn for grain, spreading manure, applying anhydrous and baling corn stalks. Topsoil moisture condition was rated 0 percent very short, 1 percent short, 81 percent adequate and 18 percent surplus. Subsoil moisture condition was rated 0 percent very short, 2 percent short, 80 percent adequate and 18 percent surplus. Ninety-five percent of the corn crop has reached maturity, nearly 2 weeks behind average. Twentysix percent of the crop has been harvested for grain, 8 days behind last year and 11 days behind average. Moisture content of field corn being harvested for grain was at 21 percent. Corn condition rated 67 percent good to excellent. Ninety-seven percent of the soybean crop has begun dropping leaves or beyond, 10 days behind average. Sixty-six percent of the crop has been harvested, equal to last year but 6 days behind average. Media Contact: Greg Thessen Most of the State's pasture regrowth has gone dormant with cooler temperatures this past week. Pasture condition rated 48 percent good to excellent. Mud continues to be an issue in feedlots and some livestock have struggled with temperature fluctuations. Soybeans Harvested - Iowa For the Fourth Week of October Crop Condition as of October 27, 2019 \| Item \| Very poor \| Poor \| Fair \| Good \| Excellent \| \|---\|---\|---\|---\|---\|---\| \| Corn ............... Pasture and range .............. \| (percent) 2 3 \| (percent) 6 10 \| (percent) 25 39 \| (percent) 55 44 \| (percent) 12 4 \| Crop Progress as of October 27, 2019 \| \| NW \| NC \| NE \| WC \| C \| EC \| SW \| SC \| SE \| This week \| Last week \| Last year \| 5-yr average \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Corn mature ............................. Corn harvested for grain ........... Soybeans dropping leaves ....... Soybeans harvested ................. \| (percent) 93 32 98 80 \| (percent) 99 26 99 86 \| (percent) 93 18 98 60 \| (percent) 88 21 98 80 \| (percent) 97 23 99 64 \| (percent) 97 36 96 60 \| (percent) 95 19 93 50 \| (percent) 96 23 90 28 \| (percent) 97 44 96 52 \| (percent) 95 26 97 66 \| (percent) 87 15 94 48 \| (percent) 100 46 100 66 \| (percent) 99 53 100 80 \| Days Suitable for Fieldwork and Soil Moisture Condition as of October 27, 2019 \| Item \| Districts \| \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| NW \| NC \| NE \| WC \| C \| EC \| SW \| SC \| SE \| This week \| Last week \| \| Days suitable ............ Topsoil moisture Very short .............. Short ..................... Adequate ............... Surplus .................. Subsoil moisture Very short .............. Short ..................... Adequate ............... Surplus .................. \| (days) 3.5 (percent) 0 1 86 13 0 1 78 21 \| (days) 3.5 (percent) 0 0 89 11 0 0 88 12 \| (days) 3.5 (percent) 0 0 81 19 0 0 86 14 \| (days) 4.0 (percent) 0 0 82 18 0 0 81 19 \| (days) 3.8 (percent) 0 0 77 23 0 0 81 19 \| (days) 4.6 (percent) 0 0 74 26 0 0 70 30 \| (days) 5.3 (percent) 0 1 79 20 0 2 80 18 \| (days) 4.3 (percent) 0 1 68 31 0 1 68 31 \| (days) 5.9 (percent) 1 15 77 7 2 18 79 1 \| (days) 4.1 (percent) 0 1 81 18 0 2 80 18 \| (days) 5.1 (percent) 0 1 78 21 0 2 78 20 \| USDA is an equal opportunity provider and employer. IOWA PRELIMINARY WEATHER SUMMARY Provided by Justin Glisan, Ph.D., State Climatologist Iowa Department of Agriculture and Land Stewardship Reports from the Iowa Department of Agriculture and Land Stewardship and maps from the Midwestern Regional Climate Center reflect data collected from 7:00 A.M. Central Time on October 21, 2019, through 7:00 A.M. Central Time on October 27, 2019. An active weather pattern brought above average rainfall to much of the state's north-central corridor with near to slightly below average totals across the rest of Iowa. Unseasonable coolness persisted across the state with temperature departure up to six degrees below average. The statewide average temperature was 42.5 degrees, 6.9 degrees colder than expected. A narrow band of showers and a few embedded thunderstorms streamed into Iowa ahead of a low pressure system through the evening hours on Sunday (20th). The complex expanded and covered much of the state's eastern half into the early morning hours on Monday (21st). Another wave of showers formed across central Iowa and moved east as the low propagated to the northeast. Two-day rain totals were highest across central Iowa with Clive (Polk County) reporting 2.17 inches of rain. Over 100 stations reported totals at or above one inch with the statewide average at 0.73 inch. As the system moved into Wisconsin, additional showers formed on the backside of the low along with strong sustained winds out of the southwest, gradually shifting to a westerly direction. Wind speeds reached into the 20 to 30 mph range with higher five-second sustained wind gusts; Estherville Municipal Airport (Emmet County) reported a gust of 60 mph. The gusty winds gradually receded though the daytime hours on Tuesday (22nd) along with clearing skies. Highs reached into the low to mid 50s, up to 15 degrees cooler than average with the statewide high of 52 degrees, seven degrees below normal. Rain showers moved through Iowa during the morning and afternoon hours on Wednesday (23rd) as a low pressure system moved through the state's southern half. Measurable totals were highest in northwestern Iowa with Storm Lake (Buena Vista County) reporting 0.40 inch. Totals across the rest of Iowa were generally between 0.10 inch and 0.30 inch. Daytimes highs were also well below normal, ranging from the 40s north to lower 60s south. Thursday (24th) and Friday (25th) were dry and unseasonably cold with partly to mostly sunny skies as a dome of high pressure dominated the Midwest. Thursday's highs peaked in the mid to upper 40s with overnight lows in the upper 20s and lower 30s; daytime highs on Friday rebounded into the middle 50s with winds out of the south. The remnants of Tropical Storm Olga brought light rain showers into southeastern Iowa during the afternoon hours on Saturday (26th). Partly cloudy conditions were observed across the rest of the state. Rain totals ranged from 0.06 inch in Muscatine (Muscatine County) to 0.34 inch at Le Claire Lock and Dam (Scott County). A weak cold front entered Iowa overnight into Sunday (27th) shifting winds and bringing cloud cover across western Iowa. Statewide overnight lows averaged 29 degrees, seven degrees below normal. Weekly precipitation totals ranged from 0.10 inch at Sigourney (Keokuk County) to 2.25 inches in Clive (Polk County). The statewide weekly average precipitation was 0.88 inch, while the normal is 0.56 inch. The week's high temperature of 68 degrees was reported on the 21st in Burlington (Des Moines County), six degrees above average. Cresco (Howard County) reported the week's low temperature of 20 degrees on the 26th, 12 degrees below normal.	<urn:uuid:bb566077-a007-4361-bcfc-799e50da69eb>	CC-MAIN-2021-39	https://www.nass.usda.gov/Statistics_by_State/Iowa/Publications/Crop_Progress_&_Condition/2019/IA-Crop-Progress-10-28-19.pdf	2021-09-19T20:03:13+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	929,755,664	2,051	eng_Latn	eng_Latn	0.993445	eng_Latn	0.997253	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3745, 7415 ]	[ 1.5546875 ]	2	4
Addition Squares Directions: The first square is already done. Fill in the squares so the numbers in each row and column add to the numbers on the right and bottom.	<urn:uuid:c5fa4151-0142-4eb9-8a3d-217b722bfa00>	CC-MAIN-2021-39	https://www.learn-with-math-games.com/support-files/addition-math-games-worksheet-1.pdf	2021-09-19T20:36:42+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz	882,687,275	37	eng_Latn	eng_Latn	0.999297	eng_Latn	0.999297	[ "eng_Latn" ]	false	docling	[ 166 ]	[ 3.125 ]	1	1
Date: 27/4/2012 Emerging Economies and the New Energy Security Agenda (ARI) Jorge Blázquez and José María Martín-Moreno * Theme 1 : The influence of the emerging economies on the energy markets is becoming as important as that of the developed economies. The new energy security agenda to be implemented in the coming years will have to deal with this scenario. Summary: This paper explores the implications of the rise in the importance of the emerging markets in regard to energy security. The emerging economies have become not only key players in the international political arena and in the global economy, but also in the energy markets. The new scenario implies that developed countries, coordinated by the International Energy Agency (IEA), must actively cooperate with new emerging powers such as China and India (and others). This is the only way for consumer countries to create an efficient energy security policy. From the supply side, this paper also suggests that Russia is the cornerstone of the world's energy supply and that the Organisation of Petroleum Exporting Countries (OPEC) continues to play the most important role in the oil markets, as it has done over the past 40 years. Analysis: Daniel Yergin (2011) points out that the concept of security of supply, regarding energy, appeared on the eve of the First World War. 2 The then First Lord of the Admiralty, Winston Churchill, took the crucial decision to make the Royal Navy faster than its German opponents by switching from coal to oil. Coal was produced in Wales, while oil was produced in Persia. As a result, securing the oil supply became a key element of the UK's global security strategy. Churchill's solution to this new issue was to 'diversify' energy supplies and sources, and this remains the guiding principle of energy security policy. In this respect, the concept of energy security has been described by the International Energy Agency (IEA) as 'the uninterrupted physical availability at a price which is affordable, while respecting environment concerns', a rather lax definition that arose during the first oil crisis. In 1973 some of the Arab members of the OPEC decided to use energy as an economic weapon, decreeing an oil embargo on the US and other western countries to counter their support for Israel during the Yom Kippur war. As a result, oil prices soared from US$2.50/bbl to US$11.60/bbl, a 350% increase in only two years, with a grievous impact * Jorge Blázquez, PhD in Economics. José María Martín-Moreno, University of Vigo and REDE (Research in Economics, Energy and the Environment). 2 Daniel Yergin (2011), The Quest: Energy, Security and the Remaking of the Modern World, Penguin Press, New York. 1 José María Martín-Moreno is grateful to the Ministerio de Economía y Competitividad ECO2011-23959 and the Xunta de Galicia 10PXIB300177PR for their financial support for this paper. Date: 27/4/2012 on the world economy: world GDP growth fell to only 2.5% in 1974 and 1.5% in 1975, compared with 5.1% in the previous decade. The IEA was created as a result of this first oil crisis. The Agency's main aim was, and continues to be, to provide the developed countries with a collective and coordinated response to a potential disruption of their energy supply that might be caused either intentionally or merely as the result of an accident. Furthermore, members of the IEA are required to hold a strategic petroleum reserve equivalent to 90 days of net imports. But, at present, energy security represents much more than just oil. This is why the IEA takes into account other types of energy, such as natural gas and electric power generation, and, lately, the energy mix. Forty years after the first oil crisis, security of supply is still a key issue on the international agenda. In 2011 the civil war in Libya, along with its effect on the oil markets, forced the IEA to engage in collective action to soften its impact on the global economy. Thus, some of the Agency's members released 60 million barrels of oil (or petroleum products) in the market, preventing a further rise in oil prices. 3 Moreover, in early 2012 the world watched uneasily as the tension rose in the Straits of Hormuz, the energy system's main chokepoint. Western countries, specifically the EU, have declared an oil embargo on Iran, while the latter has increased its military presence in the Straits. According to the IEA, around 17 million barrels of oil and 2 million barrels of petroleum products cross the Straits daily, accounting for 20% of world oil production. In the current context, it appears that energy security and security of supply are, to say the least, as important as they have been in the past. However, the economic and political environment that shapes the design of energy security has greatly changed since the first oil crisis. Furthermore, many experts point out that the new political and economic equilibriums make this concept much more relevant today than it was in the past. 4 This is precisely the main idea of this paper. The New Energy Equilibrium: The Rise of the Emerging Economies The geopolitical chessboard has changed dramatically in the last decades and the world energy scenario is not an exception. The world and the new economic equilibriums of 2012 are quite different to those prevailing 30 years ago, when the oil crisis occurred. The strong demographic growth in the emerging economies is a well-known phenomenon. The developed countries now have around 200 million more people than they did 30 years ago, while the population of the rest of the world has risen by 2,150 million. This new demographic balance has led to a change in the relative size of their respective economies. The developed countries accounted for two-thirds of the world's GDP in 1980, while today they only represent around half. This change in the relative size of the emerging and advanced economies has been accompanied by a change in world energy consumption patterns. The emerging economies have fed their demographic and economic growth with energy. Oil consumption has grown by 90%, natural by over 200% and coal by around 150%. Meanwhile, energy consumption in the advanced economies has been moderate (see Table 1). The emerging countries not only have stronger demographic growth but also 3 A Reuters report (June 2011) explains in detail the context in which the decision was taken by the IEA. At that moment the oil market expected the price to reach US$150/barrel. 4 Ed Morse (2011), 'Expect More Oil Price Rises in the World of New Geopolitics', Financial Times, 6/IV/2011. higher economic growth in per capita terms. Per capita GDP in the advanced economies grew by 3.2% over the past decade, compared with 9.5% in 'developing Asia', 4.1% in 'Latin America' and 4.5% in 'the Middle East and North Africa'. 5 Obviously, the citizens of the emerging economies aspire to the same standards of living that the advanced countries already enjoy. From an energy perspective, it is quite important to internalise the impact of per capita economic growth on energy consumption: the higher the per capita GDP, the higher the per capita energy consumption. Most analysts expect the emerging economies to continue gaining in political and economic influence over the coming years, with clear implications for energy security. Table 1. Energy consumption (millions of toe) Source: British Petroleum Statistical Review of World Energy, June 2011P. These economic and demographic trends have an evident impact on the energy markets. The US, China, Japan, India and Germany were the top five net oil importers in 2010. 6 It is evident that advanced countries cannot implement an effective policy regarding oil supply security without counting on the emerging economies. The picture is quite different from 1974, when the International Energy Agency was created. In that year, the US, Japan, Germany, France and the UK were the top five net importers and all of them were developed countries, while India and China ranked 13 th and 48 th respectively. Thirty years ago the advanced economies were the leading oil importers and consumers. Energy security and security of supply were concepts associated with developed countries. However, the world has changed and now energy security is not only important for OECD countries but also for the emerging economies. The latter are devising their own strategies to deal with the security of energy supply. 7 For instance, China's Prime Minister recently visited the Middle East to secure supplies for his country, given the tension between Iran and the West. 8 In this respect, China is developing an aggressive 'energy diplomacy' to guarantee its access to energy resources. In particular, Chinese public oil companies are buying oil and gas reserves, securing energy supplies through direct upstream investment. There are 5 Based on the categories and database of the International Monetary Fund. 7 Trevor House (2011), 'Oil-Hungry China Needs an Energy Security Rethink', Financial Times, 17/III/2011. 6 We define net oil imports as the difference between production and consumption of oil. 8 'Chinese Prime Minister Seeks to Deepen Gulf Energy Ties', Financial Times, 11/I/2012. Date: 27/4/2012 substantial Chinese energy investments in countries such as Sudan, Algeria, Brazil, Peru, Ecuador, Venezuela, Iran, Iraq and Syria, among other. The Supply Side: a Factor of Geopolitical Risk In the previous section we have shown that the present energy demand and consumption scenario is very different from that of 30 years ago, with the emerging countries playing a key role in the energy market. Contrary to this, the general outlook for oil producing countries has not changed that much over the same period. Concerning oil, comparing the top producers in 1980 and in 2010, there are only minor differences. Russia (then the Soviet Union), Saudi Arabia and the US are the world's main oil producers, the same as 30 years ago. The degree of geographical concentration of oil production is quite significant and the market is controlled by a small group of countries. It is unnecessary to emphasise the importance of this degree of concentration from the point of view of energy security. Oil remains the main source of primary energy today, accounting for one-third of the world's total energy consumption. The OPEC is the leading player in the oil market, as it was 40 years ago during the first oil crisis. In 1973 the OPEC produced 30 million barrels/day (51% of world output), while the developed economies produced 15 million (25%); in 2010 the OPEC supplied 34 million barrels per day (42% of total output), while the OECD countries produced 18 million (23%). Despite the fact that the OPEC's output share has dropped, its capacity to influence the market is as significant as it has been for the past 40 years. The OPEC's political and economic predominance in the oil scenario remains intact. The second most important source in terms of energy demand is coal, which is undergoing a recovery thanks to the emerging economies, that have increased their coal consumption threefold since 1980. The great difference between oil and coal is the latter's geographical diversification. Coal is spread all over the world, giving it a clear advantage from the point of view supply safety, thus improving global energy security. China is the world's leading consumer of coal and, at the same time, its leading producer. Chinese power generation rests heavily on coal and its consumption is equal to the aggregate demand of the US, India, Japan, Russia, South Africa, Germany, South Korea, Poland, Australia, Indonesia, Ukraine, Kazakhstan, Turkey, the UK, Canada, Thailand, Italy, Vietnam, Brazil, Greece, Mexico, Spain and the Netherlands. However, despite its enormous demand, China does not need to import from abroad. Table 2 shows that five countries consume 80% of global production and that all of them, except Japan, are practically self-sufficient. Table 2. Consumption and production of coal (millions of toe), 2010 Source: British Petroleum Statistical Review of World Energy, June 2011. World consumption of coal has practically doubled since 1980, pushed by the demand from the emerging countries. China and India account for almost 60% of total demand and Date: 27/4/2012 both countries have doubled their coal demand over the past decade. In this respect, it is important to discard the idea that coal is an energy of the past. According to IEA estimates, the additional demand for coal in the last 10 years is equal to the sum of all the additional demands for oil, nuclear energy, renewables and natural gas for the same period. As for renewable energies, they are not only a way of combating greenhouse emissions but also a good mechanism for strengthening energy security. We tend to think of these new technologies as way of being greener but, alternatively, they also provide an additional national source of energy. Although renewables are more expensive than traditional hydrocarbon fuels, a fair economic analysis must include all their externalities. The impact of oil, coal and natural gas on greenhouse gases and on climate change is clearly a negative externality, and renewable energy additionally reinforces a country's energy security. Natural gas, although traded regionally (not globally) in the past, is quickly becoming global, similarly to the oil market. Natural gas accounts for a quarter of the world's total energy consumption and is the fastest-growing source of energy. From an energy security perspective, natural gas is in between coal and oil. Gas production is geographically more diversified than oil, but less so than coal. The US, Russia, Iran, China and Japan are the main consumers, 9 while Russia is the largest exporter and Iran only a small one. Both China and the US are almost self-sufficient and Japan relies entirely on imports. The largest importers of natural gas are, in general terms, the European countries. Germany, Italy and France, together with the US and Japan, were the main net importers of natural gas in 2010. Since most European Western countries do not have access to conventional gas and given their high consumption levels, natural gas plays a key role for Europe's energy security. Europe and the US share the same view on security in terms of oil but do not see eye-to-eye in the case of natural gas. However, the natural gas scenario could change dramatically over the next few years and leader to less risk as regards security of supply. The energy world is immersed in a technological revolution focused on unconventional gas, with hydraulic fracturing or fracking being the best-known process. Gas-mining is becoming much more efficient and, according to some studies, the new technologies could double natural gas reserves from 60 to 120 years of current consumption. If environmental doubts and associated problems are fully resolved the technology could spread world-wide. In any case, if the shale-gas revolution takes hold, the energy security scenario will change substantially. According to some projections, shale gas is an energy resource that is well distributed across the world and if it is massively produced, access to energy will be easier and have a positive impact on global energy security. Nuclear energy is another way of securing a country's energy supply. However, it is highly controversial, especially after the recent Fukushima incident. Nevertheless, some countries are opting for nuclear energy in order to rely less on fossil fuels. According to the World Nuclear Association, around 60 power plants are currently being constructed, notably in emerging countries such as China (26 plants), Russia (10), South Korea (five) and India (four). 9 In accordance with the British Petroleum 2010 database. Key Countries for Energy Security Today's emerging economies are significant players from the point of view of energy demand and, thus, from an energy security standpoint. The international community cannot develop an energy agenda without the active participation of the emerging economies. On the contrary, from a supply perspective, particularly of oil, the situation is similar to what it was in the past. In this section, we select the world's key players in energy security, analysing both the demand and the supply side. The first important point is that the quantities traded internationally in the oil markets are much greater than those traded in the natural gas markets. For instance, Japanese and German imports of oil are double, in energy terms, those of natural gas. In the case of France, oil imports treble natural gas imports. None of these countries has a significant volume of production of oil or gas. Similarly, the net petroleum imports of the sixth largest importing countries amounted to 1,275 million tons in 2010. 10 In the case of natural gas, the leading importers bought the equivalent of 335 million tons of oil. These figures show that the international market for petroleum is four times larger than that of natural gas. Oil is, by far, the world's main source of energy but also its most vulnerable one. There are three reasons supporting this idea: (1) oil is the energy that is most intensely traded in the international markets; (2) oil reserves are concentrated geographically in only a few countries; and (3) the oil trade has to deal with physical choke points such as the Straits of Hormuz and Malacca. Hence, petroleum should be the main element to take into account from the point of view of energy security. Graph 1 shows the situation of all countries –whether importers or exporters– in respect to oil and gas. The graph shows that Russia, Saudi Arabia and the US are quite atypical. From the point of view of the importers, the US was by far the largest oil importing country and a large importer of natural gas in 2010. Nonetheless, the US is reducing its imports of gas very quickly and will soon be self-sufficient. From the exporters' perspective, Russia can be considered to have the greatest strategic value, as it is vital for both the oil and natural gas markets. Saudi Arabia is as important as Russia on the petroleum side and, furthermore, is considered the 'central bank' of oil because it has a significant spare capacity. 11 The IEA has recently defined Russia as the cornerstone of the world's energy system. 12 A simple way to determine the key countries for world energy security is to calculate the standard deviation of the net exports (domestic production minus consumption) of petroleum and natural gas for all countries in 2010 and then select those whose net exports are greater, in absolute terms, than the standard deviation. 10 Here we define net imports as the difference between consumption and domestic production. A positive figure means that the country is a net exporter; a negative number means it is a net importer. 12 IEA (2011), World Energy Outlook. 11 According to an oil market report by the IEA (18/I/2012), Saudi Arabia could increase its production by 2.15 million barrels per day. Date: 27/4/2012 Source: Blázquez & Martin-Moreno. From the point of view of demand, there are six key countries (importers), of which two are emerging economies: China and India. The rest are IEA members (the US, Japan, Germany and South Korea). It is clear that if the OECD –ie, the IEA– wants to implement an efficient energy security policy, it needs to coordinate its agenda with India and China. On the other hand, Russia leads the group of key exporting countries, but the other five key countries are OPEC members (Saudi Arabia, Iraq, Iran, Nigeria, Kuwait and the UEA). Regarding natural gas, Turkey is another emerging economy that has become a significant importer, the other six being IEA members (Japan, the US, Germany, Italy, France and South Korea). As for gas exports, Russia is again the most important player. Norway and Canada are OECD members, while Qatar, Algeria and Indonesia complete the overall picture. The natural gas market is different to oil. Gas exporters are much more diversified geographically and there is no oligopolistic association like the OPEC cartel. Conclusions: One of the main risks for the world economy in 2012 is the extreme volatility of energy prices. 13 The Arab Spring, the civil war in Libya, the political and military tensions between Iran, Israel and the US, and the Fukushima nuclear crisis in Japan strongly affected energy prices in 2011 and the first quarter of 2012. As a result, energy security has re-emerged as a key issue on the international agenda. 13 World Economic Forum, Global Risks 2012. Date: 27/4/2012 The strong growth of the emerging economies is probably the most important characteristic of the world economy over the past 10 to 15 years. These economies are currently key players in energy security too. Now, non-OECD economies consume more energy than developed (OECD) countries. Some estimates project that the energy demand from non-OECD economies will double the OECD's by 2030. Energy security and security of supply are concepts associated with rich and developed countries. However, the world has changed and energy security is not only important for OECD countries but also for the emerging economies. Furthermore, these countries are developing their own strategies to deal with the problem of energy supply. From the energy demand perspective, China and India –but also other emerging countries such as Turkey and certain Latin American nations– are playing a front-line role. Their demand is as important as that from developed countries and, hence, their contribution to designing a global energy security agenda is critical. In order to guarantee a significant impact of OECD policies on the markets it is necessary to count on the active cooperation of at least China and India. The International Energy Agency already hosts international technical meetings of experts from producing and consuming countries to improve communication and understanding. Even more, the Agency has created the Standing Group for Global Energy Dialogue to discus with nonOECD members issues such as security of supply, regulatory policy and energy efficiency. Currently, the IEA is focused on China, India and Russia and has signed memoranda of policy understanding to strengthen co-operation with them. Within this context, the Chinese policy to create a large strategic petroleum reserve is good news. From the supply perspective, this paper suggests that Russia is the cornerstone of the world's energy supply. Additionally, the OPEC remains the most important player in the oil markets, as it has been for the past 40 years. Finally, this paper points out that oil is the most vulnerable energy source, for three reasons: (1) it is the energy source that is most intensely traded internationally; (2) oil reserves are geographically concentrated in only a few countries; and (3) the oil trade has to deal with physical choke points such as the Straits of Hormuz and Malacca. Thanks to its ample reserves all around the world, coal and, to a lesser extent, natural gas (in the midst of a technical revolution), are overtaking oil. Without a doubt, there are reasons why coal and gas are subject to increasing demanded, but energy security is probably one of the most important. 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Transcript Discover Mercury: Safety advice for the Transit of Mercury David Rothery: So Laura, we have a couple of transits of Mercury across the sun coming up, 9th of May 2016, 11th of November 2019. I'm keen for as many people as possible to watch these. But you've got to be very careful looking at the sun. So tell us, please, what do we have to avoid? Laura Brooker: Well, the important thing is to make sure you don't look at the sun directly with the naked eye, because that will really damage your eyesight. In fact, it will probably blind you. Then, don't make the mistake of thinking that because it's cloudy or foggy, that you can then look at the sun. Again, that's a dangerous thing to do, because the clouds could move out of the way. And it's not actually blocking all of the sunlight, so that's still damaging to your eye. Then, don't make the mistake of thinking you can use sunglasses or a welder's mask to look at the sun, because that's actually not blocking the harmful infrared radiation and UV radiation, and this will burn your retina. Then the big do-not, do not make the mistake of using your phone to look at the sun. David Rothery: Really? Laura Brooker: Yeah, because it actually will damage your phone, for starters. It can burn your phone out. And then if you accidentally moved it out of the way, it's actually going to damage your eyes again. So, don't use your phone to look at the sun. That's a really dangerous thing to do. David Rothery: OK. Well, Mercury is too small to see without magnification anyway. So you're wasting your time using sunglasses or an eclipse filter. Laura Brooker: Yes. David Rothery: So you've got to have it magnified. So how can we look at the sun safely to see Mercury passing in front of it? Laura Brooker: Well, one of the best ways to do it is to use a telescope. But you can't use a telescope just by itself, and you also can't use a telescope with something like eclipse glasses, for instance. Because that's still going to burn through those filters. So you need to use a proper solar filter attached to a telescope to get a nice, clear image. George Pagomenos: Oh, yeah. So what exactly is this? Laura Brooker: This is actually a solar filter to fit onto this telescope here. And if you just hold it up-- obviously, don't try this at home. If you hold it up round to face the sun, you'll be able to see it kind of cuts out most of the light, pretty much all the light. And it also stops the harmful UV radiation, which is the most damaging part to the eye. And actually, if you have a look through, you can see it's a mirror. So you can see yourself, but you can also see a red circle. And that's actually the sun. And what it's doing is cutting out most of the light, and it's also stopping this UV radiation from getting through which is really dangerous to your eyes. So next stage is to take off your lens cap, and you want to place on your solar filter, making sure there's no scratches or any kind of smashed bits on it, because you don't want to blind yourself. So make sure it's nice and tight to the telescope. So you can see here, yep, it's nice and secure. And you've not got any leakages around the edges, and that you've actually screwed this on, as well. Laura Brooker: Not everyone, obviously, has a telescope or has a solar filter. So you can look up, for instance, local events that are going to be going on for the transit, where you'll have the opportunity to be able to use things like a solar telescope. But on top of that, we also do have things like cardboard solar viewers that you can get quite cheaply. And you can use those at home, in your back gardens, for instance, to look at the sun safely. Laura Brooker: Well, this is actually a cardboard solar viewer. And this is a really good way to view the sun. Because you'll be able to see the sun as a nice clear image, and you'll be able to find Mercury transiting across the front of it. You've got a lens here, and you get the sunlight coming through this lens. And it bounces off of this little mirror, and you'll see an image of the sun on the cardboard at the back. So the way that I do this is I just look inside this cardboard solar viewer. And if you move it about a little bit, you'll see a dot. David Rothery: I've got to find the sun. Laura Brooker: Yes. So yep, you can see, there we are. And then if you just move it across and get it nice and central to the mirror, lo and behold, there you go. Nice image of the sun. David Rothery: And it's coming down the tube onto the mirror and back onto here. And there's no way I can get my eye to look up that tube and hurt myself, because the mirror is in the way. Laura Brooker: Exactly. It's a nice and safe way to view the sun. David Rothery: But that's blurred. Laura Brooker: Yes, it is a little bit. So the way you bring it into focus is you can use the lens that I mentioned earlier. So if you just move that in and out. David Rothery: I'm making it worse. Laura Brooker: Yeah. So you can see it'll get fuzzy one way, and it'll get nice and into focus the other way. And then you can do a fine adjustment using this little mirror, because it has a screw that you just twist. And you can get a nice, clear image. David Rothery: OK. Now I can see all kinds of little dots. Now, some are because the cardboard is dirty. But I think there's some features on the sun as well. Laura Brooker: Yes. You can actually see there's some solar spots on the sun today. And you can see those nice and clear. David Rothery: So they're the ones that will stay with the sun rather than stay stationary on the cardboard as I jiggle this around a bit. Laura Brooker: Exactly. David Rothery: So there's something on the sun up there. Brilliant. Sunspots. Laura Brooker: Yep. David Rothery: And if that was Mercury transiting the sun, would it be bigger than that or smaller than that? Laura Brooker: Well, it'd actually be quite small on the surface of the sun. It'd be a millimetre, few millimetres across. So maybe about the same size as the sunspots that we're seeing today. David Rothery: We've got to have a good focus to catch Mercury. Laura Brooker: Yes. Yes, definitely. Do make sure, when you're using these solar viewers, that you're supervising any children. Because you don't want them to damage their eyesight.	<urn:uuid:a553a3cf-184b-4fa9-8f03-a0ad0b4eac16>	CC-MAIN-2021-39	https://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/discover_mercury_-_safety_advice_for_the_transit_of_mercury.pdf	2021-09-19T19:59:08+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00665.warc.gz	948,209,540	1,528	eng_Latn	eng_Latn	0.998786	eng_Latn	0.999322	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1663, 3739, 5270, 6382 ]	[ 2.40625 ]	1	1
Ethical Society Nursery School Newsletter Our forty-seventh year Notes from the Director Welcome to the new school year! We are so happy that you have chosen the Ethical Society Nursery School for your child/ren. As a teacher in the Blue Room, I loved the beginning of the year, finding out who would be in our classroom and which strengths and personality traits they would bring with them. This year, I am excited to sit in the director's office, ensuring that our tradition of play based education continues. Meanwhile, the teachers have prepped their classrooms and discussed project and theme ideas. Our Yellow Room returning students have visited their former classrooms, Blue and Green. But they are confident and eager to play in their new room. Some have siblings in other classrooms and they peek in during the day to say hello to the September 25, 2016 teachers or hug their little brother or sister. Our younger students are tentative at first but I notice now that, in the third week of school, they know where they are going and greet their teachers with familiarity. Amazing how quickly a new routine can be established. Our school is a tight knit community with the core being our outstanding teachers. This newsletter highlights our awesome educators. Newsletters will be written occasionally throughout the year and will outline what the children have experienced in science classes, as well as updates from the classrooms and upcoming events. We will continue our theme of: Taking care of ourselves Taking care of each other Taking care of our school. We will be having an assembly soon to illustrate ways to take care of each other and will be reinforcing this theme in the classrooms throughout the year. Welcome – Jill Allen THANK YOU! Thank you to our Board members for providing delicious snacks during our first days of school Thank you to our parent volunteers and trustees: Cape Zern, Allison Brose, Heidi Dean, Laura Lander, Chris Chisholm and his daughters for volunteering on Parent Work Day to weed and prep the playground and paint bookshelves. Your work is very much appreciated! Remind – text alerts I will be using remind.com to send out last minute, urgent information like school closings due to snow. If you sign up, you will be in our text reminder group. If I send any text out, I will also send an email with the same information. Please send the text "@ethicals" to 81010 and you will get a confirmation text that you are in the group. The Calendar Thursday, October 6 th – Evening Open House for all parents (children not included) 7:30-8:30pm Parents are an integral part of our community. You are the most important figures in your children's lives and we value our connection with you as a way to understand and support your children while they are here in the classrooms. We would like for you to have a better understanding of what happens here during the day while your child is with us. To begin the evening, you are invited to explore the classrooms. Our teachers will explain the daily routine and answer any questions you might have. Then, at 8:00 pm, we will migrate downstairs to the assembly room for a welcome and slideshow. Our evening will be short but an important, informational event. I hope to see you there. Please refrain from using your cell phone during pick up and drop off times in the parking lot – for the safety of the children!! The Board The Board of trustees is the governing body of the Nursery School. The Board is responsible for the overall management of the Nursery School establishing school policy, formulating the budget, organizing fundraising activities, determining staff compensation and selecting the director. In the Handbook you received on the first day of school, you will find a list of trustees and their contact information in the back of the book. If you have any questions or concerns, please feel free to contact them. They will be contacting you at some point in the future to help with school functions and fundraising. Private Facebook Group If you haven't already, please accept an email invitation from me (Jill Samuels Allen) to a private group on Facebook. This is where I will share photos of your children, updates on events (like the wine tasting fundraiser) and exciting developments in the classrooms. This group is only for current families. You will be able to download pictures from there. We will also post pictures of the snack calendar in each room and projects and theme calendars. The theme calendars can help with formulating questions to ask your child about what happened at school today. Birthday Books Celebrate your child's birthday by donating a book to the school library. We can provide a wish list of book titles or you may choose one of your child's favorites. (Call me and I can let you know if we have it already.) We will put a special name plate in the front of the book so that your child will be remembered whenever we read your book donation. Thank you for helping us keep our library current. Music Hello Ethical Society Nursery School Families – I am Robert Bernstein and I teach/make music every week with your children. I was asked about 10 years ago to be the music teacher for the ESNS summer camp and that continued into the next school year. It has been a pleasure and a privilege to make music with the Green, Blue and Yellow rooms ever since! I have been a drummer and musician since my teen years and have loved music since early childhood. I didn't realize my path would lead me to teaching early childhood music until I went to a Music Together program with my son while living in California. I was so impressed that when I moved to St Louis in 2003, I decided to start teaching Music Together here. One of the essential ideas I have learned from teaching this program is that it can never be too early to introduce and learn music. It is generally understood that learning a second language can start from infancy. Language and music learning share the same part of the brain, so introducing music at infancy can be beneficial AND fun – an important Music Together concept is, "Music learning supports all learning." Hopefully, your children will tell you at some point about some of the music we make at school. I hope you will take the opportunity to continue the music learning with them at home using some of those songs from our music time as well as introduce songs/music that you enjoy with them as well. If you ever want information about any songs we do in class (lyrics, etc…) just let me know! I feel that music is an amazing art form, activity and learning tool. It can be experienced on many levels: physically (dance,) emotionally and intellectually (among others.) I try to include all of these aspects when experiencing music with the classes at ESNS. All of these ideas can come together by making a connection. A friend once asked me, "Try to remember… Who are the teachers you most remember in your life?" He went on to say that it is not usually one who taught you a certain math concept or how to diagram sentences, for instance. It's usually a teacher who make a personal connection with you who leaves the biggest impression. Music can be powerful in connecting children with parents and the adults in their lives. I hope I have been able to make that positive connection with your children through music and remember that you can too. Take care, Robert Science We are really lucky this year to have two fantastic science teachers: Ellen Schapiro and Liz McCane. Ellen just recently retired from her position as director of ESNS after 17 years. She taught for many years prior to leading the school. Each year, as director, Ellen would teach metamorphosis of the Monarch butterfly, hatch chicks from eggs and demonstrate recycling by making paper with a blender and strainer, among many other lessons. She will be here next week to teach metamorphosis. And she will set us up so that we may watch butterflies emerge from their chrysalises. Liz has been teaching science once a month for a number of years. She brings hides, homes and ageappropriate picture stories to explain habitats, hibernation, camouflage and food chains. Liz will be here in the winter months while Ellen teaches in September, October and in the Spring. Extended Day We are devoted to the concept of play for young children. We strongly believe that children are able to make sense of their world when they freely interact with other children and are given a choice of interesting materials with which to play. The Extended Day program is truly an extension of the regular ESNS program. The relaxed environment enables a child to have lunch and socialize with children who may or may not have been in his/her morning class. Extended Day is available Monday, Wednesday and Thursday and is taught by a great team: Ariel Gardner, Julie Kolberg, Tali Light and Beth Vesper. The Staff The ESNS staff is truly excellent. These warm, skilled, well-educated and experienced individuals enjoy working with young children. Teachers are the single most important indicator of the quality of a school. We are blessed with some of the best. Robert Bernstein (Music) started teaching music at the nursery school in 2005. He has his BS in communications from Boston University. He has been a drummer and performer for over twenty-five years and a lover of music for even longer. In addition to his time at the nursery school, Robert is teaching Music Together classes in the St. Louis area. His son, Lucas, an alum of ESNS started 8th grade this year and his daughter, Emily, is in third grade. Georgette Bisson (Green Room) This is Georgette's fourth year teaching at ESNS. She has been affiliated with the school for nine years, as a parent and a board member. She has three sons, all ESNS alums. Leo attends Saint Louis University High School and Elliot (5 th ) and Jonah (4 th ) attend Christ the King School in University City. Georgette has a B.A. in English from Ithaca College, a Ph.D. in 18 th century British Literature and a MLIS from Louisiana State University in Baton Rouge. She also worked as an academic reference librarian at Loyola University's award winning Monroe Library. Currently, Georgette runs the library at Christ the King School. Georgette loves reading, movies and learning new things. Ariel Gardner (Extended Day) Ariel begins her second year as one of our creative, extended day teachers. She has three ESNS alumni: Marley, 12, Abe, 8, and recent graduate, Robin who will attend kindergarten this year in the University City School District. Ariel is studying English Literature at Washington University where she was accepted into the undergraduate honor's program and is planning to pursue her PhD. In her spare time, she teaches knitting and spinning classes at a local yarn store. Maggie Horn (2 Day Green Room) A former board member, substitute teacher and current parent at ESNS, Maggie is ready to play in the 2 Day Green Room. She holds a B.S. in theater and French from Northwestern University and spent more than ten years performing in the vibrant Washington, DC, theater scene. She wrote grants and raised funds for different arts organizations too. Maggie has three sons: Charles and Paul, who will be second graders at Reed Elementary and Wesley who is excited to be in the Yellow Room. Maggie enjoys baking (and we enjoy her efforts) and experimenting with new flavors when cooking. Debbie Indeck (Administrative Assistant) Debbie is not new to the nursery school. She taught for 14 years in the Blue Room. This is her fourth year assisting in the office. She has a B.A. in Art History from University of Minnesota and her preschool experience includes working as a substitute teacher for University United Methodist Preschool and teaching four and five year old children at Hamilton Preschool in Creve Coeur. Her children live all over the world: John, an attorney in New York City, Joe, an engineer in Huntsville, Alabama and Kate, a marine biologist in Australia. Mindy Keller (Yellow Room) Mindy joins Nuni full time in the Yellow Room this year after a year of shared teaching with Julie and years of substitute teaching here at ESNS. Mindy has a BS in Elementary Education from DePaul University and a BA in Psychology from the University of Iowa. She taught third and fourth grade in Chicago for seven years and spent one year teaching second grade at Kennard Classical Junior Academy in St Louis. Her son, Max, and daughter, Sasha, are in Clayton schools and her youngest, Graham, is in fifth grade at New City School. Mindy loves to read, jog and walk her dog. Julie Kolberg (3 Day Green Room and Extended Day) For her second year here at ESNS, Julie joins Georgette in teaching the 3 day green room class. Julie has advocated for youth in foster care for over 10 years, coached Girls on the Run at New City School and worked as a volunteer reading tutor for students through the YMCA. Julie is also a Certified Master Gardener and has volunteered at gardens throughout the St Louis area. She has raised two daughters. The oldest, Zoe, attends University of Richmond in Virginia and her youngest, Sarah will be a freshman at George Washington University in DC. Julie likes gardening and visiting her daughters. Tali Light (Extended Day) Tali is the proud mother of three sons: Levi, 11, Isaac, 7, and Micah who just turned 1. She has a MA in Psychology and art therapy from Antioch University in Seattle. Most recently, she worked as an art therapist with adults struggling with Alzheimer's and dementia. She is new to ESNS, but has been working with children of all ages in therapeutic and school settings for over 20 years. She loves all creative forms of expression and in her free time she enjoys cooking and working in her garden. Liz McCane (Science) has been teaching science classes at ESNS through the "Nature on the Move" program for ten years. She holds a B.A. in Environmental Studies from Swarthmore College and was a volunteer naturalist with the Missouri Department of Conservation for ten years. She and her husband, Jim, have been married for 37 years, have two grown sons and two Labrador retrievers. She splits her time between Saint Louis and Driggs, Idaho. An avid gardener, Liz restored native prairie on her property in the Ozarks. She loves to read, travel, participate in sprint triathlons and stay active in her church. Katie Ryan (Blue Room) After four years in the Green Room, Katie moves to the Blue Room to team with Linda. She has her BS in elementary education with a concentration in children's literature from Miami University, Oxford, Ohio. She has taught pre-k through 4 th grade and PE in four cities (including Monterrey, Mexico.) Her son, Mac, is in 8 th grade at Chaminade. Her daughters, alumni of the nursery school, are Annie, in 6 th grade and Mia in second grade at Mary Queen of Peace in Webster Groves. Katie enjoys reading and cooking. Ellen Schapiro (Science) Ellen begins her first year of retirement as one of our science teachers. After having taught in the classroom and working as the director of ESNS for 17 years, Ellen continues to engage the students in topics that she loves: metamorphosis, embryology and environmental stewardship. Her four adult children, Daniel, Emily, Evan and Miriam, are all graduates of the ESNS program. Linda Varadachari (Blue Room) Linda has a B.S. in child development from Missouri State University and B.S. certifications in Special Education and Elementary Education from University of Missouri, St Louis. She has taught pre-K and first grade at Greenwich Country Day School in Connecticut and kindergarten in the Bronx, NY. She was an early childhood educator at The Miriam School in Webster Groves. Her son, Kiran, is in seventh grade and daughter, Maya, is in third grade, in Ladue Schools, both alums of ESNS. This is her seventh year teaching here at the nursery school. Linda loves reading and movies. Beth Vesper (Extended Day) This is Beth's first year as an extended day teacher at ESNS. Beth has two daughters, Lily and Eliza, who attended four years of summer camp at ESNS. Lily is now a second grader at Maplewood-Richmond Heights Elementary, and Eliza is a kindergartener at Maplewood-Richmond Heights ECC. Beth is in her second year as a school nurse with Special School District and has previous nursing experience in the Trauma ICU at Barnes. In past career lives, Beth has worked as an Information Technology Project Manager in applications development and has taught English at Mizzou, Washington University, and St. Louis Community College. Beth holds a BSN from UMSL and an MA and BA in English Literature from Mizzou. When she's not parenting, nursing, or teaching, Beth enjoys knitting, reading, and taking her retired racing greyhound on runs that are too slow for him but just right for her. Nuni Zimmerman (Yellow Room) Nuni started teaching in the Yellow Room in 1999. Nuni graduated from Emory University with a B.A. in English. She has been a teacher assistant for the University City School District, a photo stylist and worked in sales before coming to the nursery school. Nuni's sons all attended ESNS and now: Henry attends Columbia College in Chicago, George is a student at Cornell College in Iowa, and Oliver is in middle school at Wydown. Nuni loves to garden. Jill Allen (Director) After 9 years in the Blue Room, Jill has moved into the Director's role. Jill's relationship with the school started as the mother of three ESNS graduates: Sophie, a freshman at the Walter Cronkite School of Journalism in Phoenix, AZ, Molly, a junior at Nerinx Hall, and Lucy in 8th grade at The College School. As a parent, she served on the ESNS board and as a substitute teacher. She has experience as a past board president at TCS, years of HR and AR work during the time she helped run a local bakery/cafe and currently coaches swimmers at Clayton High School. Jill has a degree in art history from Old Dominion University.	<urn:uuid:30d0fe41-00df-4e2c-ba5e-54f408a63682>	CC-MAIN-2021-39	http://www.ethicalsocietynurseryschool.com/wp-content/uploads/2014/03/Sept-2016-news.pdf	2021-09-19T19:21:49+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00665.warc.gz	85,529,642	3,783	eng_Latn	eng_Latn	0.999005	eng_Latn	0.99923	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1580, 3423, 5780, 8334, 8952, 11505, 13872, 16038, 18089 ]	[ 1.3203125 ]	1	1
ImPACT Concussion Test Bismarck Public Schools is now offering the ImPACT Test for their student-athletes. Read below to find out information about how this can benefit your athlete. More information about the ImPACT Test can be found at http://impacttest.com/about/background ImPACT (Immediate Post-Concussion Assessment and Cognitive Testing) is the first, most-widely used, and most scientifically validated computerized concussion evaluation system. Developed in the early 1990's by Drs. Mark Lovell and Joseph Maroon, ImPACT is a 30-minute test that has become a standard tool used in comprehensive clinical management of concussions for athletes of all ages. ImPACT Applications, Inc. was co-founded by Mark Lovell, PhD, Joseph Maroon, MD, and Michael (Micky) Collins, PhD. Given the inherent difficulties in concussion management, it is important to manage concussions on an individualized basis and to implement baseline testing and/or postinjury neurocognitive testing. This type of concussion assessment can help to objectively evaluate the concussed athlete's post-injury condition and track recovery for safe return to play, thus preventing the cumulative effects of concussion. In fact, neurocognitive testing has recently been called the "cornerstone" of proper concussion management by an international panel of sports medicine experts. ImPACT can be administered by an athletic trainer, school nurse, athletic director, team coach, team doctor, or anyone trained to administer baseline testing. ImPACT is the most widely used computer-based testing program in the world and is implemented effectively across high school, collegiate, and professional levels of sport participation. Which Athletes are Recommended for ImPACT Baseline Testing? The ImPACT Team recommends the evidence-based guidelines below for determining which athletes should be given a baseline test. We recommend that Contact/Collision sport athletes receive a baseline, whereas NORMATIVE DATA can be used for all other injured athletes. Features - Measures verbal and visual memory, processing speed and reaction time - Measures player symptoms - Reaction time measured to 1/100th of second - Provides reliable baseline test information - Assists clinicians and athletic trainers in making difficult return-to-play decisions - Produces comprehensive report of test results - Automatically stores data from repeat testing - Results can be e-mailed or faxed for fast consultation by a neuropsychologist - Testing is administered online for individuals or groups - Compatible with PC and MAC The test battery consists of a near infinite number of alternate forms by randomly varying the stimulus array for each administration. This feature was built in to the program to minimize the "practice effects" that have limited the usefulness of more traditional neurocognitive tests. ImPACT takes approximately 30 minutes to complete. The program measures multiple aspects of cognitive functioning in athletes, including: - Working memory - Attention span - Sustained and selective attention time - Non-verbal problem solving - Response variability - Reaction time How The ImPACT Test Works 1: Demographics & Health History Section 1 of the ImPACT test requires the athlete to input basic demographic information and descriptive information through a series of easy-to-follow instructional screens. The athlete inputs this information via a keyboard and must utilize an external mouse to navigate/select responses on the screen. Many of the questions can be answered using "pull down" menus in the window. This section asks the athlete to answer questions regarding height, weight, sport, position, concussion history, history of learning disabilities and other important descriptive information. 2: Symptoms and Conditions This section of the ImPACT test asks questions about the athlete's most recent concussion date, hours slept last night, and current medications. Then the athlete is to rate the current severity of 22 concussion symptoms via a 7-point Likert scale. This Likert scale is currently utilized by the NFL and NHL and has been endorsed by the the Vienna Concussion in Sports (CIS) group. The concussion symptom scores are displayed in the ImPACT test report along with the symptom total score. 3: Baseline and Post-Injury Neurocognitive Tests After completing the Demographic and Current Symptoms, the athlete will begin the Neurocognitive Test which is comprised of 6 modules. 1. Word Discrimination evaluates attentional processes and verbal recognition memory utilizing a word discrimination paradigm. 2. Design Memory evaluates attentional processes and visual recognition memory utilizing a design discrimination paradigm. 3. X's and O's measures visual working memory as well as visual processing speed and consists of a visual memory paradigm with a distractor task. 4. Symbol Matching evaluates visual processing speed, learning and memory. 5. Color Match represents a choice reaction time task and also measures impulse control and response inhibition. 6. Three Letter Memory measures working memory and visual-motor response speed. 4: Graphic Display of Data Five ImPACT test scores are calculated from the neuropsychological tests administered, and each is displayed graphically. See below for a description of each graph.	<urn:uuid:479632b2-1b73-40b0-b9a3-01e7501b3498>	CC-MAIN-2021-39	https://www.bismarckschools.org/cms/lib/ND02203833/Centricity/Domain/88/impact_concussion_test.pdf	2021-09-19T20:26:44+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	721,250,903	1,031	eng_Latn	eng_Latn	0.99496	eng_Latn	0.99496	[ "eng_Latn" ]	false	docling	[ 5350 ]	[ 1.5546875 ]	1	0
March 24, 2021 RE: HB-6662 Racism as a Public Health Crisis Dear Public Health Committee, I hope this reaches you in great spirits. I am submitting this formal written testimony as I adamantly support the HB-6662 Racism as a Public Health Crisis My Personal Experiences I'm extremely perturbed by blatant implicit racism and biases that I witness on a daily basis in Connecticut. It's not even remotely subtle. The explicit covert racism that exists is a public health crisis. The redlining and restrictive covenants caused the Black American Descendants of Chattel Slavery to be forced into the worst geographical locations for living conditions as well as forcing them into area that suffer the most environmental damage and pollution which stand to be the same communities that black migrants integrate into. The Jim Crow era and the era of the Klan produced fear and terror that not only kept us out of the political arena, but it also instilled a distinct separation of not only social circumstances but also resources which include medical and housing. The deprivation of generational wealth, the massive incarceration rates in the state's history, the alarmingly high income disparities between whites and blacks in this state, the locking out of black veterans after ww2, the trauma Black American Descendants of Chattel Slavery have had to retain over the generations, the feigned ignorance of our white counterparts, and the lack of Reparations has caused the black community to suffer not only directly through violence and exclusion but also via diseases and cancers produced by the everenduring stress caused by racism. Racism almost cost me my college education. Racism took my sister's life through environmental hazards. Racism took my father through diabetes and high blood pressure. Racism took my mother through cancer in her stomach as a result of biased medical treatment. Racism has driven me to immense depression and constant self hate due to the detriments to my psyche. The White population is approximately 84%, Hispanic is approximately 16%, while the Black/African American is 10%. The Black/ African American communities comprise of Black American Descendants of Chattel Slavery, those from Caribbean Islands, Nigeria, Ghana, Somalia, and Haiti. There is absolutely no disaggregated data that reflects specific ethnicities. However, each of these groups of people with specific lineage are consistently discriminated against simply because of the color of their Black skin. This all stems from 400 years of institutionalized systematic oppression and racism directly attributed to the horrific history of Black Chattel Slavery (1619-1784). The Act of Gradual Abolition. If born after March 1, 1784 your freed at the age 25, I'd like to expound upon the facts, my personal experiences and opinions. In 2009 14 Legislatures, in the House & Judiciary Committee, unanimously decided to pass House Joint Resolution 1. The Committee on Government Administration and Elections reported through REP. SPALLONE of the 36th Dist., Chairperson of the Committee on the part of the House, that the joint resolution ought to be adopted. April 15, 2009 RESOLUTION EXPRESSING THE PROFOUND REGRET OF THE CONNECTICUT GENERAL ASSEMBLY FOR THE HISTORY OF WRONGS INFLICTED UPON BLACK CITIZENS BY MEANS OF SLAVERY, EXPLOITATION AND LEGALIZED RACIAL SEGREGATION, AND CALLING ON ALL CITIZENS TO TAKE PART IN ACTS OF RACIAL RECONCILIATION. SUMMARY: Through this resolution, the General Assembly: 1. issues an apology for slavery practiced in Connecticut and the official acts that sanctioned and perpetuated it; 2. vows to work to eliminate the residual structures of racism existing in the state; 3. urges educational, religious, civic, and business entities to acknowledge and learn from Connecticut's past, including as a leading state in the abolition efforts, to promote racial equality and reconciliation; and 4. calls on residents to recommit their state, communities, and themselves to work daily to promote equality, as proclaimed in the Declaration of Independence; treat all people with respect; and eliminate racial prejudices and injustices. The resolution provides a brief history of how Connecticut first supported slavery and then worked toward its abolition. It acknowledges that several nations, states, and corporations have issued apologies for their roles in promoting slavery. Absolutely none of the above referenced vows have been adhered to. However, Connecticut continues to be complicit in the eerily reminiscent practices of the Jim Crow Era. We have to do much better and stop sweeping these issues underneath the rug. A Truth and Reconciliation of the historical discriminative practices and systematic racism / oppression must be addressed on all levels for Black/ African American's rights to Liberty and the Pursuit Equal Happiness. Studying the Inequities/ Inequalities of Black American Descendants of Chattel Slavery can viewed through another lens as why the consistently disparities in the Black communities exist, Without doing so, this above referenced apology means absolutely nothing. It's just been an empty promise and pacification for the past 10 years. We cannot afford another loss of life due in the underserved communities. I'm wearing my heart on sleeve and begging you all to please not ignored my grandson's death nor let it be in vain, I thank you for taking the time to hear me today, Your anticipated assistance in working working toward remedies and resolutions in the Black communities, Have a Wonderful Day! James Keitt SoliDarity	<urn:uuid:3321a659-effa-4e83-b7a6-3c9e56e39c57>	CC-MAIN-2021-39	https://cga.ct.gov/2021/appdata/tmy/2021HB-06662-R000326-Keitt,%20James-TMY.PDF	2021-09-19T20:26:00+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	219,680,802	1,121	eng_Latn	eng_Latn	0.996243	eng_Latn	0.997154	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2000, 4170, 5407, 5609 ]	[ 1.359375 ]	2	1
As historians and geographers, we will explore World War 2. We will learn about the axis powers and the allies, the D-Day landings, the blitz, the role of women in the war, evacuees, the home front and rationing and propaganda. This will continue into Term 2. As mathematicians, we will work on Geometry (position and direction and properties of shape) fractions, decimals, percentages, ratio and proportion, converting units of measure and statistics, alongside using mathematical vocabulary to support and develop our reasoning and problem solving skills. Community As members of our school community we will: Continue to support each other within our bubbles and follow all Covid guidelines. Engage in a day about WW2 and learn about life in the 1940s with Brett and Karen As scientists, we will be studying animals including humans and we will focus on the circulatory system, how the body transports water and nutrients, the promotion of a healthy lifestyle and the dangers of alcohol and drug abuse. Rowan Years 5 and 6 Summer Term 1 2021 As musicians, we will learn about Dame Vera Lynn and engage with 1940s music. Sports As children concerned with our physical well- being we will: Focus on our basketball skills and further develop our strength during Yoga. We will learn about some popular dances during the WW2 era. In English, we will be engaging with the novel, 'When Hitler Stole Pink Rabbit' by Judith Kerr. We will write letters and diary entries as evacuated children. We will focus on use of language, clauses, expanded noun phrases, prepositional phrases, adverbs and subjunctive form. As artists and designers, we will recreate scenes from the Blitz, create propaganda posters, model an Anderson shelter and investigate rationing. In RE, we will consider the persecution of the Jews during WW2 and we will investigate the different beliefs about what happens when we die. MFL We will continue to develop our Spanish by learning to greet people and introduce and describe ourselves.	<urn:uuid:0486a953-4c88-484c-93eb-a7063d8a2a91>	CC-MAIN-2021-39	https://www.nassingtonschool.org.uk/attachments/download.asp?file=2567&type=pdf	2021-09-19T21:04:34+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	951,032,866	416	eng_Latn	eng_Latn	0.996826	eng_Latn	0.996826	[ "eng_Latn" ]	false	docling	[ 2020 ]	[ 2.953125 ]	1	0
Materials Needed o STEAM Journal o Learning Activity Butterfly Outlines o 6 different colored pencils, markers, crayons, etc. o Pencil or pen Grade Range K-2 3-5 6-8 Topics/Skills Traits, Biology, Phenotypes, Shapes, Patterns Learning Standards Biological Evolution Duration 15-20 minutes Prep Time 2 minutes Beautiful Butterflies Designing the Next Generation of Beautiful Butterflies Butterflies have beautiful and intricate designs and colors on their wings. They use the shapes, patterns and colors to send messages to other butterflies and to hide from predators. Can you design a new generation of butterflies? Activity Challenge Design a butterfly offspring that incorporates its parents' visible traits. Preparation 1. Gather materials and select a workspace. To Do 1. Color Butterfly A with two different colors. One butterfly must have blue. 2. Color Butterfly B with two different colors as well. 3. Now, butterfly A and B have distinct shapes and colors, choose any 2 shapes/patterns and 2 colors from butterfly A or B. 4. Draw and color Butterfly C with the chosen shapes/patterns and colors. Observations * Label the different parts of the butterfly including the antenna, eyes, head, thorax, abdomen, wings, and legs. * In your STEAM Journal, explain why you chose some pattern or color over another color for butterfly sees design. Think about a flowering bush, a street corner, or the side of a tree. What design and color of butterfly do you think would blend in best in any of those settings? Extensions * Attempt to identify and label the forewing, hindwing, proboscis, and wing veins. If the butterfly does not have those anatomical parts, then draw them in and label. * Cut out your butterfly offspring and make a tiny kite out of it. * Attempt to reproduce the blue color on your offspring with markers on plastic wrap by combining to colors that make blue. The Content behind the Activity Butterfly wing patterns and colors are passed down from generation to generation in genetic code called DNA. DNA is a biological messenger that tells cells how to specialize. The DNA in specialized cells contains the code for an organism's traits, such as wing colors, that can be observed and measured. Observable traits are called phenotypic traits. Phenotypic traits like color, pattern, and wing size are the expression of genetic messages in the DNA. Offspring in a generation will commonly display (express) one or more of the phenotypic traits of the parent organism. Butterfly A Butterfly B Butterfly C	<urn:uuid:44a2afdf-0353-4fae-bf95-024fd93bae4f>	CC-MAIN-2021-39	https://2m9f1z15c8mny1dunw8i2do3-wpengine.netdna-ssl.com/wp-content/uploads/2020/08/LAS-Beautiful-Butterflies.pdf	2021-09-19T19:18:22+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	129,819,027	552	eng_Latn	eng_Latn	0.991682	eng_Latn	0.990816	[ "eng_Latn", "unknown" ]	false	docling	[ 2518, 2556 ]	[ 4.28125 ]	2	1
Lead Report 2016: Broken Hill children less than 5 years old Revised (2016 Census) This work is copyright. It may be reproduced in whole or part for study or training purposes subject to the inclusion of an acknowledgement of the source. It may not be reproduced for commercial usage or sale. Reproduction for purposes other than those indicated above requires written permission from the NSW Ministry of Health. © NSW Ministry of Health 2017 Acknowledgements We would like to acknowledge Dr Todd Green, Guddu Kaur and Tricia Linehan (Western NSW Health Intelligence Unit) for the analysis of data and production of this report. Contact For further information please contact: Western NSW Health Intelligence Unit Orange Health Service, Bloomfield Campus Locked Bag 6008 Orange NSW 2800 Phone: 02 6369 7958 Date: September 2017 Citation Lead Report 2016: Broken Hill children less than 5 years old, Revised (2016 Census), Western NSW Health Intelligence Unit, September 2017. Table of Contents Executive Summary The information contained in the 2016 Lead report provides an update on the ongoing public health issue of elevated blood lead levels in children under the age of 5 in Broken Hill. All children under the age of 5 residing in Broken Hill have been offered blood lead testing since 1991. This testing is voluntary and offered through the Broken Hill Child and Family Health Service and Maari Ma Primary Health Care Service. In addition, screening of umbilical cord blood lead levels of newborns, born in Broken Hill to resident mothers, commenced in 1996. In April 2016 the NSW Ministry of Health endorsed the revised National Health and Medical Research Council (NHMRC) guidelines for the notification of blood lead levels from 10 µg/dL to 5 µg/dL. This report uses the revised lead blood notification figure and therefore reports on the proportion of children with blood lead levels under 5 µg/dL. In 2016 there was a small increase in the total number of children screened (679 to 687). During this period there was a 16% increase in the number of Aboriginal children screened (178 to 207). This contrasts to a 4% decrease in the number of non-Aboriginal children screened (501 to 480). The 207 Aboriginal children screened in 2016, represents the highest number screened on record. The geometric lead mean level (age-sex standardised) for all children (1 to 4 years) increased slightly from 5.8 µg/dL in 2015 to 5.9 µg/dL in 2016. The mean result for Aboriginal children improved significantly in this period, with a decrease in blood lead levels from 9.3 in 2015 to 7.6 μg/dL in 2016. However, this was not the case for non-Aboriginal children where there was an increase in blood lead levels, from 4.9 in 2015 to 5.2 µg/dL in 2016. Therefore, the gap between these results was reduced between Aboriginal and non-Aboriginal children in 2016 – to 2.4 μg/dL – nearly half the gap recorded in 2015. While the gap in the geometric lead level mean between non-Aboriginal and Aboriginal children reduced between 2015 and 2016, the gap is more than double for the proportion with blood lead levels below 5 µg/dL. The 2016 results show 50% of non-Aboriginal children in Broken Hill had a blood lead level below 5 µg/dL, compared to only 22% of Aboriginal children. However, the result for Aboriginal children has improved between 2015 and 2016 (17% to 22%), whilst the result for non-Aboriginal children decreased in that same period from 54% to 50%. When combining the results for Aboriginal and non-Aboriginal children, the result was stable (43% to 42% of all children with blood lead levels below 5 µg/dL between 2015 and 2016). In relation to the previous NHMRC notifiable blood lead level of 10 µg/dL there has been an improvement in results between 2015 and 2016 with an increase in the proportion of all children with a blood lead level below 10 µg/dL, 76% and 80% respectively. There remains ongoing work to reduce blood lead levels in Broken Hill. Although there has been improvements in Aboriginal children results in 2016, the proportion of Aboriginal children in all lead level categories above 5 µg/dL are higher compared with non-Aboriginal children. Furthermore, 58% of all children (1-4 years) tested in Broken Hill have blood lead levels above the current NHMRC notifiable level (5.0 µg/dL). In addition there has been an increase in the geometric mean lead level for non-Aboriginal children in 2016 and decreases over time to the proportion of all children (1-4 years) tested with lead levels below 5 µg/dL. Introduction Broken Hill is a historical town founded in 1883 on mining of the 'line of lode,' the world's largest and richest silver-lead-zinc mineral deposit. Since the Broken Hill Proprietary Company Limited was established in 1885, lead poisoning had been evident among early miners and their families. Despite this evidence, lead poisoning was seen mainly as an occupational rather than population health issue. Since 1991, parents/carers in Broken Hill have been offered voluntary blood lead screening for children under the age of 5 years old. The combination of; a reminder letter, lead testing aligned with the immunisation schedule, promotions and advertising in the local media, are used to encourage lead screening . From 1996, newborn umbilical cord blood has been tested to determine the impact of lead transfer from the mother to the child. According to the World Health Organisation, blood lead levels around 10.0 µg/dL are now known to cause damage to the developing brain and nervous system of children. In addition, the immune, reproductive and cardiovascular systems are also adversely affected 1 . Ingestion of lead is the most common exposure pathway for children. The combination of a child's innate curiosity and hand-to-mouth behaviour results in bringing lead-containing or lead-coated objects (eg contaminated soil or dust, peeling lead based paint) to their mouth. Exposure pathways also include from a mother to a foetus; inhalation of lead containing dust and less commonly absorbed through the skin. Compounding the issue in young children is that they absorb 4 to 5 times as much ingested lead compared to an adult from a given source. Undernourished children are also more susceptible to lead because their bodies absorb more lead if other nutrients, such as calcium, are lacking 1 . The Broken Hill Lead Reference Group, founded in 2008, is a multi-agency group led by the Broken Hill City Council. It consists of community interest groups, mining companies and government agencies representing and advocating for the Broken Hill community regarding lead. The Broken Hill Lead Steering Committee, also founded in 2008, was constituted to focus on the health issues related to elevated blood lead levels in children. Both groups have an interest in minimising the impact of lead exposure whilst maintaining a viable mining industry in Broken Hill. Since 1993 blood lead notification levels have been 10 µg/dL, however, in May 2015, the NHMRC completed an evidence review and issued a statement for a revised blood lead notification level of 5 µg/dL 2 . The evidence review found an association between levels less than 10 µg/dL and health effects. The effects include: reduced Intelligence Quotient and academic achievement in children; behavioural problems in children; a delay in sexual maturation in adolescents and increased blood pressure in adults 2 . As of April 2016, NSW Health adjusted the notifiable blood level to 5 µg/dL. As a result, less than 5 µg/dL has been used as the benchmark level for this report. From July 2015, following significant planning and advocacy, the NSW Government funded the Broken Hill Environmental Lead Program (BHELP) with $13 million, over 5 years. Five people have 1 World Health Organisation, Childhood Lead Poisoning, 2010 5 2 National Health & Medical Research Council (NHMRC), Evidence on the Effects of Lead on Human Health, May 2015 been recruited to the BHELP program under the auspices of the Environmental Protection Agency (EPA). The Broken Hill Environmental Lead Program Steering Committee is made up of representatives from EPA, Far West LHD, Broken Hill Lead Reference Group and two Aboriginal representatives. Future challenges for managing blood lead levels in Broken Hill children that are above the new guidelines include: - ensuring that all children continue to be screened and that screening data is collected and reported for all children, including Aboriginal children; - ensuring the community continues to engage in lead remediation activities; - ensuring that active research into effectiveness of strategies employed continues to direct the way the program is run, and - maintaining long term momentum in the community to support childhood screening in the first five years of life once the NSW Government funded Broken Hill Environmental Lead Program finishes in 2020. Population Profile Each Census conducted since lead monitoring began (1991, 1996, 2001, 2006, 2011 and 2016) has seen a decreasing trend in both the number and proportion of children under the age of 5 years residing in the Broken Hill Local Government Area (Table 1). The graph in Figure 1 represents the Estimated Resident Population (ERP) (an annual population figure calculated by the Australian Bureau of Statistics) for 0-4 year olds in Broken Hill (1972 to 2015) by gender. Analysis conducted for the annual lead report is stratified by Aboriginality to monitor any inequitable burden of high blood lead levels which may exist. Counts of Aboriginal children population are sourced from the Census and are reliant on self-identification. Unlike the total population of under 5 year olds, the number of Aboriginal children has increased from 1996 to 2016 and is projected to continue increasing (Table 1), in addition to the proportion. Table 1. Demographic profile of children under 5 years of age in Broken Hill \| \| \| 1996 \| \| 2001 \| \| 2006 \| \| 2011 \| 2016 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Total 0-4 years \| 1,427 \| \| 1,255 \| \| 1,191 \| \| 1,070 \| \| \| \| Aboriginal children 0-4 years (% of Aboriginal children) \| 112 (8%) \| \| 165 (13%) \| \| 177 (17%) \| \| 176 (16%) \| \| \| Source: Australian Bureau of Statistics (ABS) Census data. Methods Collection of Blood Samples For newborn babies, umbilical cord bloods are laboratory tested in the same way as a venous sample. Blood lead levels for children less than 5 years are taken as either a finger prick (capillary) or venous test. Since October 2008 parents have had the option of having their children screened with a less invasive capillary sampling (finger prick) method. If a child has received both a venous and a capillary test throughout the year, the measurement from the venous test is used. This is because a venous test, though a more invasive procedure than a finger prick, provides a more accurate measure of blood lead levels. With lead screening aligned with immunisation, testing may occur over the immunisation schedule (12 months, 18 months, 2 years and 4 years of age). Therefore, a child may present at 12 months and 18 months or 18 months and 2 years in the same calendar year. Only the first (younger age) test is used and this is the main reason why there are more children's first tests in the first 6 months of a year. This also explains the success in capturing those aged between 12 months and less than 3 years. Reporting of Blood Lead Levels For analysis and reporting purposes, only a child's first test in the calendar year is used for calculations, to ensure only one result per child is used per year. The geometric mean (instead of an arithmetic mean or average) is used to report blood lead levels throughout this report. A geometric mean is calculated by taking the nth root of the product of n numbers. Blood lead levels in an affected location may have the majority of levels in the lower range, however will also have some results which are significantly higher (e.g. 5 to 10 times higher). The geometric mean normalises the ranges being averaged so that no range dominates the weighting. Age-sex Standardisation of Results Because children's blood lead levels vary by age and gender, it is difficult to compare blood lead levels from one year to another unless the same proportion of children in each age group is tested in successive years. Therefore age-sex standardisation is used to account for this change. Effectively, this determines what the blood lead level would be if all children in Broken Hill were tested by applying the proportion of children to each age-sex group from the most recent Census (i.e. 2016). This age– sex adjusted population mean is the one reported over time for children aged 1-4 years (Figures 3 & 4). Notifiable Blood Lead Levels The 5 µg/dL notification level was implemented in February 2016 by NSW Ministry of Health. Throughout this report, less than 5 µg/dL has been used as the benchmark level to enable insight into the extent of lead as an issue for children in Broken Hill – in line with NHMRC and NSW Health guidelines. Participation Rates Population results by single ages (e.g. 0, 1, 2, 3…) are only available for Census years. Therefore, for Census years there is a count of (1, 2, 3 and 4 year olds) to determine a participation rate. Figure 9 demonstrates the participation rates from 2008 to 2016, with 2011 and 2016 being Census years. For non-Census years, the ABS Estimated Resident Population (ERP) for the 0 to 4 years group, minus the number of births, is used to calculate participation rates for 1 to 4 year olds. There is significant under reporting of Aboriginality in the Census and therefore calculating Aboriginal participation rates is unreliable. Results Screening of Newborns Once lead has entered the blood stream, it is stored in bone. For an affected pregnant woman, lead is released from the bones and into the blood and becomes a source of exposure to the developing foetus. Exposure of pregnant women to high levels of lead can cause miscarriage, stillbirth, premature birth and low birth weight, as well as minor malformations 3 . In 1996, umbilical cord blood screening commenced in Broken Hill, to determine lead levels in children at birth. To test the lead levels in newborns, a sample of venous blood from the umbilical cord is used. For Broken Hill expectant mothers to birth at the Broken Hill Hospital, they must be considered low risk. If the pregnancy is rated as higher risk, expectant mothers are referred to Flinders Medical Centre or Women's and Children's Hospital (both in Adelaide). Details of the criteria for higher risk births are contained in Appendix 1 and include, for example, a Body Mass Index of > 45 at 36 weeks gestation and high risk co-morbidities. Not all births referred to South Australia will have their cord bloods tested unless the mother has requested that results be sent back to Broken Hill. Historically, from commencement in 1996 there has been a steady decline in umbilical cord blood lead levels, from 2.9 µg/dL in 1996 down to 1.2 µg/dL in 2008. Since 2008, cord blood lead levels have remained relatively stable. The 2016 umbilical cord lead level geometric mean is 0.84 µg/dL (Figure 2). Although this appears like a significant improvement to all previous years, it can't be accurately compared to prior years. From 26 th April 2016, there was an improvement in recording blood cord levels, through the inclusion of decimal points, resulting in greater accuracy. The first full year of cord blood lead levels with increased accuracy will be 2017. In 2016, there were a total of 231 births in Broken Hill, out of these 208 babies were born to mothers who were resident of Broken Hill. This marks a slight increase in births from previous years (220 in 2015) which coincides with the introduction of the Broken Hill Midwifery Program from mid-July 2016. It is hoped that this program will allow for more women to safely deliver in Broken Hill, therefore increasing the number of available cord bloods to be tested in Broken Hill in the coming years. In 2016, a total of 192 umbilical cord blood samples were taken to conduct lead level testing – representing 92% of the babies born to local mothers. The variance from 100% of all babies born at Broken Hill being tested is due to a requirement for a consent form to be signed by the mother to conduct the cord test. There were 165 full records of cord lead results for newborns in 2016. This difference in the total collected for testing (192) and the total of records with results (165) is that some test results are removed and excluded from analysis, namely: records of babies born to mothers living on a property and not within the town of Broken Hill, and records identified with recording issues. Umbilical Cord Blood Lead Screening in Broken Hill newborns 1996-2016 Screening of Children Aged 1-4 years Over the duration of the voluntary blood lead screening program there has been a decreasing trend in the geometric mean blood lead levels in all children tested (1-4 years), from a high of 16.7 µg/dL in 1991 to an adjusted geometric mean of 5.9 µg/dL in 2016 (Figure 3). The 2016 results remain stable compared to 2015 (5.8 and 5.9 µg/dL). It is important to point out, that a significant improvement in the Aboriginal children results – 9.3 µg/dL in 2015 to 7.6 µg/dL in 2016 – has caused the 'all children' result to reduce. The non-Aboriginal children geometric mean has actually increased to 5.2 µg/dL in 2016 – up from 4.9 µg/dL in 2015 (Figure 3). Results for Aboriginal children are further explored later in the report. The number of all children tested peaked in 1994, with 948 children screened, as a result of a major resource intensive door-knocking campaign in 1994 to raise awareness in the wider community. The falling trend since then was reversed in 2011 with the inclusion of blood lead screening with routine immunisation at the Broken Hill Child and Family Health Centre and expansion of testing at Maari Ma Primary Health Care service. In 2016 a total of 687 children had at least one test, a minor increase from the 679 tested in 2015. However, this increase was actually due to significant increases in Aboriginal children testing. The number of Aboriginal children tested increased from 178 to 207 (2015 to 2016) – representing a 16% increase. The reverse was true for non-Aboriginal children, with a reduction from 501 to 480, or a 4% decline (2015 to 2016). The percentage reduction in non-Aboriginal children participation is in line with the reduction in population between 2015 and 2016. Blood lead levels and the number of children tested are both higher in the first half of the year (Figure 6). The number of children presenting for testing drops over the winter months. This may be a result of changes in health seeking behaviours in cooler months. Blood lead levels in all children and children identifying as Aboriginal aged 1 – 4 years in Broken Hill, 1991-2016 The proportion of all children with blood lead levels < 5 µg/dL has risen from 13% in 2000 to 42% in 2016 (Figure 4). At the same time, the geometric mean has fallen from 8.4 µg/dL (2000) to fluctuate between 5 and 6 µg/dL since 2005. Although the proportion of all children with blood lead levels < 5 µg/dL has increased from 2000 to 2016, the 2016 result actually represents the lowest proportion in this range since 2010, when 59% of all children had blood lead levels below 5 µg/dL. There has been a decrease in the proportion of all children below 5 µg/dL since 2010, and an increase in the proportion of children in the 5 to <10 µg/dL range – from 28% in 2010 to 38% in 2016. (Figure 4). Total numbers, instead of percentages, for each lead level category are presented in Figure 5. Anecdotally, additional children may have been tested through alternative health care providers (e.g. private General Practitioners), however there is no obligation to forward these results to the Child and Family Health Centre, and therefore these results are excluded from this analysis. If results from a private practice return as 5 µg/dL or higher, this result will be notified to NSW Health (Public Health). Percentage of children aged 1 – 4 years in Broken Hill by category of blood lead level and age-sex-standardised geomean by year Number of children aged 1 – 4 years in Broken Hill by category of blood lead level by year Monthly mean blood lead levels and screening count of children aged 1 – 4 years in 2016 Screening of Aboriginal Children Aged 1 to 4 years There has been a historical burden of high blood lead levels in children identified as Aboriginal in Broken Hill. The mean blood lead level for Aboriginal children is higher than the overall geometric mean for all Broken Hill children, however this level has been decreasing. From 2011, when aligning blood lead testing with immunisation began, the proportion of children tested markedly increased. In 2016 there was a significant decrease in the Aboriginal age-sex standardised mean, from 9.3 µg/dL (2015) to 7.6 µg/dL in 2016 (Figure 3). This compares to a slight increase in the non-Aboriginal children – 4.9 to 5.2 µg/dL (2015 to 2016 respectively). The average gap between Aboriginal and non-Aboriginal children was 2.4 µg/dL in 2016 – nearly halving that recorded in 2015. From 2015 to 2016 there was a 16% increase in the number of Aboriginal children tested (178 to 207) – marking 2016 as the year with the highest number of Aboriginal children tested. Determining a participation rate (i.e. number tested divided by total number of resident Aboriginal children 1 to 4 years) is too unreliable. Aboriginality is significantly under reported in the Census. For example, the 2016 Census total for Aboriginal children aged 1 to 4 years is actually less than the total number tested – resulting in an estimated participation rate of over 100%. In 2016, 22% of tested Aboriginal children had a blood lead level less than 5 µg/dL, the NSW Health notifiable level for 2016. Although this represents an increase from 2015 (17%), it contrasts greatly to a 50% proportion of non-Aboriginal children <5 µg/dL. While there was an improvement from 2015 to 2016 in the proportion of Aboriginal children with blood lead level results less than 5 µg/dL, previous years have seen a higher proportion of blood lead results under 5 µg/dL. For example, 37% of Aboriginal children had blood lead results under 5 µg/dL in 2008 (Figure 7). In 2016, the 5 to < 10 µg/dL category has the highest proportion of the Aboriginal children results (43%) – this lead range has been the highest proportion since 2011. The discrepancies in blood lead levels between Aboriginal and non-Aboriginal children are greatest in the < 5 µg/dL category (Figure 8) – 22% compared to 50% (Aboriginal and non-Aboriginal respectively). In all other lead range categories (i.e. all above 5 µg/dL), the Aboriginal children proportion is higher than the non-Aboriginal children. The expansion of the blood lead screening program has resulted in a more accurate depiction of the burden of blood lead levels among Aboriginal children. This more accurate picture can better inform public health action to reduce the blood lead level discrepancy between Aboriginal and nonAboriginal children in Broken Hill. Percentage of Aboriginal identified children aged 1 – 4 years for each category of blood lead level, 2000-2016 Estimate of Participation Rate The estimated participation rate for lead screening in children at Broken Hill (1 to 4 years) was 88% in 2016. There have been significant increases since the period 2008-2010 (rates around forty percentage) to close to 80% and above from 2012 (Figure 9). There is significant under reporting of Aboriginality in the Census, and for 2016 the count of 1 to 4 year old Aboriginal children is actually less than the total tested in Broken Hill (159 compared to 207). Therefore, no participation rate calculation for Aboriginal children was performed, as the result exceeds 100%. Conclusion Geometric means (age-sex standardised) for all children tested (1 to 4 years) increased slightly from 2015 – 5.8 to 5.9 µg/dL in 2016. The Aboriginal children blood lead mean result improved significantly in 2016 decreasing from 9.3 to 7.6 µg/dL, however there was an increase observed in the non-Aboriginal children results – 4.9 to 5.2 µg/dL (2015 to 2016). In addition to significant improvements in the geometric mean for Aboriginal children, the total number of Aboriginal children screened increased by 16% from 2015 to 2016. In 2016, a total of 207 Aboriginal children were tested – the highest number on record. The alignment of immunisation and blood lead testing, as well as the strengthening of the partnership between the Child and Family Health Centre and Maari Ma have been major factors in reversing the previous decline in children's participation in screening. The 2016 results show 50% of non-Aboriginal children in Broken Hill had a blood lead level below 5 µg/dL, compared to 22% of Aboriginal children. Although there is a large gap between Aboriginal and non-Aboriginal children in the proportion under the notifiable blood lead level of 5 µg/dL, the difference in geometric mean levels was almost halved, from 4.4 in 2015 to 2.4 in 2016. There remains ongoing work to reduce blood lead levels in Broken Hill. While there have been improvements across some lead results for children, there have been increases over time to the proportion of children with blood lead levels above 5.0 µg/dL – from 41% in 2010 to 58% in 2016. In particular, reducing blood lead levels among Aboriginal children to match those of non-Aboriginal children remains a challenge Appendix 1 The criteria for birthing in Broken Hill is that they have to be low risk. The following women are not eligible to give birth in Broken Hill: - Less than 37 weeks gestation - BMI >45 at 36 weeks gestation - High risk comorbidities requiring specialist treatment - Uncontrolled gestational diabetes - Severe intrauterine growth restrictions/foetal abnormalities - High risk pre-eclampsia - High risk twins or triplets - Women with type 1 diabetes - Induction of labour or caesarean prior to 38 weeks gestation All of the above women are referred to Flinders Medical Centre or Women's & Children Hospital, Adelaide. References Australian Bureau of Statistics (ABS), Census of Population and Housing, 1996, 2001, 2006 and 2011 National Health & Medical Research Council (NHMRC), Evidence on the Effects of Lead on Human Health, May 2015 NSW Ministry of Health, NSW Health Statistics (http://www.healthstats.nsw.gov.au) World Health Organization, Childhood Lead Poisoning, 2010	<urn:uuid:df72a2f8-3049-4dd3-ab9d-0bf4c3f7a61f>	CC-MAIN-2021-39	https://leadsmart.nsw.gov.au/wp-content/uploads/2017/12/2016-Lead-Report-Revised-Census-2016.pdf	2021-09-19T20:39:22+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	412,408,849	6,240	eng_Latn	eng_Latn	0.980595	eng_Latn	0.997162	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 84, 987, 1006, 4565, 7999, 8960, 10329, 13168, 16306, 18176, 19006, 19123, 20332, 20461, 20553, 20642, 23474, 23586, 24198, 25892, 26887 ]	[ 1.734375, 1.4140625 ]	1	0
Dr Roni Reiter-Palmon Research on how framing a problem can drastically change how creative you are Speakers: Nick Skillicorn – Innovation and Creativity Expert and Host of Innovation & Creativity Summit Dr Roni Reiter-Palmon Expert Interview transcript: Nick Skillicorn: Hello everyone and welcome to another expert interview on the innovation and creativity summit 2017, very happy to have Dr. Roni Reiter Palmon with me today, Dr Reiter Palmon is the co editor of the well regarded journal, the psychology of aesthetics creativity in the arts, quite a mouthful and is a professor at the university of Nebraska Omaha specializing in the study of creativity. Dr Reiter Palmon it's wonderful having you. Roni Reiter Palmon: Thank you. It's wonderful to be here. Nick Skillicorn: So for people who don't know about your work, can you give us a brief introduction as to how you got interested in creativity and what you are actually studying. Roni Reiter Palmon: sure. So I was introduced to creativity as a graduate student, I did not know anything about it before I came to graduate school, my adviser Dr Mike Mumford was working on doing creativity work particularly looking at creative problem solving and the thought processes associate with that and then in our first meeting he said you should look at problem construction and problem identification and I went okay and when I went out and read what was out there, I fell in love with it and I have been doing it ever since. So one of my main area of studies is still some 30 years later understanding how people identify problem that need to be solved and how to construct them in a way that can be solved creatively. I am also interested in the back end of the creative problem solving effort how do people evaluate ideas and determine which ideas should be implemented and identify creative ideas to be implemented. I am interested in that at both the individual level and also at the team level we have additional complexity of taking individual cognitive processes and putting them together at the teams. So if people think about the problem differently, they will approach the solutions in a different ways and it's important to know where they are coming from, they also will evaluate problems very differently if they have different goals for solving the problems. So understanding how that works at the team level and what happens when you have those diversity of ideas is very very important. Nick Skillicorn: And you are approaching this from a neuroscience basis, a psychology basis, what's your read To find out how Nick Skillicorn can help you build your innovation and creativity capabilities, go to www.improvides.com are 2 Dr Roni Reiter-Palmon Research on how framing a problem can drastically change how creative you are Roni Reiter Palmon: Psychology, cognitive psychology for the thought processes and when we move into the teams and also personality characteristics at the individual level and when we move into the teams, we have also issues of social processes and teams, how do people share information, how do they interact and communicate which allows them to facilitate those creative problems solving efforts in the team Nick Skillicorn: Can you run us through some of the research that you have done into how these creative processes happen, let's start at the individual level and what we found Roni Reiter Palmon: Absolutely, so I have done quite a bit of work on problem construction, problem identification, early work has suggested has suggested that creative people tend to engage in problem construction naturally, so they spend time thinking about what the problem is, working things out before they actually solve the problem. What we have tried to do and have shown in my own work is that when you instruct people to engage in problem construction by simply giving them the instruction of here is the problem, before you actually solve it, try to think about it, write down here on this piece of paper or on the computer screen different ways you can restate the problems starting with how can I or how can we or thinking about the different goals that you may have for solving the problem and the different constraints that you may have for solving the problem which are two important aspects of a problem representation or how we think about a problem. We find that just doing that and having them think about the problems in different ways, it's important to remember that it has to be in different ways and different perspective, allows them to come up with more creative ideas, we have tested this a number of times in the lab and have been successful in doing that. Taking this a step further some more recent research we have found that when we ask people after that initial step of come up with all these different ways you can think about the problem also asking them to kind of converge not just diverge so pick the ones that are the most important, they tend to even perform better, so they are more to come up with more creative ideas, more creative solutions to the problem than the people that are not asked to converge. We also found out that how individuals conceptualize the problem and the creativity of the problem of conceptualization, once they already do it; those that come up with more creative ways to conceptualize the problem also generate more creative solutions to the problem. Nick Skillicorn: I think a lot of the people that are listening to this can relate to it perhaps you can give an example of what you mean by framing the problem in different ways. Roni Reiter Palmon: Sure actually one of the things that I use is an example in my class is and it is I have to give credit to a doctor bear here, it's an example from his work so I am plagiarizing not really, I am using as an example but a very simple one, there are mice in my basement, how do I conceptualize this problem, now the conceptualization of the problem really leads you down the parts of different solutions. So one way to conceptualize this problem if there are mice in my basement is to say how do I get rid of the ice. Well if you want to get rid of the mice, one solution is to use mouse traps and another solution is to get a cat but you can conceptualize the problem very differently. You can conceptualize the problem as how do I prevent mice from getting into the basement in the first place. Now the solution is one of how do I find how they are getting in and I seal those ways and so forth, a cat again might be a solution here as well because they may not come in if there is a cat in the house and the third one that actually the business student in my university came up with is how can I catch the mice and make money out of them. Okay so I am www.improvides.com Research on how framing a problem can drastically change how creative you are going to create a mouse circus, that's a different way of conceptualizing this very simple one sentence problem of there are mice in my basement, the problems that we encounter in business and everyday life tend to be complex with multiple goals, multiple issues, multiple concerns and multiple parts for solving there. There is no one correct answer which allows us to conceptualize them in different ways. Nick Skillicorn: So you are suggesting that before you start generating any idea, you spend this time asking yourself different questions and then you try to find the best questions or you try to find multiple questions. Roni Reiter Palmon: so what we are finding is that if you start thinking about the different questions that you can raise, you start thinking about the problems from multiple perspective and that gives you a broader understanding of the problem and potentially a more broader way of conceptualizing it and therefore addressing multiple goals at the same time which gives you not just a better solution but typically a more creative one Nick Skillicorn: And is this the only something that works at an individual level or is this something that teams can do together as well. Roni Reiter Palmon: That's a good question, so we have very little information about teams with regards to this, my own research in one study that I have done suggest that doing it at the team level also facilitates coming up with creative ideas. We need more work but there is some evidence to suggest that it works at the team level as well. Nick Skillicorn: So what I find fascinating about this is that there seems to be a lot more research about how to actually get the best out of these idea generation sessions that's what you are looking at as is the times before and after that session happens and how that can actually affect what happens during that session Roni Reiter Palmon: That's absolutely correct. What we are finding is that this problem identification and construction has a very important effect on channeling people to develop certain ideas and completely dismiss others. If I go back to the mice in the basement example, If I ask you how to catch the mice, you are not thinking about sealing the basement and if I am asking you about how to prevent them from coming into the house, you are not thinking about the mouse trap so how we conceptualize the problem really has a very strong effect on the ideas that are considered good ideas, the ideas that are considered at all and which ideas are dismissed. Nick Skillicorn: Let's take that to the next level then, about asking how do you actually figure out which ideas should be dismissed or which ideas should be taking further Roni Reiter Palmon: So one of the criticisms of brain storming in particular has been that you get all these ideas but you don't know what to do with them and I think that this criticism is valid in the sense that if the brainstorming session ends with just the generation of ideas and you leave individuals in the session with fifty or a hundred ideas, that is really difficult, it's hard to tell what to do next. A lot of the better brain storming sessions that I have seen included also a face of idea evaluation and either rank ordering and defining what the next steps are in terms of even action items or what idea should be taking to the next level. When we look at idea evaluation, you could think about it very broadly as which ideas are good as which ideas have maybe something there but To find out how Nick Skillicorn can help you build your innovation and creativity capabilities, go to www.improvides.com 4 Dr Roni Reiter-Palmon Research on how framing a problem can drastically change how creative you are it needs more work and then you have ideas that are not just going to work out for whatever reasons. It could be that we don't have the technology to do it; it could be that it's too expensive or it's illegal, there are a variety of reasons why certain ideas may not work and the notion in brain storming session typically is throw everything out there so you get those ideas that are not just implementable. So the first step is to evaluate the ides in terms of how well they will perform and typically if a goal is to focus on creative ideas, we look for ideas that are both high quality, that is feasible, implementable, that will solve the problem that we presented as well as original enough. So creativity is both high quality and originality, so we are looking for ideas that are both. Some ideas will be that to begin with and some ideas need more work, those are the ideas that we are looking for. So the first step is to evaluate those idea to determine if indeed we have something there and occasionally we find out we don't and we need to go back to the previous stage and generate more ideas but all the times there are and all we need is only one or two good ideas. Usually organizations don't go around implementing 10 to 15 ideas at any given time, they will start with one or two and they move on. So our work has focused on first of all looking at how individuals and teams evaluate ideas, how accurate are they relative to expert ratings of similar ideas. We are finding unfortunately that they are not very accurate. Although research and idea evaluations suggests that people are very risk averse, they tend to gravitate towards high quality ideas but not original ideas even if they are high quality because they just don't, you know its new I don't know how it would perform which is understandable but my own research in one of the studies in the lab with teams we found that 45 percent of the teams were able to select ideas that were rated by experts as either high quality or both high quality and originality but 55 percent of the team chose that were neither which is dis concerning, those teams received a wide variety of ideas, multiple different ideas some of multiple types of ideas and we are asked to actually evaluate them separately on quality and originality and only then choose. They didn't do a very good job of choosing either good ideas or creative ideas. We followed up with a different study looking at individuals and training them to recognize it, how do you go about evaluating ideas, what does it instead of just giving them the rule breaks, we actually provide them the training and we find out that when we provide them a training, they were more accurately rating those ideas and therefore they should be able to choose more accurately those creative ideas. Nick Skillicorn: Its fascinating you say that because you will expect people to have some sort of sense whether an idea is good or not but if you are saying that more than half of people choose ideas which don't have either one of the two positives being the high quality or original, that's saying that the default position for people is to basically for the bad ideas, is there any sort of insights as to why people do that, is it a sort of comfort thing Roni Reiter Palmon: I think so and I think again what surprised me is that some of the teams chose ideas that were moderate, they weren't bad but they weren't the best either. And again I think it's very hard for us to recognize ideas that are truly good. I think that we can recognize novelty because I haven't seen this before a little bit better but the novelty seems to scare people because if I haven't seen this before I don't know if it will work or not and I think again people don't just sometimes don't have enough experience and or knowledge to determine which ideas are really good and which ideas are moderately good. Research on how framing a problem can drastically change how creative you are Nick Skillicorn: What about the question of how you get people better at accessing these ideas because obviously it's a bit of a depressing thought that people have this tendency to not select the best ideas possible but how do we go about improving that Roni Reiter Palmon: Absolutely, what we found both with the problem identification construction and idea evaluation is that training helps, if you teach people about how to go about constructing the problem as I said even instructions, to spend time constructing the problem makes a big difference and then if you train them on what creativity means, what does a good solution look like with examples so they have a schemer of what they are looking for instead of throwing them cold into it, that makes a big difference and they are able to recognize it accurately high quality ideas and high original ideas Nick Skillicorn: Would this be for anyone assessing any type of idea or do you need what's called domain knowledge and domain understanding. Roni Reiter Palmon: You do need domain knowledge; you cannot be creative without understanding the domain to some extent. There is a debate on the literature whether too much domain knowledge, there could be such a thing as too much domain knowledge right, you are so knowledgeable that you gravitate towards the known solutions but I think not having knowledge and having too little knowledge doesn't actually allows you to really evaluate the complexities or the realities of the solutions proposed, you don't know if the solution is novel if you don't know what other solutions have been proposed in the past, you don't know if it is implementable or feasible if you don't understand the domain. So I think you need to have some basic understanding. Nick Skillicorn: Let's take it up from the level of creativity then and actually turn it up towards the innovative side which usually happens where there is too multiple ideas working together, what have you found out about how organizations and teams can actually be better at actually getting values out of these ideas. Roni Reiter Palmon: First of all you need to recognize which of the ideas you can and should implement, that's the first step and part of my interest in the idea evaluation and idea choice. So if you start by implementing ideas that are not creative or not good ideas you are already setting yourself up for failure, one of the things that we find out about implementing ideas, the innovation part of it is that it is very social, there is a lot of negotiation, there is a lot that happens, there is a lot of understanding of what you know anytime you come up with a new idea, some people will not like it. Either because they are worried that it is something new and I don't like new stuff, it has implication for them, I need to learn something new, if I don't do something the old way that I am used to it might faster after I learn it but I am going to have to spend several hours learning it that's going to slow me down, my job isn't going to be necessary anymore if we implement that idea, this kinds of things, they are real implications for real people and it's important to understand what those concerns are and be able to address them in one way or the other and they may not be that you can save somebody's job but maybe you can address it another way. So a lot of the social processes become really really important and leadership issues become very important once you start moving into implementation piece Nick Skillicorn: What do you mean by leadership teams? To find out how Nick Skillicorn can help you build your innovation and creativity capabilities, go to www.improvides.com 6 Dr Roni Reiter-Palmon Research on how framing a problem can drastically change how creative you are Roni Reiter Palmon: So as the leader of the team. Let's say the team came up with a creative idea that we are now trying to implement in the organization, the leader because of their position where they interact with other members of the organizations with other leaders in the organization, can provide a lot of support for those individuals and the team idea to make it happen. Whether its resources, whether its sending the message throughout the organization that this is important and it's something we want, one of the studies that we just finished is looking at innovation implementations in hospitals, these were very small hospitals that introduced a very particular innovation and we found out that when leaders provide a support for that innovation, it was implemented much faster and they saw better results as a result of that. Nick Skillicorn: so what else have you learnt from either your studies or studies that you have seen in the last couple of years that you have hold in high regards really has an impact on people's ability to generate their best ideas. Roni Reiter Palmon: So one of the new concept that is coming up that I find really interesting is the motion of mindset whether people believe that creativity is something that can be trained and learned and improved or is it fixed you know not matter what I am going to do, you can't change it, I think that's fascinating and what we are finding is that people that have this growth mindset are more creative and I think that something that has important implications, that if you truly believe that creativity can be improved, you are actually going to take the steps to improve yourself and be more creative. Nick Skillicorn: That's actually something that is backed up by I will say the vast majority of the people researching the subject. There is actually an ability to improve your creativity level. Roni Reiter Palmon: Yes absolutely, we are finding the training in my own studies as well as others the training for creativity particularly if you train the cognitive processes that is associated with creativity, so things like identifying the problems construct, thinking about the problem from multiple perspective, training, the brainstorming process and idea generation process, training the idea evaluation process, we find out that those help and provide a significant improvement and they are not hard to treat Nick Skillicorn: Those are all things that you can train which are directly addressing creativity, essentially spending time doing creativity exercises or idea generation exercises, are there any other activities or things that can shift your mindset that you can do outside of the direct time that you spend time on idea generation and the ones the one that spring to mind is making sure that you have variety in your life and you are hoping to try new things and you are making sure that you are not always super stressed and on caffeine and focused on problems all the time, what are the ones that you found Roni Reiter Palmon: Its interesting, I think because to me well yes its openness is important, people don't understand what it means and therefore have to change their behaviors right if I tell you go be more open, what does that mean exactly, and so I am going to go listen to music I am not familiar with and how is that going to influence my creative performance in my job that has nothing to do with music right, so I think that those kind of things are very true and if you are able to create an environment that is conducive to creativity, that's great. Some of them are more difficult to implement, the new research that I find fascinating and there is the effect of nature, just kind of 7 Research on how framing a problem can drastically change how creative you are taking breaks and having vacations, a walk not just any walk but a walk in nature seems to reduce stress on one hand but also tend to improve creativity at least according to some more research that I have seen at conferences and similar as you mentioned stress as a big reducer of creativity, we don't do our best work when we are stressed and we are finding individuals that take vacations tend to come back not just recharged but more creative. Nick Skillicorn: Fascinating, we are coming up to the end of the interview, I am sure we could keep talking for hours on end, but what I like to ask the experts to leave the audience with is if you have got one tip or one actionable piece of insight that you think can have a real positive effect on effect on people's creativity levels that they can try out this afternoon or this week, what would you recommend they try Roni Reiter Palmon: My best recommendation is that when you encounter a problem, stop think try to think about the problem from multiple perspectives, if it helps ask other people for their perspective to integrate into your own, think about the different goals that you are trying to solve for what are you really trying to achieve and only then start coming up with ideas. Nick Skillicorn: Perfect and if people want to find out more about you, we are going to have links to your publications on the screen, butwhat's the best way that people can find out the sort of stuff that you are into Roni Reiter Palmon: First of all I am happy to answer emails, so they are happy to contact me via email or if you go to webpage on the university of Nebraska Omaha website, there is a hot link to my CV which includes a list of all my publications, the website only includes a select number and it's not always updated so the CV includes the most updated information and if they are interested in finding a specific article they can either contact me or look for it in their library or online, a lot of my publications are posted on research gate Nick Skillicorn: Perfect, it's been wonderful speaking with you and looking forward to speaking again with you again with you soon. Roni Reiter Palmon: Wonderful, Thank you very much.	<urn:uuid:c2d784b5-8062-4cb1-bc12-87eac045ef5f>	CC-MAIN-2021-39	https://s9864.pcdn.co/wp-content/uploads/2018/03/Dr-Roni-Reiter-Palmon.pdf	2021-09-19T20:24:18+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	550,662,187	4,940	eng_Latn	eng_Latn	0.998453	eng_Latn	0.99849	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2706, 6797, 10513, 14520, 18292, 22117, 24402 ]	[ 1.53125, 1 ]	2	0
IB DP Geography - Patterns & Trends in land/food, including changing diets Starter: Comment on the availability of land in Brazil for agricultural purposes and explain the link between the exploitation of the land for food consumption and climate change. In the space below, 'thought shower' as many reasons as possible why people may eat more unhealthily as level of economic development increases. Task 1 - Watch the first video that is based on a presentation on a world famous photography project by Peter Menzel that documented the weekly eating habits of different families around the world. Make notes on his overall observations: i. General food shopping habits around the world ii. The problems caused by intake of too many calories (obesity) in the USA. iii. Impact of food globalization on the tribes in Papua New Guinea iv. Transition of China into a meat diet as well as regional disparities within the country v. What the 80% rule means in Japan. Remember! Food intake (measured by calorie intake) has gone up dramatically in most regions of the world. This has been due to our ability to increase crop production in the following ways: 1. Expanding the areas that we farm (clearing rainforest for pasture for cattle grazing) 2. Better use of irrigation (potatoes being grown in Egyptian desert) 3. Using HYVs and the use of GM crops (drought resistant corn) There have been major changes in diets moving away from traditional home grown and seasonal produce to a more varied diet containing dairy products, meat and of course fast food. This transition has come about with rapid urbanisation, more people working for longer hours, competitive pricing and aggressive marketing campaigns by TNC's in LICs and MICs. Focus on Brazil – Changing Diets Using the information from the video and the New York Times article on ibgeographypods.org, complete the grid below with notes based on the 4P's format. \| Process \| Place \| \|---\|---\| \| Power \| Possibility \| IB DP Geography – Exam Revision Describe and explain the patterns and trends in changing diets on a global scale between 1980 and 2015 (2+2+2)	<urn:uuid:8e1150f9-1519-47e9-88f1-c36fccf4262f>	CC-MAIN-2021-39	https://www.ibgeographypods.org/uploads/7/6/2/2/7622863/changing_diets_in_brazil.pdf	2021-09-19T20:43:27+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	857,245,469	453	eng_Latn	eng_Latn	0.992499	eng_Latn	0.997577	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 401, 1740, 1983, 2128 ]	[ 2.78125 ]	2	0
Course Syllabus Valaya Alongkorn Rajabhat University Course: College English Skills PreparationCourse Code: VLE101(Sat. and Sun.) 1/2020 Course Description Practice and develop four English language skills focusing on basic vocabulary, communicative sentence structures, such as listening and reading about current issues, learning in the 21 st century, and speaking and writing about daily life, early events and life goals in the information age. Objectives To let the students practice and develop four English language skills and prepare them for learning and using English at college level in the 21 st century Teaching and Learning Activities \| Week \| \| Topics \| \| Teaching Materials \| \|---\|---\|---\|---\|---\| \| \| - Course orientation - Nouns (I) \| \| Materials for classroom and online teaching, e.g. - PowerPoint - Word - Zoom application - Google Classroom - Hangouts application - etc. \| \| \| \| Nouns (II) - Plural nouns - Countable and uncountable nouns - Much, many \| \| \| \| \| \| Pronouns - Personal pronouns - Possessive pronouns - Reflexive pronouns \| \| \| \| \| \| Adjectives - Comparative adjectives - Superlative adjectives \| \| \| \| \| \| Verbs - Making the subject and the verb agree - Transitive and intransitive verbs Adverbs \| \| \| \| \| \| Prepositions - Prepositions of place and movement - Prepositions and adverbials of place and position Conjunctions \| \| \| \| \| \| Mid-term exam review \| \| \| \| \| \| Mid-term Exam \| \| \| \| \| \| Simple present - Talking about your daily life and routine - Simple present - Adverbs of frequency \| \| \| \| \| \| Present continuous - Talking about your likes and dislikes - Simple present and present continuous \| \| \| \| \| Week \| \| Topics \| Teaching Materials \| \|---\|---\|---\|---\| \| \| Simple past - Talking about your favorite hobbies and interests - Simple past - Time expressions \| \| \| \| \| Past continuous - Talking about something that happened to you - Simple past and past continuous - Adjectives of emotion \| \| \| \| \| Future Simple - Talking about an important celebration in your life - Future plans and decisions - Future simple with ‘going to’ and ‘will’ \| \| \| \| \| Present Perfect (I) - Talking about things you’ve done - Present perfect - Adjective to describe experiences \| \| \| \| \| Present Perfect (II) - Talking about technology in your life - Present perfect - For, since, just, yet, and already \| \| \| Measurement and Evaluation 1. Measurement 2. Evaluation Score range Course Materials Craven, M. (2016). Breakthrough plus 2. London: Macmillan Education. Murphy, R. (2010). Essential grammar in use (3rd ed.). Cambridge: Cambridge University Press. Sargeant, H. (2009). Essential English grammar. Australia: Learners Publishing. Vince, M. (2010). Elementary language practice: English grammar and vocabulary (3rd ed.). Oxford: Macmillan Education. Details of the course activities Expressing gratitude to medical professionals and healthcare workers during the coronavirus (COVID-19) pandemic Activity: The students write a message in English on a piece of A4 paper to thank medical professionals and healthcare workers for dealing with the coronavirus (COVID-19) pandemic Online practice Activity: The students practice English outside the classroom with online exercises. The online practice is composed of 50 questions. The online practice link will be given to the students on 31 August – 18 October 2020. The students have to finish all online exercises by the given time. A presentation of an English website Activity: The students introduce an English website for learning English or practicing their English skills outside the classroom by making a two- to three-minute video clip. The video clip presents how to use the website and what the students gain from using it.	<urn:uuid:1b5d7f70-272a-40e2-848e-9f30834c0f1a>	CC-MAIN-2021-39	http://www.lcvru.com/images/fileupload/2020-06-30_H3Oly6WI.pdf	2021-09-19T19:11:40+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00666.warc.gz	96,465,694	902	eng_Latn	eng_Latn	0.745761	eng_Latn	0.98699	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1697, 2742, 3805 ]	[ 2.703125 ]	1	0
The Reading Rocks Challenge The challenge is to read books from our Reading Rocks list. There is a different list for each year group. Chose a category, read or share a book that fits the category, record the title of the book, the author and the date you finished reading it. Certificates awarded for reading: 5 books – Asteroid Award 8 books – Comet Award 12 books – Meteor Award 18 books – Satellite Award When you have reached an award level bring your challenge record in to show your teacher and talk to them about the books you have read. Certificates will be given out in an assembly after your teacher has seen your record. We have provided some suggestions of books that you may consider reading at the bottom of the challenge record. These are for guidance only! Year 1 recommended reads - I Want My Hat Back by John Klassen - Flotsam by David Wiesner - A Bear Called Paddington by Michael Bond - Flat Stanley by Jeff Brown - I Can Only Draw Worms by Will Mabbitt - Beegu by Alexis Deacon - Giraffe's Can't Dance by Giles Andreae - Mog the Forgetful Cat by Judith Kerr - The Magic Finger by Roald Dahl - The Tiger Who Came to Tea by Judith Kerr Asteroid Award Meteor Award Comet Award Satellite Award Stratford-sub-Castle Primary School Reading Rocks Challenge! January – April 2021 Year 1 Name: ___________________________ A book that involves an adventure Date completed A book with animals Title: _________________________ Title: _________________________ Author: _______________________ A book with a blue cover Title: _________________________ Author: _______________________ A book with a one word title Title: _________________________ Author: _______________________ A book by Oliver Jeffers Title: _________________________ Author: _______________________ A book that features a prince or princess Title: _________________________ Author: _______________________ A book that features magic Title: _________________________ Author: _______________________ A book from the recommended reads list Title: _________________________ Author: _______________________ A book that has a dog in it Title: _________________________ Author: _______________________ A book recommended by your teacher Title: _________________________ Author: _______________________ Author: _______________________ A book that features friendship Title: _________________________ Author: _______________________ A poetry book Title: _________________________ Author: _______________________ A book about Earth (non-fiction) Title: _________________________ Author: _______________________ A book with more than 20 pages Title: _________________________ Author: _______________________ A book recommended by a family member Title: _________________________ Author: _______________________ A book set in a hot place Title: _________________________ Author: _______________________ A book with no words Title: _________________________ Author: _______________________ A book that has won an award Title: _________________________ Author: _______________________ Date completed	<urn:uuid:c90be41e-d2fd-4b0e-a7a1-bc9f4d0a44cb>	CC-MAIN-2021-39	https://stratford-sub-castle.wilts.sch.uk/wp-content/uploads/2021/01/Reading-Challenge-Booklet-YEAR-1-January-2021.pdf	2021-09-19T20:02:44+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00666.warc.gz	585,093,134	632	eng_Latn	eng_Latn	0.828078	eng_Latn	0.990372	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1354, 3138 ]	[ 3.390625 ]	2	1
Founded 1904 Registered Charity No 528912 Expressive Arts and Design Policy RIGHTS RESPECTING SCHOOL This policy is in accordance with the 1989 United Nations Convention on the Rights of the Child (UNCRC) Article 28 Every child has the right to an education. Article 29 Education must develop every child's personality, talents and abilities to their full. Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities. The child has A hundred languages A hundred thoughts A hundred hands A hundred ways of thinking Of playing, of speaking…" Loris Malaguzzi At Selly Oak Nursery School we believe that children express themselves in different ways and our role as adults is to facilitate their learning by planning activities around their preferred interests and learning styles. We observe children closely and take photographs to document their learning. We believe the expressive arts are a vehicle for learning. Children are encouraged to express themselves in many ways verbal and non-verbal. At Selly Oak the process of learning is valued as much as the final product. During child-initiated sessions, children are able to take part in activities where they can be innovative and where practitioners are available to support them and value their ideas. There are also adult initiated activities where practitioners model skills and knowledge and encourage children to use the techniques in work of their own. Throughout all nursery activities, children's own ideas are valued and incorporated. Children are encouraged to evaluate their own work saying what it is they like and suggesting ways that they could make their work even better. Children are encouraged to work in groups and alone. They are given opportunities to work on large and small scales, on different surfaces such as tables, the floor, at easels, both indoor and out. We aim to create a stimulating environment where resources are accessible to children. Children can explore and discover high quality resources that stimulate their senses and imagination in each area. For example, in the library there are book bags with different kinds 1 \| Page of puppets to support children's interests. In the role-play areas there are dressing up clothes and artefacts from different cultures in the Discovery area, children will find natural materials of different textures, find out about life cycles of plants and animals, water, sand and exploratory play. They have opportunities to create their own stories through our small world fantasy boxes. They will discover mirrors and reflective materials and will be able to work with the light table, with transparent and non-transparent materials. Different forms of representation are encouraged throughout the nursery. There are small and large role-play areas, which are changed according to the interests of the children. There are writing areas and a moveable writing trolly with pencils, pens, felt-tips and chalk available. The creative room has a range of 2D and 3D materials; there are various paints, collage materials, junk modelling materials, clay, chalk, and dough. Children are encouraged to use a variety of puppets to express themselves and to make puppets of their own. Music and Dance. Music is well resourced enabling children to explore sound both alone and with others. We have a large hall, where there is plenty of space to combine the use of instruments with movement. We are also fortunate in having sturdy outdoor instruments made from recycled materials. Creativity through music and sound is encouraged both through adult directed play in which the children are taught listening skills and how to care for and use the instruments correctly and in child initiated sessions, indoor and out. Children have the opportunity on a daily basis to sing within their groups. We are fortunate to have an extensive library of tapes and cd's including traditional rhymes, classical music, music from a variety of cultures and dance music that are used regularly. We also use singing and music to enhance other curriculum areas such as Personal, Social and Emotional Development, Mathematical Development and Physical Development. It is the policy of the nursery to celebrate children's creativity by displaying children's own work using good quality backing materials and borders that enhance the child's efforts. Often photographs of the learning process are displayed. This helps parents and staff value the child's creativity and reflect on their learning. The nursery encourages children to participate in music, dance and drama with others. Children and their families are invited to share and participate in celebration events. We use various artists/dancers to influence the work of our children and enhance the curriculum and are given the opportunity to experience expressive arts within the community Agreed by Selly Oak Nursery School Governing Body on:- Signed …………………………………………………….. Dated ………………………………………………………. Review Date:……………………………………………. 2 \|P a g e	<urn:uuid:5f3a6edd-f4e4-4821-863e-568305b24b2c>	CC-MAIN-2021-39	https://www.sellyoak-nur.bham.sch.uk/Files/Download/8f1f1bd9-ee66-48e2-91a7-a8ed65ba125a/951ba1fe-cfca-4393-aac6-fe5f2e5691bc/Expressive%20Arts%20and%20Design%202016.pdf	2021-09-19T19:31:33+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz	1,025,489,740	969	eng_Latn	eng_Latn	0.998346	eng_Latn	0.998382	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2747, 5098 ]	[ 3.375 ]	2	0
2020 ANNUAL WATER QUALITY REPORT Locust Valley Water District 226 Buckram Road, Locust Valley Public Water Supply Identiﬁcation No: 2902833 In accordance with Title Three of Article Eleven of the New York State Public Health Law and the 1996 United States Environmental Protection Agency (USEPA) Safe Drinking Water Act regulations, the following is the 2020 Annual Water Quality Report of the Locust Valley Water District. water main and hydrant ﬂushing, well construction, ﬁreﬁghting and training, road maintenance, and aging water meters. On average, consumers this year paid a total of $690 for water, excluding taxes. Established in 1922, the Locust Valley Water District, with over 2,567 residential and commercial service connections, supplies a population of approximately 7,500 through 60 miles of interconnected pipeline. The District serves Locust Valley, Lattingtown and sections of Mill Neck, Matinecock and Glen Cove. As deﬁned by the United States Geological Survey (USGS), the District's water source is groundwater from the Lloyd, North Shore and Upper Glacier Aquifers in the Locust Valley, Lattingtown and Matinecock area. With a total pumping capacity of 10.2 million gallons per day, six wells, located on six separate well ﬁelds, and two 1-million-gallon storage tanks adequately supply consumer and ﬁre ﬁghting demands. In 2020, Well #8, located on Duck Pond Road in Matinecock, was limited in use as perchlorate, an unregulated contaminant, remained above an action level set by the New York State Department of Health (NYSDOH). In 2020, 706.805 million gallons of water were withdrawn from the aquifers. The District's average demand was 1.936 million gallons per day (MGD) with a peak demand of 6.34 MGD on June 24, 2020. Consumer meters registered 95.5% of the water demand. The remaining 4.5% is attributed to unaccountable demands such as water main and service leaks, Aquifer System TYPICAL LONG ISLAND HYDROGEOLOGICAL CROSS SECTION The District routinely monitors the drinking water quality to insure its safety. No distribution samples exceeded the maximum contaminant levels as set by the NYSDOH. The District monitors more frequently than required by State standards to insure the quality of the community's drinking water supply. Tests were performed for coliform bacteria, inorganic compounds, nitrates/nitrites, perchlorate, volatile organic compounds, trihalomethanes, haloacetic acids, radiological levels, synthetic organic compounds, as well as unregulated chemicals. The constituents that were found are listed in the Table of Detected Parameters. It is for this reason that the District and Nassau County Department of Health (NCDOH) do not recommend the use of unregulated private wells for domestic consumption. Drinking water, including bottled water, may reasonably be expected to contain at least a small amount of some contaminants. The presence of contaminants does not necessarily indicate that the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the USEPA's Safe Drinking Water Hotline at 1-800-426-4791 or by looking online at www.epa.gov/safewater or www.health.state.ny.us. The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs and wells. As water travels over the surface of the land and through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or human activities. Contaminants that may be present in source water include: microbial contaminants; inorganic contaminants; pesticides and herbicides; organic chemical contaminants; and radioactive contaminants. To ensure that tap water is safe to drink, the State and the USEPA prescribe regulations that limit the amount of certain contaminants in water provided by public water systems. The State Health Department's and the U.S. Food and Drug Administration's regulations establish limits for contaminants in bottled water which must provide the same protection for public health. The NYSDOH source water assessment for this system, based on available information, evaluated possible and actual threats to the drinking water source. Source water assessments provide resource managers with information for pro(continued on page 3) 1 2 \| LOCUST VALLEY WATER DISTRICT \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| 2020 WATER QUALITY REPORT - TABLE OF DETECTED PARAMETERS \| \| \| \| \| \| \| \| \| Parameters or Contaminants \| Violation (Yes/No) \| Date of Sample \| Level Detected (Range) \| Unit Measurement \| MCLG \| Regulatory Limit (MCL or AL) \| Likely Source of Contaminant \| \| Inorganic Contaminants \| \| \| \| \| \| \| \| \| Copper \| No \| July 2020 \| ND - 0.087 0.068(1) \| mg/l \| 1.3 \| AL = 1.3 \| Corrosion of galvanized pipes; erosion of natural deposits \| \| Lead \| No \| July 2020 \| ND - 8.1 ND(1) \| ug/l \| 0 \| AL = 15 \| Corrosion of household plumbing systems; erosion of natural deposits \| \| Barium \| No \| 09/01/20 \| ND - 0.088 \| mg/l \| 2 \| MCL = 2.0 \| Naturally occurring \| \| Zinc \| No \| 09/09/20 \| ND - 0.041 \| mg/l \| n/a \| MCL = 5.0 \| Naturally occurring \| \| Sodium \| No \| 09/08/20 \| 6.7 - 31.8 \| mg/l \| n/a \| No MCL(2) \| Naturally occurring \| \| Chloride \| No \| 09/01/20 \| 3.7 - 43.4 \| mg/l \| n/a \| MCL = 250 \| Naturally occurring \| \| Nitrate \| No \| 10/06/20 \| 2.4 - 6.0 \| mg/l \| 10 \| MCL = 10 \| Runoff from fertilizer and leaching from septic tanks and sewage \| \| Sulfate \| No \| 09/01/20 \| ND - 33.3 \| mg/l \| n/a \| MCL = 250 \| Naturally occurring \| \| Calcium \| No \| 09/01/20 \| 7.4 - 20.1 \| mg/l \| n/a \| No MCL \| Naturally occurring \| \| Nickel \| No \| 08/31/20 \| ND - 5.3 \| ug/l \| n/a \| MCL = 100 \| Naturally occurring \| \| Magnesium \| No \| 09/01/20 \| 3.3 - 8.7 \| mg/l \| n/a \| No MCL \| Naturally occurring \| \| Perchlorate \| No \| 10/06/20 \| ND - 9.6 \| ug/l \| n/a \| AL = 18(3) \| Fertilizer, matches, road flares, and fireworks \| \| Radiological \| \| \| \| \| \| \| \| \| Gross Alpha \| No \| 09/21/20 \| ND - 2.83 \| pCi/L \| n/a \| MCL = 15 \| Erosion of natural deposits \| \| Gross Beta \| No \| 08/24/20 \| 0.22 - 2.23 \| pCi/L \| n/a \| MCL = 50 \| Erosion of natural deposits \| \| Radium 226 & 228 Combined \| No \| 09/21/20 \| 0.39 - 1.45 \| pCi/L \| n/a \| MCL = 5(4) \| Erosion of natural deposits \| \| Uranium \| No \| 09/21/20 \| ND - 1.415 \| ug/l \| n/a \| MCL = 30 \| Erosion of natural deposits \| \| Volatile Organic Contaminan \| ts \| \| \| \| \| \| \| \| cis-1, 2-Dichloroethene \| No \| 09/09/20 \| ND - 1.3 \| ug/l \| 0 \| MCL = 5 \| Industrial discharge \| \| Disinfection By-Products \| \| \| \| \| \| \| \| \| Total Trihalomethanes \| No \| 05/27/20 \| 1.2 - 1.3 \| ug/l \| 0 \| MCL = 80 \| Disinfection by-product \| \| Synthetic Organic Contamina \| nts (SOCs) \| \| \| \| \| \| \| \| 1,4-Dioxane \| No \| 04/05/20 \| ND - 0.33 \| ug/l \| n/a \| MCL = 1.0 \| Industrial Discharge(5) \| \| Perfluorooctanoic Acid(PFOA) \| No \| 10/06/20 \| ND - 3.2 \| ng/l \| n/a \| MCL = 10(6) \| Industrial Discharge, Firefighting Foam(7) \| \| UCMR3 \| \| \| \| \| \| \| \| \| Hexavelent Chromium \| No \| 08/24/20 \| 0.46 - 1.9 \| ug/l \| n/a \| No MCL(8) \| Natural deposits \| \| Perfluorononanoic Acid \| No \| 10/06/20 \| ND - 3.3 \| ng/l \| n/a \| MCL = 10 \| Industrial discharge(7) \| \| Physical Characteristics \| \| \| \| \| \| \| \| \| Total Alkalinity \| No \| 08/25/20 \| 16.1 - 51.0 \| mg/l \| n/a \| No MCL \| Naturally occurring \| \| Total Dissolved Solids \| No \| 09/01/20 \| ND - 181.0 \| mg/l \| n/a \| No MCL \| Naturally occurring \| \| pH \| No \| Continuous \| 7.0 - 8.1 \| pH units \| n/a \| 7.5 - 8.5(9) \| Measure of water acidity or alkalinity \| \| Disinfectant \| \| \| \| \| \| \| \| \| Chlorine Residual \| No \| Continuous \| 0.6 - 1.1 \| mg/l \| n/a \| MRDL = 4.0 \| Measure of Disinfectant \| (1) – During 2020 we collected and analyzed 20 samples for lead and copper. The 90% percentile level is presented in the table. The values reported for lead and copper represents the 90th percentile. A percentile is a value on a scale of 100 that indicates the percent of a distribution that is equal to or below it. The 90th percentile is equal to or greater than 90% of the lead and copper values detected in our water system. The action levels for both lead and copper were not exceeded at any site tested. Resampling is scheduled for 2023. (2) – No MCL has been established for sodium. However, 20 mg/l is a recommended guideline for people on high restricted sodium diets and 270 mg/l for those on moderately sodium diets. (3) – Perchlorate is an unregulated contaminant, however, the New York State Dept. of Health has established an action level of 18 ug/l. (4) – MCL for Radium is for Radium 226 and Radium 228 combined. (5) – It is used as a solvent for cellulose formulations, resins, oils, waxes and other organic substances. It is also used in wood pulping, textile processing, degreasing, in lacquers, paints, varnishes, and stains; and in paint and varnish removers. (6) – The US Environmental Protection Agency (EPA) has established a lifetime health advisory level (HAL) of 70 parts per trillion (ppt) for PFOA and PFOS combined. The New York State (NYS) maximum contaminant level (MCL) is 10 ppt for PFOA and 10 ppt for PFOS as of August 2020. (7) – PFOA/PFOS has been used to make carpets, leathers, textiles, fabrics for furniture, paper packaging, and other materials that are resistant to water, grease, or stains. It is also used in ﬁreﬁghting foams. Many of these uses have been phased out by its primary U.S. manufacturer; however, there are still some ongoing uses. (8) – MCL of 100 ug/l is for Total Chromium. There is no MCL for Hexavalent Chromium. (9) – Nassau County Department of Health guideline. Deﬁnitions: Maximum Contaminant Level (MCL) - The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible. Maximum Contaminant Level Goal (MCLG) - The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. Action Level (AL) - The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow. Health Advisory (HA) - An estimate of acceptable drinking water levels for a chemical substance based on health effects information; a health advisory is not a legally enforceable Federal standard, but serves as technical guidance to assist Federal, State and local ofﬁcials. Milligrams per liter (mg/l) - Corresponds to one part of liquid in one million parts of liquid (parts per million - ppm). Micrograms per liter (ug/l) - Corresponds to one part of liquid in one billion parts of liquid (parts per billion - ppb). Nanograms per liter (ng/l) - Corresponds to one part of liquid in one trillion parts of liquid (parts per trillion - ppt). - pico Curies per Liter. pCi/L MRDL - The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. Non-Detects (ND) - Laboratory analysis indicates that the constituent is not present. (continued from page 1) tecting source waters into the future. The assessment includes a susceptibility rating based on the risk posed by each potential source of contamination and how rapidly contaminants can move through the subsurface to the wells. The susceptibility of a water supply well to contamination is dependent upon both the presence of potential sources of contamination within the well's contributing area and the likelihood that the contaminant can travel through the environment to reach the well. The susceptibility rating is an estimate of the potential for contamination of the source water. It does not mean that the water delivered to consumers is, or will become, contaminated. The District's drinking water is derived from six (6) wells. The source water assessment has rated two (2) of the wells as having a very high susceptibility to industrial solvents and a high to very high susceptibility to nitrates, and one well having a high susceptibility to microbial contamination. The very high susceptibility to industrial solvents is due primarily to point sources of contamination related to transportation routes, industrial facilities and gas stations in the assessment area. The high susceptibility to nitrate and microbial contamination is attributable to unsewered high density residential land use and related activities in the assessment area, such as fertilizing lawns. A copy of the assessment, including a map of the assessment area, can be obtained by contacting the Water District, as noted on page 4. The tables on page 2 are the analytical results of the distribution system samples required by the USEPA, NYSDOH and NCDOH from January 1, 2020 to December 31, 2020. The District also takes eight (8) bacteriological samples per month at designated points throughout the service area. A yearly supplement containing water quality data for the District's six (6) wells is available at the District ofﬁce, on the District website or can be mailed to consumers upon request. The District's distribution water met all federal and state microbiological, chemical and radiological quality requirements. As indicated through District monitoring and testing, some constituents have been detected. The USEPA and the NYSDOH have determined that your water is safe at these levels. During 2020, the District, using calcium hypochlorite, maintained a range of 0.5 to 1.1 parts per million (ppm) of chlorine throughout the distribution system. In accordance with State regulations, the minimum level is 0.2 ppm and the Maximum Residual Disinfection Level (mrdl), the level below which there are no known health effects, is 4.0 ppm. Maximum Residual Disinfection Level Goals (mrdlg) do not reﬂect the beneﬁts of the use of disinfectants to control microbial contamination. To reduce the natural corrosiveness of the water found in this region, the District also added sodium hydroxide to the water to raise its pH before entering the distribution system. This treatment has allowed for the Lead and Copper testing program to be under reduced monitoring in accordance with federal and state requirements. The 2020 sampling yielded overall results below mandated action levels with 90th percentile levels of <1.0 ug/l for lead and 0.1 mg/l for copper. If present, elevated lead levels can cause serious health problems, especially for pregnant women, infants, and young children. It is possible that lead levels at your home may be higher than at other homes in the community as a result of materials used in your home's plumbing. The District is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by ﬂushing your tap for a minimum of 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at www.epa.gov/safewater/lead. Nitrate in drinking water at levels above 10 mg/l is a health risk for infants of less than six months of age. High nitrate levels in drinking water can cause blue baby syndrome. If you are caring for an infant, you should ask for advice from your health care provider. (continued on page 4) Some people may be more vulnerable to disease-causing microorganisms or pathogens in drinking water than the general population. Immuno-compromised people such as those with cancer undergoing chemotherapy; those who have undergone organ transplants; people with HIV, AIDS or other immune system disorders; some elderly and infants can be particularly at risk for infections and should seek advice from 3 4 (continued from page 3) their health care providers about their drinking water. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium, Giardia and other microbial pathogens are available from the Safe Drinking Water Hotline. For additional information please contact the EPA Safe Drinking Water Hotline at 1-800-426-4791. Interconnections with neighboring water districts give the Locust Valley Water District the capacity to utilize water in emergencies if available. Locust Valley currently has interconnections with the City of Glen Cove, the Village of Bayville and the Jericho Water District. The Jericho Water District has received a deferral from the New York State Department of Health for the new 1,4-Dioxane Maximum Contamination Level (MCL) in order to meet the changes in potable water requirements. The Jericho Water District was granted an MCL deferral for 1,4-dioxane in 2020 because it has been proactive in its efforts to establish and implement an action plan for managing the above-referenced compound. When a public water system (PWS) is issued a deferral, the water system agrees to a schedule for corrective action and compliance with the new PFOS, PFOA or 1,4-dioxane MCLs. In exchange, the New York State Department of Health (the Department) agrees to defer enforcement actions, such as assessing ﬁnes, if the PWS is meeting established deadlines. Deferral recipients are required to update the Nassau County Department of Health each calendar quarter on the status of established deadlines. The Department can resume enforcement if the agreed upon deadlines are not met. Locust Valley has an interconnection that allows us to take water from the Jericho Water District that is currently operating under a deferral. Information about that system's deferral and established deadline can be found at the following site WWW.Jerichowater.org Locust Valley Water will update the status of that interconnection at the following address www.Locustvalleywater.com to indicate if it is active. The interconnection with the Jericho Water District is normally closed throughout the year and only opened in a water emergency to maintain system pressure. In 2020, having bond authorization from the Town of Oyster Bay for infrastructure improvements, the District continued to upgrade our computerized Supervisory Control and Data Acquisition, or SCADA, for well plant operations and monitoring; completed construction of a Granulated Activated Carbon, or GAC, ﬁlter at Well #6 on 10th Street for the removal of low level Principal Organic Compounds. Various hydrant and valve replacements were also completed throughout the District. To conserve the District's water supply, lawn irrigation is restricted by Nassau County Conservation Ordinance 248-A1987. Water for irrigation accounts for over 60 percent of the District's annual production. Considerable cost savings are available if consumers adhere to good landscaping practices such as retroﬁtting Smart technology to existing irrigation systems, employing appropriate sloping and grading methods to optimize natural runoff, and using drought resistant plantings and grasses. Other conservation measures include correcting leaking ﬁxtures, installing water saving appliances and daily conscientious water use. For further conservation information, consumers can contact the Cornell Cooperative Extension at 1-516-565-5265 ext. 11 or www.ccenassau.org; the New York State Public Service Commission at 1-518-474-7080 or at www.askPSC.com; or the American Water Works Association at 1-800-926-7337 or www.awwa.org. The following tables are the 2021 rate structures of the Locust Valley Water District: INSIDE DISTRICT (QUARTERLY) 0 – 25,000 . . . . . . . . .$2.40 / 1,000 GALLONS (minimum charge $24.00) 25,001 – 50,000 . . . . .$2.80 / 1,000 GALLONS 50,001 – 100,000 . . . .$3.20 / 1,000 GALLONS OVER 100,001 . . . . . .$3.60 / 1,000 GALLONS ANNUAL PROPERTY TAX RATE: $47.01 / $100 OF ASSESSED VALUATION OUTSIDE DISTRICT (QUARTERLY) 0 – 25,000 . . . . . . . . .$3.50 / 1,000 GALLONS (minimum charge $35.00) 25,001 – 50,000 . . . .$3.90 / 1,000 GALLONS 50,001 – 100,000 . . .$4.30 / 1,000 GALLONS OVER 100,000 . . . . . .$4.70 / 1,000 GALLONS NO PROPERTY TAX ASSESSMENT The Board of Water Commissioners welcomes all consumers with ideas for improvement. Public meetings are held on the second and fourth Wednesday of the month at 5:30 p.m. in the District ofﬁce at 226 Buckram Road, Locust Valley. For a copy of this report or further information about your drinking water supply system, please visit the District's informational website at www.locustvalleywater.com. If there are any questions regarding the Annual Water Quality Report or Sample Supplement for 2020, please contact the District Superintendent, Dominick Scaperotta, at tel.# (516) 671-1783, Monday through Friday, 8 a.m. to 4:30 p.m. For additional information, please contact the NCDOH at (516) 227-9692. Board of Water Commissioners Louis P. Savinetti Patricia Peterson Peter G. Brown	<urn:uuid:83799eac-41a8-42fd-b243-fb83d9d6dea6>	CC-MAIN-2021-39	https://www.locustvalleywater.com/images/quality_21.pdf	2021-09-19T19:02:33+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00665.warc.gz	893,700,695	5,352	eng_Latn	eng_Latn	0.989454	eng_Latn	0.991879	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4410, 9726, 16053, 21153 ]	[ 1.8203125, 1.140625 ]	2	0
FOR IMMEDIATE RELEASE April 29, 2020 Contact: Katherine Hoyer 208-415-5108 Cleaning Product Safety By: Annette Duerock Panhandle Health District Environmental Health Department More than ever, we are relying on data and science to prevent the spread of COVID-19 (SARS CoV-2 virus). Household cleaners, sanitizers and disinfectants can be valuable tools in keeping our environments clean and assist in maintaining our health, WHEN properly used. We must remember to handle household cleaners safely to avoid possible serious consequences. Some general precautions include: 1. STORE household cleaners and chemicals in a locked area and/or out of reach of children. Be mindful where children are when you are using the product. Keep all containers, even if they are empty away from children. Store your chemicals in safe areas and with compatible products. Do not store cleaning products or chemicals in areas that may have an open flame, heat source, combustible eg. Furnace room. Store the product below and away from food and food contact surfaces. 2. READ the entire label and use the product as instructed. MORE is not always better. 3. LABEL AND DATE containers where cleaning products are mixed (according to directions) and stored and use that container for that one purpose (ie. Spray bottles, buckets). Normally, you should only make up enough solution to last a few days but that depends on what the label says. 4. DO NOT reuse original cleaning compound packages for any reason. 5. PERSONAL PROTECTIVE EQUIPMENT such as gloves, goggles, face masks etc may be needed according to the label. Wear the equipment recommended. 6. USE product in a well-ventilated area. 7. NEVER mix household cleaning products together. Something as harmless as vinegar (acid) or ammonia mixed with bleach (a base) can produce toxic gases that may be lethal. Mixing bleach (sodium hypochlorite) or quaternary ammonia with detergents can cause the disinfectant action to be neutralized. Do not mix strong acids like an acid toilet bowl cleaner with bleach (a base) the combination can result in deadly fumes. Mixing different brands of one type of product can cause a violent reaction, result in toxic fumes or render both products ineffective. 8. THOROUGHLY WASH your hands when you have completed your cleaning to remove any chemical from your hands. The bottom line is, READ AND USE the products according to the label. Mixing products can result in many different hazards from violent reactions to toxic fumes to neutralizing the effect of disinfectant properties. Select products based on the usage suggested, use according to the label and your journey to a clean home or business will be a safe one. ______________________________________________________________________ Panhandle Health District provides over 40 different public health programs to families, individuals and organizations in northern Idaho. From food and drinking water safety to health education and disease control, public health services are critical to ensure our community is a safe and healthy place to live, work and play. The PHD team is made up of nurses, nutritionists, environmental health specialists, health educators and many other dedicated professionals with a common goal to deliver vital public health services. Panhandle Health District is one of seven health districts in the state of Idaho.	<urn:uuid:5368a184-bbd5-43ae-9bce-3613bfd4fb74>	CC-MAIN-2020-40	https://panhandlehealthdistrict.org/wp-content/uploads/2020/04/4.29-Properly-Using-Cleaning-Products.pdf	2020-09-25T23:31:56+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	557,222,654	680	eng_Latn	eng_Latn	0.998314	eng_Latn	0.998591	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2248, 3398 ]	[ 2.078125 ]	1	0
Artistic types (Creators) are imaginative, creative, favor unstructured work environments, and enjoy art, music, literature, and poetry. Compare yourself with the Creators. Would you describe yourself as: Imaginative? Original? Emotional? Expressive? Idealistic? A non-conformist? Are you good at: Working with designs and patterns? Drawing or painting? Writing stories, poems, or music? Do you like to: Work on crafts? Attend concerts or the theatre? Dance? Take photographs? Do you avoid: Highly structured situations with a lot of rules? Mechanical problems? A= Artistic types (Creators) are imaginative, creative, favor unstructured work environments, and enjoy art, music, literature, and poetry. Compare yourself with the Creators. Would you describe yourself as: Imaginative? Original? Emotional? Expressive? Idealistic? A non-conformist? Are you good at: Working with designs and patterns? Drawing or painting? Writing stories, poems, or music? Do you like to: Work on crafts? Attend concerts or the theatre? Dance? Take photographs? Do you avoid: Highly structured situations with a lot of rules? Mechanical problems? A= If your Holland Code is ARTISTIC, and you think you would like to learn more about: - Fashion or Interior Design, check out the Pathways in Family and Consumer Sciences. - Multimedia or Web Development, check out the Pathways in Information Technology. - Construction, Cosmetology, Commercial Art or Commercial Photography, check out Pathways in Skilled and Technical Sciences. Student career interests are most commonly described by six career personality types defined by John Holland in his theory of occupational choice. Known as "Holland Codes," these six types are at the base of a common organizational structure around which CTE program areas, national career clusters, and other career information can be arranged. An individual will typically be compatible with up to three of the following personality types. Technical Realistic (Doers) Scientific Investigative (Thinkers) Arts & Recreation Artistic (Creators) Social Humanitarian Social (Helpers) Marketing & Administration Enterprising (Persuaders) Business Operations Conventional (Organizers) Career Fields help to develop the academic knowledge, technical skills, and employment skills vital for entry into the evolving labor market. If your Holland Code is ARTISTIC, and you think you would like to learn more about: - Fashion or Interior Design, check out the Pathways in Family and Consumer Sciences. - Construction, Cosmetology, Commercial Art or Commercial Photography, check out Pathways in Skilled and Technical Sciences. - Multimedia or Web Development, check out the Pathways in Information Technology. Student career interests are most commonly described by six career personality types defined by John Holland in his theory of occupational choice. Known as "Holland Codes," these six types are at the base of a common organizational structure around which CTE program areas, national career clusters, and other career information can be arranged. An individual will typically be compatible with up to three of the following personality types. Technical Realistic (Doers) Scientific Investigative (Thinkers) Arts & Recreation Artistic (Creators) Social Humanitarian Social (Helpers) Marketing & Administration Enterprising (Persuaders) Business Operations Conventional (Organizers) Career Fields help to develop the academic knowledge, technical skills, and employment skills vital for entry into the evolving labor market. UTAH STATE BOARD OF EDUCATION 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education	<urn:uuid:b2e51b45-5146-4293-89ad-516d241a4429>	CC-MAIN-2020-40	https://schools.utah.gov/file/982830a0-c4df-48a3-b5b0-48d72d03a5b0	2020-09-25T23:52:47+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	608,353,571	856	eng_Latn	eng_Latn	0.980641	eng_Latn	0.983035	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1181, 3839 ]	[ 1.4765625 ]	2	0
July's Tasks – Watering and Weeding By Dawn Pettinelli, UConn Home & Garden Education Center Many parts of the Northeast have received lower than normal amounts of rainfall during June and July. Because of this, some towns have instituted water bans, restricting residents' usage of water on outdoor plantings. At the same time, our vegetable gardens are in full swing with early crops like broccoli, sugar snap peas and chard producing abundantly. Pepper, bean, cucumber and squash plants are flowering and green tomatoes are on the vine. To keep the garden growing, water is needed, either from Mother Nature or you. The only good thing about all this humidity is that plants transpire less, which means they are using less water. Not much less during these hot days, but a little less. Check your container plants daily. Plants in smaller containers need water almost every day while larger containers and window boxes might require waterings every other or even third day during humid weather. When watering containers, add enough so that you notice a few drips from the drainage holes. Stick a finger into the potting mix if you are unsure about adding water. If it feels moist about one-half inch down, it is likely okay for another day. Overwatering causes root rots and other diseases. Water when the potting mix feels dry to the touch but don't let the media dry out so much it pulls away from the sides of the pot. When this happens, any water added to the pot simply flows out the drainage holes. To rehydrate plants, place the pot in a tub with about 2 inches of water and leave until the potting mix is saturated. How often your gardens need to be watered depends on the weather as well as the amount of organic matter incorporated into your garden soil and whether or not a mulch is used. Organic matter acts like a sponge so soils with adequate amounts can hold more water. Mulches reduce the amount of water lost from the soil by evaporation. Most plants require about an inch of water per week and maybe a bit more during dry, hot weather. Use a rain gauge to determine how much water your garden receives either by precipitation or your sprinkler. Either stick a finger into the soil or use a trowel to see if water is needed. If more than the top half inch to inch is dry, it is time to water. Ideally, plants should be watered deeply once or twice a week. Soaker hoses or drip irrigation systems would be the most efficient way to water. It makes the most sense to install them at the beginning of the gardening season so consider this for next year. If using a sprinkler this year, try to not to irrigate in the middle of the day as much of the water will be lost to evaporation. Morning is best as the foliage has a chance to dry off before evening reducing the chance of diseases. A great competitor for the water you are giving your plants are weeds. Those sporadic rain showers we have been getting not only benefit our plants but encourage weed seed germination and growth. It is truly amazing how fast a crabgrass or purslane or pigweed can grow – seems like they double their size every 24 hours. This may be a bit exaggerated, but it seems to me that they grow a lot faster than my vegetables. The best time to weed is after a rain or watering when the soil is soft, and weeds can be pulled with ease. It's hard to spend a few hours weeding on these hot, muggy weekends. Try for 30 minutes or so after supper during the week. You will be pleasantly surprised with how much can get accomplished. There are dozens of weeding tools on the market. I tend to weed on my hands and knees and find the cobra head cultivator and dandelion weeder to work well for me. Others in my family like to stand and find long handled cultivators and hoes to suit their purpose. One might have to try a few tools to find one that matches their ergonomic requirements plus weeding needs. Do your best to supply your plants with adequate moisture throughout the growing season and to reduce competition for both water and nutrients from weeds. If you have questions about watering or weed identification or on queries on other gardening topics, feel free to contact us, toll-free, at the UConn Home & Garden Education Center at (877) 486-6271, visit our website at www.ladybug.uconn.edu or contact your local Cooperative Extension center.	<urn:uuid:6b59724c-78b5-4ea0-bfec-f3f77444fa2d>	CC-MAIN-2020-40	http://www.ladybug.uconn.edu/index_296_3321978651.pdf	2020-09-25T22:26:45+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	196,651,521	917	eng_Latn	eng_Latn	0.999252	eng_Latn	0.99929	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2319, 4357 ]	[ 3.296875 ]	1	1
VNPS Piedmont Chapter WILDFLOWER of the WEEK WILDFLOWER #17 DOWNY RATTLESNAKE PLANTAIN (Goodyera pubescens) Downy rattlesnake plantain is a success story. From Quebec to Florida, this is the most common native orchid in eastern North America. It handles deciduous or coniferous woods, moist or dry soil, sand or clay. It loves to grow among old tulip poplars and white oaks, in ground dense with root fungi (mycorrhizae). Thinning the forest, though, sets it back. This native is a late bloomer. Triggered by a dry, hot spring, it sends up a cylindrical spike of small white flowers in late summer to early fall. Sometimes it takes several years for the right weather. Then all the local plants bloom together. Once flowers fade, the fleshy root makes offshoots, forming new clonal rosettes. In recent decades, more deer are browsing on the leaves. In response, roots have begun making a higher number of new rosettes. A worse threat is nonnative earthworms. The worms change the chemistry of leaf litter, inhibiting mycorrhizae. The light seeds, lacking stored nutrients, depend on these fungi to feed baby roots for a year or more. Many orchids lure pollinators with false promises, but downy rattlesnake plantain comes through with pollen for sweat bees, as other rattlesnake plantain species do for bumblebees. WILDFLOWER #18 Clues: This cheerful yellow flower in the bean family forms large, tall patches in meadows. In the fall the long, segmented pods turn a striking black.	<urn:uuid:50520139-f511-4b25-a098-41bbe9d571f1>	CC-MAIN-2020-40	https://vnps.org/piedmont/wp-content/uploads/sites/9/dlm_uploads/2020/08/Wildflower-18.pdf	2020-09-25T22:29:41+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz	667,817,022	363	eng_Latn	eng_Latn	0.995431	eng_Latn	0.995431	[ "eng_Latn" ]	false	docling	[ 1489 ]	[ 2.125 ]	1	5
CRITCHES IN WESTERN AUSTRALIA HENRY & SARAH CRITCH Henry (1825-1890) was the fifth child of William Critch and Margaret Brooker and was born in Dover, England in 1825. In 1844, at the age of 19, he joined the 35 th Royal Sussex Regiment and was sent to Ireland. Two years later he married Sarah Kennedy (1826-1887) at Armagh Ireland. Sarah was born in Nenagh Ireland to William Kennedy and Sarah Campbell and she had a brother John. Henry and Sarah's first two children, Margaret & William, were born in Ireland, Francis Henry in Portsea England, and the last 2, Sarah & Charles, in Chatham England. Henry's 21-year military career took him to Mauritius, India, and Burma. For most of his overseas service Henry served as an Officer's Batman and was the recipient of many excellent testimonials. After his service in India he became an Enrolled Pensioner. Enrolled Pensioners were soldiers who had served in Britain's wars and had been discharged with a pension for long service, good conduct, wounds, or meritorious service. Many of these Enrolled Pensioners were recruited to serve as guards on the ships that transported almost 10,000 convicts to Australia between 1850 & 1868 and many stayed on in Australia at the completion of the voyage. Henry was one of these. On the 13 th July 1867, Henry, Sarah, and three of their five children, Francis, Sarah and Charles, arrived in Fremantle aboard the Norwood. This marked the beginning of The Critch Family Story in Western Australia. On the journey out, Sarah had served as a midwife on board the Norwood and on arrival was given a commendation by the Superintendent Surgeon, Dr W.M. Saunders. Mrs Critch, the wife of Pte. Henry Critch of the Pensioner Guard aboard abovenamed ship has acted as a nurse at the four confinements which have taken place since leaving England and I have found her most useful and attentive and can strongly recommend her for such employment. On their arrival, the family settled in Fremantle and Henry was employed as a warder at the prison. In 1881 he was selected to guard the bonded stores and in 1883 was promoted to Corporal. They lived for at least some time in the Warders Barracks in Henderson St. In 1884 they were granted 2 acres of land in Thompson St North Fremantle in recognition of Henry's 7 years' service as an Enrolled Pensioner, however I have not been able to discover whether they ever lived at that address or what happened to the land. Little is known of Sarah's life either before her marriage or after her arrival in Australia. According to her death certificate she died of 'drink debility' in 1887, so perhaps it wasn't a happy existence in this new country. It seems that Henry may have had a problem with the drink as well as his name was mentioned on several occasions in the courts, for drunkenness. He died in Fremantle as the result of an accident (he had a fall and was hospitalised) in 1890. Henry & Sarah's 5 children were:- Margaret 1849 – William James 1850 – Francis Henry 1853-1930 married Ann Maria Kelly Sarah 1860-1928 Charles 1862-1933 Margaret married Edwin Thomas a ship's steward in Fremantle in 1867. I cannot establish how Margaret arrived in Fremantle but she was married very soon after the rest of her family arrived on the Norwood. She and Edwin left WA and their first daughter Margaret Matilda was born in South Australia in 1868. It appears they then returned to England and had 6 more children - Henry, Edith, Frank, Grace, William and May. William, it seems had left England about 1865, before his family left for Australia, but nothing is known of his whereabouts after that. Francis married Annie Maria Kelly in Geraldton in 1883 – this is our story. Sarah married William Clifford, a Customs Officer, in Perth in 1885 and her death certificate shows that although they had 4 children, only one child Amelia lived to adulthood, and she never married. Charles remained a bachelor. After leaving school, he served his boatbuilders apprenticeship under General William Jackson and worked mostly in the north of the State as a boatbuilder and trader in such places as Shark Bay, Onslow and Broome. He died in an Old Men's Home (Sunset) in Claremont in 1933 at the age of 77.	<urn:uuid:3ca8c89a-b7ce-4065-a1c5-eaab4d617070>	CC-MAIN-2020-40	https://enrolledpensionerforcewa.org.au/wp-content/uploads/2020/08/Henry-and-Sarah-Critch-story-by-Gerry-Eastman.pdf	2020-09-25T22:35:32+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz	369,614,740	1,002	eng_Latn	eng_Latn	0.998152	eng_Latn	0.998937	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2939, 4263 ]	[ 1.7734375 ]	1	0
16. School Uniform and Appearance Policies This chapter provides information relating to school uniform and appearance policies and the responsibilities of governing bodies in these issues. Background 1. In July 2011, the Welsh Government (WG) issued updated guidance circular 015/2011 entitled Guidance for Governing Bodies on School Uniform and Appearance Policies. The basis of the guidance is non-statutory but it is based on related legislation. Scope of guidance 2. The guidance provides information for governing bodies and head teachers on issues relating to implementing or changing a school uniform and appearance policy. It replaced the guidance previously available and governing bodies and head teachers should have regard to it if they are considering implementing or changing their policies. 3. The guidance circular is aimed at school governing bodies and head teachers, and focuses on: - ensuring that due regard is given to securing equality of treatment between boys and girls and for pupils from different ethnic and religious backgrounds and disabled pupils in relation to school uniform and appearance policies; - cost; - practical considerations involved in introducing or changing school uniform and appearance policies; - consultation with parents and pupils; and - the position in Wales regarding financial assistance for parents towards the cost of purchasing school uniform. Legal Context 4. There is no education legislation specifically covering the wearing of school uniform or other aspects of appearance such as hair colour and style, and the wearing of jewellery and makeup. As part of its responsibility for the conduct of the school, however, a governing body can specify rules relating to appearance and a uniform which pupils are required to wear. Secondary schools in Wales almost invariably specify a uniform for pupils to age 16; many do not specify uniform for sixth formers. The position in primary schools is more mixed. 5. The guidance circular does not provide exhaustive advice on a governing body's responsibilities in relation to discrimination or human rights. It states that where governing bodies have concerns about possible harmful consequences of certain types of dress, they may wish to consider taking their own legal advice and to consulting community and faith organisations, parents and children and the Equality and Human Rights Commission (EHRC). Conduct of the School 6. Section 21 of the Education Act 2002 places the conduct of a maintained school under the direction of its governing body. The governing body is required to conduct the school with a view to promoting high standards of educational achievement. Section 175 of the Education Act 2002 requires governing bodies to exercise their functions in education legislation in relation to the conduct the school with a view to safeguarding and promoting the welfare of children who are pupils at the school. 7. The School Government (Terms of Reference) (Wales) Regulations 2000 made under Section 38 of the Schools Standards and Framework Act 1998 imposes a duty on governing bodies and head teachers to exercise their responsibilities with the need to: a. eliminate unlawful discrimination on grounds of race and sex; and b. promote equal opportunities and good relations between persons of different racial groups and between males and females. 8. However, the duties set out in paragraph 7(a) and (b) do not prevent the governing body from taking proper measures to secure the religious character of the school. The power to introduce a school uniform policy is contained in Section 88 of the Education and Inspections Act 2006. Whilst this section does not specifically relate to school uniforms it is broad enough to include it. It places a duty on governing bodies to ensure that policies designed to promote good behaviour and discipline are pursued at the school. 9. In addition Section 89 of the Education and Inspections Act 2006 also places a duty on a head teacher to determine measures (including rules and provisions for enforcing them) to be taken with a view to promoting discipline among pupils, a proper regard for authority, encouraging good behaviour and respect for others and otherwise securing an acceptable standard of behaviour. 10. It is a requirement of section 89(6) of the Education and Inspections Act 2006 that any measure introduced by the head teacher under that section should be publicised by him or her in the form of a written document. That document should be made known within the school and to parents of pupils at the school. The head teacher is also required once in every school year to take steps to bring it to the attention of pupils, to their parents and all those employed or otherwise engaged to work at the school. Guide to the Law: Autumn 2013 11. Under section 89(1) of the Education and Inspections Act 2006 a head teacher shall determine measures (including the making and enforcement of rules) with a view to: - promoting among pupils, self-discipline and proper regard for authority; - securing that the standard of behaviour of pupils is acceptable; - encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying. Thus a governing body must ensure that when a school uniform or appearance policy is drawn up, modified or operated that grounds are not created for bullying; and - otherwise regulating the conduct of pupils. Equality Legislation 12. There are a number of statutory provisions contained under the Equality Act 2010 which may impact on school uniform and appearance policies and to which governing bodies and head teachers need to have regard, so as not to discriminate unlawfully on the grounds of sex, race, religion or belief and disability. These are set out at the end of this Chapter (see also Chapter 9 entitled Equal Opportunities and School Governors). 13. The essential point is that governing bodies should act fairly and reasonably when choosing or reviewing their school uniform and appearance policies. Consultation 14. When considering the introduction of new school uniform and appearance policies or changes to existing school uniform or appearance policies, in accordance with the principles of good practice, the WG expects governing bodies to consult widely with current pupils and parents/carers and prospective pupils and parents/carers, especially as change could give rise to additional costs. Consultation should also include representatives of different pupil groups in the wider community, taking care to identify community leaders representing minority ethnic and religious groups (an outline of the types of dress issues that may be relevant to adherents of some religions is included in the circular) as well as groups representing pupils with special educational needs or disabilities. 15. In addition to this, pupils have a right to be consulted on and influence decisions that affect them. To support pupils and schools the WG made The School Councils (Wales) Regulations 2005, which require all maintained primary (excluding nursery and infant schools), secondary and special schools in Wales to establish a school council. NAW Circular 42/2006 – Guidance for Governing Bodies on the Establishment and Operation of School Councils - advises that school uniform is one of the issues that a Guide to the Law: Autumn 2013 school council should be asked to consider at its meetings, and in consultation with the pupil body of the school. Cost of School Uniform 16. The WG recognises that school uniform and other items that are required to be purchased in accordance with a school uniform policy can be a financial burden, particularly for low income and large families. 17. Consequently, when introducing a new uniform and/or considering change in school uniform requirements, the WG expects governing bodies to give high priority to the cost considerations. No school uniform should be so expensive as to leave pupils or their families feeling unable to apply for admission or to attend a particular school. 18. The WG encourages governing bodies to have regard to the wide availability of school uniform garments from a range of suppliers when considering their school uniform supplier arrangements. The Office of Fair Trading (OFT) carried out a fact finding review in 2006 of the practice of some schools in the UK of requiring parents to purchase school uniform from particular retailers or from the school itself. This review found that such exclusive arrangements were on average 23% more expensive than school uniform retailers generally and 150% more expensive than supermarkets. 19. Having a wide range of uniform suppliers also helps to address accessibility issues for those parents who encounter difficulty accessing uniform suppliers who are in remote areas. Complaints 19. Complaints about school uniform (or dress) and appearance codes/policies should be dealt with in accordance with the governing body's complaints procedure. Non-Compliance with School Uniform and Appearance Policies 20. Where the governing body has put in place a school uniform policy and/or rules about appearance, it is for the head teacher to enforce these as part of his or her overall responsibility for the day-to-day running of the school and for maintaining discipline. 21. The WG does not consider in normal circumstances, exclusion to be an appropriate response to breaches of school uniform/appearance policies. 22. The circular contains further advice on these issues. Guide to the Law: Autumn 2013 The Law The Sex Discrimination Act 1975 The Race Relations Act 1976 The Disability Discrimination Act 1995 The Schools Standards and Framework Act 1998 The Human Rights Act 1998 The School Government (Terms of Reference) (Wales) Regulations 2000 The Education Act 2002 The Disability Discrimination Act 2005 The School Councils (Wales) Regulations 2005 The Equality Act 2006 The Education and Inspections Act 2006,Section 88and 89 Guidance Guidance for Governing Bodies on School Uniform and Appearance Policies WAG Circular 015/2011 The European Convention on Human Rights (ECHR) Respecting Others: Anti-bullying Guidance – Welsh Assembly Government Circular number 23/2003. 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UNESCO SC and CI Sectors Village-level Documentation and Transmission of Local Environmental Knowledge BRIEFING NOTE The CI-SC Marovo project is unique because of its association of an exceptional resource in support of Pacific Islander language and knowledge (the Marovo Encyclopaedia) and a creative delivery mechanism for remote rural schools that fosters indigenous knowledge as a living and dynamic resource owned by the communities themselves (the proposed Marovo wiki and OER). This pilot project is therefore of considerable significance not only for Solomon Islands, but also for countries and sites across the Pacific where there is a demand for quality education that reinforces vernacular languages and local content. The original 2005 project provided a model for indigenous knowledge management with accompanying guidance for teachers to support the country's vernacular education policy. The new project phase aims to leverage the existing ICT networking in Marovo to add a new dimension to this resource – the ability for schools and communities to add to and improve the resource dynamically and hence engender real ownership of the process as well as the resource. It also aims to empower the teachers to collaborate with each other and the Ministry, to develop accompanying lesson plans that are aligned with specified educational objectives, along with mentoring, monitoring and quality assurance. This new phase therefore addresses issues such as ownership, scalability and replication, for instance: * Replication. The original paper-based, labour-intensive approach that results in a fixed (static) resource, is impracticable to replicate in other provinces. An OER/ICT-based approach where local teachers and students create the content themselves would be much more practicable, once the infrastructure is in place. Replication is not only about the technology framework, but the human collaboration, school activities and methods pioneered by the original Reef and Rainforest project. * Sustainability. The wiki approach, with networked schools and community participation, ensures that the resource is both dynamic and owned by the communities themselves. The networking component impacts favourably on inclusiveness, technical support, monitoring and mentoring. * Scalability. A wiki based model can be scaled indefinitely with no printing or logistical costs. The main challenge is connectivity. In the medium to long term, connectivity in rural areas is improving rapidly, as is availability and ownership of computers and especially of mobile devices. All of these constitute potential delivery modes (and portals for participation). The network infrastructure exists in Marovo such that ten or more additional schools could be connected very quickly. In other provinces, access facilities such as the DLCs could become hubs for participation in replicated programmes. In addition, Marovo teachers, students, speakers located away from Marovo itself, will also be able to participate. * Ownership. As the content is created by the real owners of the indigenous knowledge, the wiki/OER approach strengthens their ownership of the process as well as the resource. There is also very strong local Marovo ownership of the ICT component of the project; the Patukae RICS and Wi-Fi network is now operating sustainably as a public-private partnership, with costs shared between the schools, communities and Uepi Resort according to an agreement made between them. Furthermore, the ICT creates a much more supportive environment, where on-going active participation is more likely to be driven by the teachers themselves. Ownership of the Reef and Rainforest wiki after the project phase closes, will therefore reside with the Marovo schools. Risks associated with sustainability of the ICT are already addressed. UNESCO SC and CI Sectors Village-level Documentation and Transmission of Local Environmental Knowledge OTHER EXPECTED POSITIVE IMPACTS * An OER resource becomes accessible over the Internet, and the content can be reused, revised and contextualised by other language groups across the Pacific. For instance, entries associated with a particular plant that exist in another location could be accessed and studied in schools, and then localised for their own language resource/wiki. * The project will help align classroom use of OLPC with the curriculum. The OLPC laptops will be used to generate multimedia content for the wiki, within a structured process using approved lesson plans. The model can then be applied more generally to the OLPC programme – for instance the lesson planning tool. * The project also helps to "complete" the OLPC pilot at Patukae, and demonstrate the school server. * The pilot will provide a rich demonstration of the potentials of Open Educational Resources (OERs) and related technologies. In particular CDC might benefit from lessons learned and consider how the same approaches might be applied more generally, or to meet specific curriculum needs; * The pilot will demonstrate quick wins with ICT that could be applied in existing rural schools with some Internet access - both urban and the DLCs. SCHOOLS PARTICIPATING IN THE PROJECT (SEE MAP IN ANNEX) The proposed project will be run at Patukae College, with Chubikopi and Hinakole primary schools participating through their existing connections and community access facilities. Cheara Clinic could also be used for Cheara village community to participate. With some limitations due to the status of the Mt Mariu Wi-Fi link connecting Bekabeka DLC with Batuna AVC, Batuna, Bekabeka and Sombiru schools can also participate. The project could be scaled up quite easily. 11 additional schools could be connected to the Patukae-based WiFi network using equipment costing approximately SBD 25,000 per school (see annex). Adding FM "community" radio would also be an effective way of widening participation/inclusiveness BASIC OUTLINE OF PROJECT (SEE ANNEX FOR DETAILS) 1. Wiki version of the Reef and Rainforest resource created by UNESCO, to be published on the Internet. 2. Local contributions to the wiki will be made in various electronic formats through school activities. 3. Training will be given to the teachers on how to manage educational activities that generate such content. 4. A WikiEducator-based portal will be provided with tools for creating lesson plans from templates. 5. A review will be made of existing uses of the encyclopaedia and existing formal/informal lesson plans; 6. The lesson plans will be drafted with attention to strict criteria (see annex for details) 7. A server computer will be installed at Patukae, accessible also by any school connected over the WAN. 8. Schools will upload their content to the local server to be moderated before uploading to the online wiki 9. A quality assurance procure will be designed and agreed to ensure the integrity of the indigenous content. 10. Workshops will be held for training, testing, piloting and to launch the project with the Marovo community. 11. An online community of practice, with both face to face and online mentoring will support the project 3-5m. Attached Annex: 1. Outline of project 2. References 3. Map and background to the ICT network in Marovo (Marovo Learning Network) Prepared by David Leeming ([email protected]) Oct 21 st 2010 OUTLINE OF PROJECT 1. UNESCO have developed a dedicated wiki version of the Reef and Rainforest resource. This will be published on the Internet. 2. Local contributions to the wiki will be made in various electronic formats, from simple text to photographs and drawings, audio and video. In addition some formats from the OLPC laptops that generate interactive content – such as "Memorize Game" which creates match pairs (for instance photos of objects and their Marovo names), and eToys which can create animated multimedia objects. 3. Guidance and training will be given to the teachers on how to manage educational activities that generate such content. This will be through initial drafting of some example lesson plans, and the provision of a WikiEducator-based portal with tools for creating lesson plans from templates – so empowering the ongoing development of the educational use of the Marovo wiki. 4. A review will be made of existing uses of the encyclopaedia in Patukae, and existing formal andinformal lesson plans; 5. The lesson plans will be drafted with attention to strict criteria: * Compliant with identified objectives of the current Solomon Islands National Education Action Plan (NEAP) and SIG Strategic Development Plan; * Strongly integrated with the current Solomon Islands Ministry of Education curricula for science, technology, environment, mathematics and other related subjects; * Spread over an agreed Year range * Encouraging respectful group work between the girl and boy students to encourage Gender Equality * Highlight the unique role of women to encourage Gender Equality * Encourage group work between students and community * Conforming with traditional practices of restricted information, as some information may not be shared 6. An server computer will be installed at Patukae, with some strengthening of the solar power supply. It will be made accessible to not only Patukae but any school connected over the Wi-Fi (including the schools mentioned above). The server will combine: * the OLPC XS school server, with all the OER resources that have been collected together by SPC and partners in the regional OLPC pilots; * a local copy of the UNESCO Reef and Rainforest wiki to serve as a local "buffer" prior to quality assurance 7. Schools and other contributors will upload their content to the local server (either the XS or the UNESCO wiki depending on format) and will be moderated before uploading to the online wiki; 8. A quality assurance procure will be designed and agreed whereby a local team at Marovo review and assure the accuracy and suitability (and other factors as will be agreed) before uploading the content to the main online wiki. It is felt that this intermediation is needed to ensure the integrity of the indigenous knowledge. However, otherwise the content will be attributed to the contributor and consistent with principles of OERs 9. Workshops will be held to provide the training, initial testing and piloting and to launch the project with the Marovo community. 10. An online community of practice will be established via a Google Group, and both face to face and online mentoring will support the project for 3-5 months at least. KEY AND SCHOOLS / COMMUNITIES DETAILS \| Key \| Name \| \| \| \|---\|---\|---\|---\| \| \| \| Male \| Female \| \| 1 \| Vakambo Primary School \| \| \| \| 2 \| Ngaringari Secondary School (proposed site) \| \| \| \| 3 \| Mbuinitusu Primary School \| \| \| \| 4 \| Chuchulu primary School \| \| \| \| 5 \| Miche Primary School \| \| \| \| 6 \| Mount Sumolobo Primary School \| \| \| \| 7 \| Chukopi Primary School \| \| \| \| 8 \| Cheara Rural Health Clinic \| n/a \| n/a \| \| 9 \| Chea Village \| n/a \| n/a \| \| 10 \| Patukae Primary School (and RICS VSAT) Patukae Secondary School \| 71 \| 59 \| \| 11 \| Rukutu (Primary School / Village ??) \| \| \| \| 12 \| Telina primary School \| \| \| \| 13 \| Cheke Primary School \| \| \| \| 14 \| Chemoho Priomary School ?? \| \| \| \| 15 \| Mbisuana Primary School ?? \| \| \| \| 16 \| Nazareth primary School \| \| \| \| 17 \| Patutiva Primary School Patutiva Secondary School \| \| \| \| 18 \| Bareho Primary School \| \| \| \| 19 \| Seghe primary School (and RICS VSAT) \| \| \| \| 20 \| Halisi primary School \| \| \| \| 21 \| Batuna Primary School (and Adventist Vocational College) \| \| \| \| 22 \| Sombiro Primary School \| \| \| Not shown on map \| Hinakole primary School (close to Chea Village) \| \| \| 102 \| \|---\|---\|---\|---\| \| Ulona primary School \| \| \| \| \| Buleani Village \| n/a \| n/a \| n/a \| \| Cheara Village \| n/a \| n/a \| n/a \| ANNEX SUMMARY OF THE MAROVO LEARNING NETWORKS PATUKAE RICS NETWORK / TOA MAROVO ACCESS POINT Patukae College consists of a primary and secondary school on the same campus. Patukae currently hosts (a) a VSAT, (b) extended Wi-Fi network utilizing Toa Marovo island as an access point, (c) an OLPC project (all teachers and 100+ students of the primary school). Scots College of Australia recently donated equipment for a PC computer lab. Details: * 1.2m VSAT installed at Patukae College in 2008, as one of the pilot sites under SPC's PacRICS programme. * Wireless coverage is provided for the central Marovo area via a Wi-Fi tower access point on Toa Marovo island, overlooking Chubikopi. * The operation of the network is managed through a committee, and the entire on-going costs are shared between the school, communities and Uepi. * In 2009, two villages, Chubikopi and Chea (both having primary schools) and Cheara Clinic were connected using donated equipment from Uepi guests. Each has a netbook computer, Wi-Fi receiver and solar power. * In 2008 a survey was carried out showing that as many as 11 additional schools have line of sight to the Toa Marovo tower, and could be connected. Each would need a Rural Link Wi-Fi receiver, one or more netbook computers and solar power. This could cost less than SBD 25,000 per site. * All remote sites connected to the network can access both the Internet, plus any local servers such as could be installed at Patukae. * Patukae, Batuna and Sombiro are all pilot schools for MEHRD's OLPC pilot programme. 375 laptops have been distributed during 2008 and 2009 to all primary school students and teachers. In 2010 an independent evaluation was published by Australian Centre for Education Research (ACER). The schools do not have tthe XS servers or means for charging laptops during the day. * SPC have suggested that Patukae would makea very good site for the addition of an FM radio station. The signal would be carried by the Wi-Fi to an antenna at the Toa Marovo mast, giving coverage across the Lagoon. Accordingly, a workshop was held at Patukae in Dec 2009 funded by Commonwealth of Learning. This established a great deal of interest in the community for such a facility. PATUKAE RICS COMMITTEE MEMBERS The current members are: The Wi-Fi mast at Toa Marovo. This is connected to the RICS via a bridge. It is solar powered, has operated autonomously for 2 years, and provides line-of-sight coverage with almost 360 degree view, to sites up to 40km or more. So far two villages, a resort and a clinic have been connected. schools within the coverage of this network PROPOSED EXTENDED CENTRAL MAROVO RICS / WI-FI NET In May 2010, Brian Bird, Principal at Patukae CHS surveyed the remaining areas of Central Marovo, especially the area around Seghe, where there was no coverage from the Toa Marovo AP. Brian also identified suitable locations for a second VSAT (at Seghe Theological Seminary) and Wi-Fi masts and towers. He reported on this survey with a report showing digital photographs with indication of the technical location of the equipment. This survey was carried out at his own initiative. BEKABEKA DLC / MOUNT MARIU WI-FI NETWORK In 2007, the DLCP project established a distance learning centre at Bekabeka equipped with VSAT, six public laptop computers, printers, scanner and projector, all solar powered. Later in 2007, DLCP extended the access to Batuna Adventist Vocational College (BAVC) using a 35km wireless link. External funds were used (GKP). The Wi-Fi tower was constructed on Mount Mariu. The GKP funds also provided for a small computer lab at BAVC. A local woman with good IT experience, Elnah Tati, took on the job of operating the facility. For a while her salary was paid by the University of Queensland's "Marine Biodiversity in Marovo Lagoon" project. Elnah also became a part-time local project officer for SPC when the OLPC project was launched. Currently (Oct 2010) the Bekabeka DLC and Mount Mariu access point are no longer fully operational. Bekabeka DLC has a minor technical problem, most likely a VSAT cable. This is easily fixed. The Mt Mariu Wi-Fi link is also not operational due to community disputes. This was due to Kavalovata Community disputing the ownership of the high-altitude location where the repeater mast was located with Peava Community, who had assisted in the project. Both communities see opportunity for connecting their villages from the repeater. An MOU was negotiated during 2009 but has not been followed through. The Batuna computer facility is still functional but due to the link down, it has no Internet access. On the left is an example of the low-cost Wi-Fi equipment needed to connect each school/community. If low-power computers (netbooks) are used, the solar power supply needed is also low-cost. The range is up to 50km as long as there is line of sight. (Toa Marovo has almost 360 degrees view of central Marovo). For locations only a few km away from the AP, even lower cost plastic antennas can be used. Note also that Uepi Resort is able to mobilise guests to donate equipment. Break down of small community access facility costs (duty free, directly sourced): * Wi-Fi antenna and router USD 500 * Netbook computer USD 500 * 130W solar panel, regulator and 250Ah deep cycle batteries USD 2,500 TOTAL (basic eqt): USD 3,500 Wi-Fi antenna connecting Batuna to Mt. Mariu AP (1) The community access facility at Batuna (connected to the Bekabeka-Mariu network) and hosted by the Batuna Adventist Vocational College. The Scots College volunteers will add something similar at Patukae. (2) Students at work with laptops in Patukae school, 2010 REFERENCES 1. UNESCO – SC Sector LINKS Programme Marovo Project http://portal.unesco.org/science/en/ev.php-URL_ID=4989&URL_DO=DO_TOPIC&URL_SECTION=201.html 2. UNESCO CI Sector OER Programme http://www.unesco.org/webworld/en/oer 3. SPC's PACRICS Programme http://pacrics.net 4. Marovo Learning Network – SPC, MEHRD/DLCP, Patukae RICS Committee http://www.peoplefirst.net.sb/DLCP/Marovo.htm 5. A working public-private partnership for rural Internet connectivity http://ict4dviewsfromthefield.wordpress.com/2010/09/19/a-working-public-private-partnership-for- rural-internet-connectivity/ 6. Marovo OLPC project – MEHRD/DLCP, SPC http://wiki.laptop.org/go/OLPC_Solomon_Islands http://ict4dviewsfromthefield.wordpress.com/2010/10/10/using-the-xos-in-patukae-and-talking-with- the-parents/ 7. WikiEducator portal for the project with lesson Planning tool http://wikieducator.org/Patukae_College 8. Isabel Community Health Learning Programme (Commonwealth of Learning); model for participatory community radio, and Dec 2010 workshop at Patukae http://www.wikieducator.org/Community_Media/Isabel http://wikieducator.org/Community_Media/Marovo	<urn:uuid:1e3c7f8f-7bd0-4f05-be41-275f5273323b>	CC-MAIN-2020-40	https://wikieducator.org/images/4/40/UNESCO-wiki-Marovo-2010.pdf	2020-09-25T22:35:59+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	702,558,373	4,204	eng_Latn	eng_Latn	0.942071	eng_Latn	0.994397	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3842, 7380, 10589, 11903, 14193, 14531, 16554, 17598, 18748 ]	[ 1.9765625 ]	1	1
Grade 6 Number Properties Maths Grade 1 to 6.com The Worksheet Specialists Subscribe to access over 6,000 worksheets in www.grade1to6.com for just USD 25/ year. 176	<urn:uuid:68fa2b0e-3cc9-41b3-97fe-e96e4ad79d86>	CC-MAIN-2020-40	https://www.grade1to6.com/free-ib-worksheets/maths/grade6/number-properties/pdf/46-prime-composite-numbers-free-math-worksheet-grade-six-6-ws1_locked.pdf	2020-09-25T22:40:24+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz	848,321,061	48	eng_Latn	eng_Latn	0.973766	eng_Latn	0.973766	[ "eng_Latn" ]	false	docling	[ 171 ]	[ 1.4296875 ]	2	0
Mövenpick Hotels & Resorts cooks up a World Health Day feast for children. Dubai, United Arab Emirates, 10 March 2015 – Being healthy isn't just about staying in shape, it's also about engaging youngsters in fun, interactive initiatives to acquire a taste for a healthy lifestyle. Dubai, United Arab Emirates, 10 March 2015 – Being healthy isn't just about staying in shape, it's also about engaging youngsters in fun, interactive initiatives to acquire a taste for a healthy lifestyle. On the occasion of World Health Day on 7 April, Mövenpick Hotels & Resorts is offering "Power Bites" cooking classes for children at 11 properties in the Middle East and Asia. "Power Bites" is Mövenpick's special menu for children, featuring nutritious meals that are presented in a fun, entertaining way. During this exciting cooking class, parents and kids can learn together about how to create delicious, wholesome lunchbox snacks and dishes. Each class includes at least two easy recipes and in the spirit of Mövenpick's "Power Bites" menu, having fun with healthy ingredients is also included. Young aproned cooks can just smile and go bananas as food presentations with personality culminate from the experience, after which they can enjoy the fruits of their labour. Clown pizzas, flavoured organic yoghurt, whole-wheat tortilla snakes, pancakes and sandwiches which take the shape of kitty cats, caterpillars and birds are just some of the fun and creative recipes. "Healthy food can be loads of fun," says Peter Dresher, Vice President, Food & Beverage, Middle East and Asia. "By sharing nutritious lunchbox ideas in a fun way, we hope children will associate being healthy and its benefits with enjoyment and positive memories from a young age." Hotels that offer the healthy cooking class on 7 April include: * Mövenpick Hotel & Resort Al Bida'a Kuwait * Mövenpick Resort & Spa Dead Sea * Mövenpick Resort & Spa Tala Bay Aqaba * Mövenpick Resort & Residences Aqaba * Mövenpick Hotel Jumeirah Lakes Towers * Mövenpick Hotel Doha * Mövenpick Hotel West Bay Doha * Mövenpick Hotel Karachi * Mövenpick Resort Bangtao Beach Phuket * Mövenpick Resort Karon Beach Phuket * Mövenpick Heritage Hotel Sentosa "Power Bites" menu items for children are available in all Mövenpick Hotels & Resorts across the Middle East and Asia. Newsletter Twitter Youtube Visit Find a Hotel Find a meeting room Find a special offer Find a restaurant About About us Development Best Rate Guarantee Destinations Europe Middle East Asia Africa Professionals Press Careers Travel professionals Service Imprint Privacy Policy Cookies Preferences Terms and Conditions of Use Contact Booking Terms & Conditions Follow us Facebook Instagram	<urn:uuid:d3898e17-f132-4ac1-b1cb-6aa87538e575>	CC-MAIN-2021-39	https://www.movenpick.com/en/press/news/detail/moevenpick-hotels-resorts-cooks-up-a-world-health-day-feast-for-children/?cHash=2706129648da7ea2fdc8bf223cf459e3&tx_html2pdf_pdf%5Baction%5D=download	2021-09-19T19:25:40+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00666.warc.gz	922,089,000	617	eng_Latn	eng_Latn	0.920755	eng_Latn	0.989743	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2325, 2744 ]	[ 1.40625 ]	3	0
MAKER JOURNAL Name:_________________________ Date:______________________ Our Class Weather Symbols Draw and explain our class weather symbols below:	<urn:uuid:57c2dfea-e645-411b-9b26-00a79e8ea793>	CC-MAIN-2021-39	https://2m9f1z15c8mny1dunw8i2do3-wpengine.netdna-ssl.com/wp-content/uploads/2017/08/Lesson-4-Weather-Device-Challenge-MakerJournal.pdf	2021-09-19T20:55:10+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00667.warc.gz	126,203,583	41	eng_Latn	eng_Latn	0.964224	eng_Latn	0.964224	[ "eng_Latn" ]	false	docling	[ 164 ]	[ 2.5625 ]	2	3
INTERVENTION PROJECT ABOUT BULLYING IN SCHOOL By Marina Parés Soliva. Original text in Spanish. Translated by Marina Parés. Summary The latest studies carried out in Europe indicate that school anti-bullying programs work, therefore it is possible to reduce the number of cases of bullying, both with the implementation of preventive measures and with the correct approach to the situation. Therefore, it is important that school institutions, and especially teachers, have an intervention project in case a bullying case arises at school. This project must be based on unconditional support for the child-victim and the admission that we are facing group bullying. Although the role of the family is very important in any Intervention Plan on this subject, for reasons of space, we will limit ourselves, in this summary, to citing the main guidelines for intervention in the school environment. The class tutor is the most suitable person to intervene appropriately within the school context. Once the complaint is received (either at the initiative of the parents, the minor or other peers), the guardian must carry out the first actions, which focus on the protection of the child-victim, to cut off any violent manifestation , and in seeking the collaboration and commitment of the school leadership. The actions of the class tutor towards the child-victim of bullying must focus on three basic axes: protection measures, integration or acceptance, and those of assessment or recognition. Protective measures must be agreed with the minor, always under the supervision of an adult and it is not advisable that they last more than three months. At the same time, the minor must be helped to accept his situation, avoiding denial and flight, the type of situation in which the minor is in must be recognized, and work must be done to ensure that the child victim overcomes self-blame. Through the tutorial talks, the message must be transmitted that the minor is not to blame for being attacked or for needing protection. The recognition measure is based on the application of actions that increase the self-esteem of the child-victim, since it is necessary to promote the appreciation of their public image (give them special responsibilities in class, etc. ...). Regarding the group of harassers, they must be controlled, transmitting the clear message that no more violence will be allowed, explaining the corrective measures if this continues; adults must know how to discern who instigates the bullying and who supports it in order to deal effectively; responsibility for the actions themselves must be strengthened, ranging from apologizing to the child-victim to concrete actions for compensation and, finally, the unity of the group must be broken, which can be achieved through the inclusion of its members in other groups. Regarding the class-group, it is also considered a secondary victim, since it can manifest symptoms of post-traumatic stress. It is important to promote the recovery of the ability to react in front of the bullying group, of the students who have witnessed the attacks, either through public denouncement in the tutorial talks, in private ones with a teacher or anonymously through the mailbox of complaint. The values of coexistence should also be promoted, which is why the elaboration of works on ethics, violence, courage and critical spirit and subsequent class expositions are considered very useful. Finally, actions that help the inclusion of the child-victim in class dynamics must be encouraged in the group-class. A good strategy is one that receives friendly protection from the positive class leader. The administration must be able to influence the rest of the teachers regarding the increased vigilance of the members of the violent school group (since they can decide to harass another student who is less protected than the one who reported the bullying) and, at the same time, Over time, the rest of the teachers must collaborate in the protection of the victim, both in the implementation of dissuasive measures (mailbox, complaints, anti-bullying group, etc.), and in those of exceptional protection for the child-victim. The last phase in the implementation of an intervention plan is the evaluation, which includes, in addition to the evolution of the specific case, the mechanisms established in the school, to avoid new bullying. The teacher had heard about bullying, what she never imagined was that she had to face such a situation among her own students, and now she was before frightened eyes and a quiet voice that informed her, stealthily and among great security measures, so as not to be discovered, of what a group of students in her class was doing to a classmate. If you are a teacher or teacher, have you ever found yourself in a similar situation? If something like this happened, would you know how to deal with it? The latest studies carried out in Europe show that school anti-bullying programs work (2) therefore it is possible to achieve a decrease in cases of bullying, both with the implementation of preventive measures and with the correct approach to the situation in those cases. Let them surge. This article presents a model of intervention against bullying. This is a contribution from the European Mobbing Information Service aimed at teachers in order to provide a useful tool to address these cases from the school itself. The proposed model has been presented in various forums (3) and has been adopted in order to be implemented in some schools starting next September. Concept and Definition of Bullying The concept of bullying comes from the English word "bull" which means to ram, although it has also been translated as bully. It is an adaptation of the concept of bullying at work to bullying in the school environment; Both forms of behavior have a lot in common, since the two are manifestations of psychological violence through group harassment, what differentiates them is the environment where they take place, some at work and others at school; the age of the participants and a greater use of physical assaults in the case of bullying. As they are manifestations of psychological violence, they are aimed at breaking the balance and psychological stability of the victim, therefore, the suicide of the victim is the confirmation of the success of group harassment (4). We like the definition of bullying as "a form of willful and persistent mistreatment of one student towards another without provocation mediating" made by Fuensanta Cerezo professor of Psychology at the University of Murcia and expert in bullying, and although at first It does not contemplate the group component, if it values it by adding "that the problem occurs in interpersonal relationships and that the entire group in the classroom collaborates and it is not something only of the aggressor and the victim". School Intervention Project Previous It is based on the premise that bullying is a manifestation of group harassment and all the designed interventions have in common unconditional support for the person, child in this case, victim of violence by their peers. Therefore, the intervention project presented can only be applied taking into account these two pillars, namely: unconditional support for the child-victim and the admission that we are facing group bullying. It is not therefore a dispute between two, but there is a group that attacks an individual. Without respecting these two premises, the intervention model presented here will probably not achieve the expected results. Unconditional support for the child-victim takes the form of absolute respect for their word, for the version of the facts that they manifest, as well as for their participation in decision-making on the ways of intervening and the times of intervention. Nothing should be done without the child-victim knowing what the adult intervention is going to be, this implies adapting to the times of the minor. Not respecting their criteria, and acting without their knowledge can lead to an aggravation of the violence they receive, since adults, even with the best of intentions, can initiate actions that increase the situation of vital distress of the child-victim. Therefore, the model presented here is based on respect for the child's decision-making regarding the resolution of his or her own problem, with the only exception that no further acts of aggression on him will be tolerated. It is very important that at this point the adult is uncompromising: no more aggressions against him will be consented to, therefore all the actions to be designed must fulfill this objective: to cut off the aggressions at the root. The other pillar on which this intervention model is based is the acceptance that we face group harassment, which means that on the one hand there is a group of students who attack and on the other the victim who is attacked, very alone and with very few props. The model presented here will not have good results if we start from the assumption of a quarrel between two. In interpersonal disputes there is a certain balance of forces that is non-existent in cases of bullying. To speak to a child who has suffered the aggressions of his peers, of those whom he previously considered his friends, it is necessary to be very careful with the tone used, any trace of anger or rage can victimize him a second time. We are facing a child who has lost confidence in his fellow men. It is very important not to blame the child for their situation and for this it is essential to blame those who exercise violence and not the victim. The child has to feel that we understand him, in addition to feeling sorry for him, and that we in his similar situation would react like him. We cannot think that he is a weak person, because he certainly is not: putting up with the barbarities that he has had to endure without almost questioning demonstrates greater resistance and courage than is thought at first sight. We cannot forget that the harassment takes place when the future victim rebels against the submission that the leader demands, therefore, we are facing a child who had a good self-concept at the beginning of the harassment; at least good enough to resist the manipulative pressures of the bully on duty. It is precisely to break that resistance the ultimate goal of psychological violence. Often the manipulative leader is not the same one who exercises the maximum violence against the victim, since as a good manipulator he has managed to surround himself with allies who do his dirty work. If we do not know how to identify who is the manipulative leader, intervention on the harassing group will fail. Intervention guidelines The intervention guidelines basically rest on the class tutor since he is the most apt to intervene and to do so in an appropriate way and within the school context. In the meetings of the tutor with the parents of the child-victim, it must be made clear that no more aggressions will be tolerated and also the collaboration and commitment of the school administration must be sought and the intervention plan must be jointly designed The Intervention Plan has two sections: school intervention and family intervention. Within the school intervention, work within the classroom, which will be the responsibility of the tutor, must be distinguished from intervention with the rest of the teachers, which will fall more on the management. This teaching aspect should not be underestimated, since it will be necessary to count on the collaboration of all teachers to implement dissuasive measures for other possible bullying. Classroom work should include work with the main children, and with the class group. Family intervention must include working both with the family of the child-victim, as well as with the parents of the child-bully and also with the parents of the other violent children. The three groups are distinguished since the interventions will be different for each of them. INTERVENTION PROJECT Scheme NOTES (2) School anti-bullying programs work: Trying to end one of the bad guys that is hitting the classroom, 'bullying', in developed countries is possible. A new study carried out in 47 schools in the Netherlands has just found that antibullying programs achieve a reduction in attacks by minors if they are maintained in the long term. The work, published in the last edition of the journal 'Archives of Pediatrics and Adolescent Medicine,' confirms the effects of imparting these types of measures, including teaching teachers to talk about the problem and educating students in a better relationship with peers. After conducting a survey of 3,800 students between the ages of 9 and 12, it was found that those who were in schools where these anti-bullying councils were taught had changed their behavior. In addition, the number of offenders had increased in schools where no action had been taken compared to those that did have the programs. But, the data also reveals that violence reappeared if prevention courses were suspended from one year to the next. http://www.elmundo.es/suplementos/salud/2006/668/1150495207.html (3) 2005 "Being a Teenager Today" Congress. Madrid http://www.acosomoral.org/pdf/ProyectoBullying.PDF. Municipal Conference of Agüimes. 2006. Gran Canaria (available on the Congress CD) and Virtual Congress Cive-Educa 2006. Palma de Mallorca. http://www.acosomoral.org/pdf/cive06.pdf (4) Jokin case http://www.acosomoral.org/indexjokin.htm We appreciate the publication of this article on the Belt Ibérica S.A. website. <----------------> INTERVENTION PROJECT - SPECIFIC GUIDELINES SCHOOL INTERVENTION Tutor: inside the classroom a) Child-victim: The actions of the class tutor towards the child-victim of bullying must focus on three basic axes. Protection measures, integration or acceptance measures, and valuation or recognition measures. Protection: Extreme protection measures must be adopted, the application of which must be agreed with the minor (always under the supervision of an adult, not leaving him alone in the patio, in the toilets ...). The maximum application time must be around three months since if the other actions have given the expected result, these measures will no longer be necessary. They are exceptional measures. Acceptance: It is necessary to help the minor to accept his situation. You have to avoid denial and flight, you have to be able to recognize the type of situation you are in; as well as working so that the child victim overcomes self-blame. Through the tutorial talks, convey the message that the minor is not to blame for being assaulted or for needing protection. Recognition: It is based on the application of measures that increase the self-esteem of the childvictim. It is necessary to promote the valuation of his public image (give him special responsibilities in class ...) b) Group of bullies: The actions towards the group of students who have become a violent group will be based on the following four axes. Control: It is necessary to transmit the clear message that more violence is not going to be allowed and to explain the corrective measures if this continues. Detection: You have to know how to discern who instigates the harassment of those who support it. Responsibility: The responsibility for the actions themselves must be strengthened, ranging from asking the child-victim for forgiveness to concrete compensation actions (individually and not in groups). Initially, these actions must be supervised by an adult and assessed by the child-victim so that they do not revert to subtle aggression. Disintegration: The unity of the group must be broken and this can be achieved through the inclusion of its members in other groups (study, sports ...). c) Group-class: The rest of the students who have witnessed violence between equals, and who out of fear have not defended the victim, must also be subject to intervention by the tutor, since all the studies indicate that they must be considered secondary victims. from the bullying group, and very often some of these students will manifest symptoms of post-traumatic stress. Witnessing violent situations of repetition generates defenselessness and a lot of fear of being treated the same, while there is much guilt, greater as the class group is older, for not knowing how to defend the victim. Reaction: We must enhance the recovery of the ability to react to the harassing group, either through public reporting in the tutorials, or private with a teacher or anonymous through the complaints box. The creation of anti-bully groups at school is also valued as very useful. Although it is necessary to watch that this type of groups do not become propagators of greater violence; To avoid this, you have to work hard on the culture of non-violence. Coexistence: We must make a special promotion of the values of coexistence since they have been destroyed. The elaboration of works on ethics, violence, courage and critical spirit and the subsequent expositions in class are considered very useful. Solidarity: It is necessary to promote actions that help the inclusion of the child-victim in the dynamics of the class. An increase in tasks of responsibility within the classroom will help to promote the public image of the child-victim. Another strategy is to receive friendly protection from the positive class leader. Adress: rest of teaching staff The Directorate must be able to influence the rest of the teaching staff, both in terms of increasing the vigilance of the members of the bullying group (since they may decide to harass another student who is less protected than the one who reported the bullying) and the same Over time, the rest of the teaching staff must collaborate in the protection of the victim, both in the implementation of dissuasive measures and in those of exceptional protection for the childvictim (they are temporary). You have to understand the irritable and sometimes irritating state of the child-victim as a result of repeated abuse. Deterrent measures are: complaints box, anti-bully group ... Due to this great problem there are many programs that have been developed to help in the prevention of bullying, among all those analyzed, I personally bet on the one prepared by Marina Parés Soliva, which has been put into practice with my students in the Support classroom to the Integration and that I will now explain its most relevant aspects. Núria Otero Martínez. FAMILY INTERVENTION The class tutor must be able to count on the help of the school psychologist or the principal to intervene with the parents of the students involved. The way of intervening with each of them will be different and for this reason this model focuses on differentiated interviews with the parents of the child-victim, the parents of the child who instigates the main bullying or harasser and with the parents of the rest of the children. who participated in acts of harassment. Tutor with intra-school support preferably by a school psychologist a) Child-victim parents. The intervention must be collaborative and must be based on two premises, on the one hand, containing the child's and parents' anguish and, on the other, helping the parents not to blame the child or themselves. b) Child-bully parents. The intervention must be aimed at recognizing that they have a serious problem to solve, it must be based on the premises of not allowing or consenting to further aggressions of their child and on their need to receive specialized therapeutic care outside of school (that helps to the recognition that the problem of violence has its origin in the family and not in the school). c) Parents children of the bullying group. The intervention must be directed towards recognizing the need of their children to learn other ways of relating, for this it is essential that they collaborate in asking the victim for forgiveness. These parents will help their children by not allowing them more aggressions through the selfcontrol of violence, through the promotion of self-esteem and the development of their own criteria that will protect them from group submission and facilitate their inclusion in the groupclass of individually and not in groups. In some cases, those who manifested the most violence towards the victim will also require external and specialized therapeutic treatment. Conclusions It is understood as a good resolution of a case of bullying when it is possible to stop the actions of violence and marginalization, and that the victim can continue schooling in a warm and protective environment. Every school intervention plan to stop bullying must include four phases: The first is the receipt of the complaint (either at the initiative of the parents, the minor or other peers). The second phase includes the first actions, which focus on the protection of the child-victim and on cutting off any violent manifestation. The third phase is the intervention with the protagonists through the design of a special intervention project for each case; central reason for this article. The fourth and last phase is the evaluation that includes, in addition to the evolution of the specific case, the preventive mechanisms in place in the school that serve to prevent further bullying. The recommendations to school victims of bullying by all classes is that they "don't shut up", that they speak. It is questionable whether school institutions are prepared to deal with these cases with a minimum guarantee of success. For this reason, I find it interesting to provide the school, and especially the teachers, with an intervention project for when a case of bullying arises at school. The European Information Service on Mobbing SEDISEM (1) aims to provide an answer to this need, which is why we hope to have provided useful elements so that, in each school center, where a case of bullying arises, its intervention can be designed in order to stop violence between equals and avoid situations of vital anguish in harassed minors. NOTES (1) The European Mobbing Information Service- SEDISEM is available to educational centers to advise on intervention in cases of bullying. www.sedisem.org All reproduction must mention the authorship and the source	<urn:uuid:dd0d503a-ca56-40b1-bae3-ee9e9ddd48c0>	CC-MAIN-2020-40	https://acosomoral.org/Documents/Escol/2007%20PROJECT%20INTERVENTION%20BULLYING.i.pdf	2020-09-25T23:33:56+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	257,533,208	4,317	eng_Latn	eng_Latn	0.998712	eng_Latn	0.998951	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2843, 6389, 10411, 12077, 15088, 18185, 20882, 22354 ]	[ 2.53125, 1.828125 ]	1	1
Amplifying Life Shandi Andres, Family and Consumer Sciences Agent K-State Research and Extension, Flint Hills District Leadership Having leaders in our schools, communities, work place, and even our home is critical to the operation of everyday life. They are important to help make things run smoothly. In the past several years, U.S. higher education institutions have incorporated leadership training programs to offer students coursework that will help develop leadership skills and professional marketability. Most companies and organizations provide additional leadership development trainings to help mold new employees into the type of professional they require for the business. What is leadership? One of the definitions used is "A person who guides or directs a group." We have often heard the phrase, "Leaders are born, not made." Sometimes this is transformed into the idea that "Leaders are born, made, and molded." Some individuals have a natural tendency to rise to leadership positions. Everyone though could benefit from leadership skills. One of my favorite quotes is "Leadership is an action, not a position." We look to leaders not only to guide, but also to set an example with the right choice. Of course "right" is a perception, which is why each person finds someone different to look up to. Our society recognizes the importance of developing leadership skills of individuals and to build upon their strengths. There are many benefits to leadership skills, including being more marketable to employers. The University of Minnesota identified 8 qualities that employers are looking for. These qualities are: leadership, communication and interpersonal skills, intelligence, enthusiasm, flexibility, high energy level, maturity, and skill. As a leader, you can use your skills to inspire and motivate others. It is no surprise that people you may never meet will see you in your leadership role and look at how you handle situations. As a parent, this may happen at the baseball field with other parents watching. Why all this talk about leadership skills? Sometimes people don't realize the power they have to help create effective leaders. I believe the development of leadership skills begins when children are young and continues throughout our lifespan. As a parent, we can be intentional in helping children develop these skills. As members of the community, young people watch and observe leadership qualities each and every day. What actions can be taken to help children and youth become positive leaders? Youth can often be overwhelmed with too many choices or options. Adults can help narrow down the choices, talk through the pros and cons of choices, and help guide them in making decisions. As they grow from young children to young adults we hope that they become better decision makers and grow the skills that develop leaders. Eventually, they will understand the assessment of what needs to be completed as well as have the capacity to initiate the task with little direction. Becoming a leader is a journey not a destination. It doesn't end at high school graduation. It begins at birth and continues throughout our lifetime. Helping our youth develop their leadership skills has proven benefits. If we set the foundation, they can take on more of the responsibility as they mature. More information on the development throughout the lifespan, feel free to contact me. Shandi Andres, Flint Hills Extension District, 501 W Main, Council Grove, KS 66846. (620) 767-5136 or [email protected]	<urn:uuid:c8b6a582-5c8b-43f9-b3cf-ab488634be07>	CC-MAIN-2020-40	https://www.flinthills.k-state.edu/health-home-family/amplifying_life_articles/2018_articles/Leadership.pdf	2020-09-25T23:56:41+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz	825,623,307	692	eng_Latn	eng_Latn	0.99813	eng_Latn	0.998295	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2559, 3559 ]	[ 2.59375 ]	1	2
Rueter-Hess Reservoir Rueter–Hess Reservoir is a significant water management project for the Parker Water and Sanitation District (PWSD). The Reservoir was completed in 2012. When filled, the reservoir will have a capacity of 75,000 acre feet (AF) of water and encompass 1,170 acres. PWSD provides services for the Town of Parker and portions of unincorporated Douglas County, Colorado. The District currently serves approximately 50,000 residents, with an estimated build out population of 122,000. Rueter–Hess Reservoir is an off-stream reservoir, which will store renewable water from the following sources: nearby Cherry Creek (surface water & alluvial well water), Newlin Gulch and reclaimed water from PWSD. Additional long term water supplies are being evaluated by PWSD and the findings will be included as part of a larger, regional water master plan led by the South Metro Water Supply Authority (PWSD is on the Board of Directors). In addition, 10,700 AF of storage space is owned by several partner communities – Castle Rock (8,000 AF) Castle Pines North (1,500 AF) and Stonegate (1,200 AF) who will be importing their own water supplies. The reservoir is planned to minimize draws of non-renewable Denver Basin Aquifers, by collecting and storing renewable water when available to help the District meet peak summer demands and bridge future droughts. Renewable, sustainable, long-term water resources. A vital investment for our Future! Who We Are Parker Water and Sanitation District (PWSD), established in 1962, provides water and wastewater services for the Town of Parker and portions of unincorporated Douglas County, Colorado. In the near future, PWSD will also serve parts of Lone Tree and Castle Pines. Currently, the primary water source for our community is Denver Basin groundwater, which is a non-renewable water source that is depleting throughout Colorado. PWSD is investing in regional, long term water supply projects to provide a secure water future for our customers. Projects, such as the Rueter-Hess Reservoir and our highly efficient reclaimed water system, will help ensure we have enough water resources to support our families now and in the future. They will also help maintain and enhance property values and our quality of life. For More Information, Call 303-841-4627 \| RESERVOIR \| MAXIMUM OPERATING CAPACITY (AF)* \| MAXIMUM DEPTH \| SURFACE ACRES \| USE \| \|---\|---\|---\|---\|---\| \| Rueter-Hess \| 75,000** \| 184’ \| 1,170 \| Drinking/Storage \| \| Chatfield \| 27,162 \| 47’ \| 1,479 \| Flood/Recreation \| \| Cherry Creek \| 13,960 \| 26’ \| 850 \| Flood/Recreation \| \| Aurora \| 31,679 \| 50’ \| 800 \| Drinking/Recreation \| \| Dillon \| 257,304 \| 79’ \| 3,233 \| Drinking/Recreation \|	<urn:uuid:a0e6e1ab-06dc-47f7-8861-a6bb3b38c936>	CC-MAIN-2020-40	http://rhrecreation.org/DocumentCenter/View/70/Reuter-Hess-Reservoir-Flyer-PDF?bidId=	2020-09-25T22:04:59+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	114,901,673	659	eng_Latn	eng_Latn	0.995643	eng_Latn	0.995643	[ "eng_Latn" ]	false	docling	[ 2715 ]	[ 2.109375 ]	4	8
Article Guide: License to Drill: New rules for offshore drilling could threaten nearly all of America's coasts http://scienceovereverything.com/?p=3788&preview=true Part 1: What is offshore drilling? Directions: * Read the section of the article titled "What is offshore drilling?" o Underline in the text where the focus questions are addressed o Box vocabulary words or words that you have not seen before * Answer each focus question Focus questions 1. Where in the ocean does offshore drilling take place? __________________________________________________________________________________________ __________________________________________________________________________________________ 2. How do offshore drills access crude oil and bring it to the surface? __________________________________________________________________________________________ __________________________________________________________________________________________ 3. What part of the United States Government oversees offshore drilling? __________________________________________________________________________________________ __________________________________________________________________________________________ Part 2: Environmental consequences Directions: * Read each understanding question * Read the section of the article titled "Environmental consequences". o Think about what you would need to know to answer that question o Box vocabulary words or words that you have not seen before * Answer each understanding question Understanding questions 1. What do you think poses a bigger environmental risk from offshore drilling, oil spills or regular operations? __________________________________________________________________________________________ __________________________________________________________________________________________ 2. How can damage to a local ecosystem potentially harm humans economically? What are some social repercussions of a region losing its main source of income? __________________________________________________________________________________________ __________________________________________________________________________________________ Part 3: Is offshore drilling worth it? Directions: * Read the section of the article titled “Is offshore drilling worth it?” o Box vocabulary words or words that you have not seen before * Discuss with a partner how you would address the extension questions. o Write a response to the extension questions 3. Imagine you were on the board of directors of an oil company. You and the other members are discussing if the company should start a new offshore oil drilling project. From a business stand point, would you be for or against building new offshore oil rigs? Cite at least two pieces of evidence for your argument. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________	<urn:uuid:47981add-ce60-47a7-9f79-1e95b4b0db0c>	CC-MAIN-2020-40	http://scienceovereverything.com/wp-content/uploads/2018/02/Offshore-Drilling-Article-Guide.pdf	2020-09-25T21:55:59+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	121,502,416	450	eng_Latn	eng_Latn	0.952563	eng_Latn	0.955134	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1532, 3462 ]	[ 3.8125 ]	2	0
Organization of the Mongol Empire under Genghis Khan Pax Mongolica Coined as a parallel to Pax Romana, the Pax Mongolica (Latin for "Peace of the Mongols") was the term for situation where trade between China and Europe in the 13th and 14th centuries was common and free from profound interference. Although the Mongol system of administration and governance during the brief era was not exactly peaceful, [1] the Pax Mongolica was a time of relative peace throughout the Old World that led to an increase of trade, as well as an increase in awareness, between distant nations. In essence, the Mongol Empire administered political order over a very large area of land which enabled relative political and economic stability to follow. In the face of the ethnic, religious and tribal diversity of the civilians and soldiers of the Mongol Empire, which eventually included modern day Persians, Chinese and many Turkic peoples, Genghis Khan insisted on focusing all loyalty on himself as Great Khan and no others. Thus, Genghis Khan had no room for the traditional clan- and kindred-based divisions that were common in central Asian society. Obedience was expected from everyone from the lowest to the highest classes. Any disobedience by a subordinate officer to any order from a superior officer was reason for death. Genghis Khan revolutionized his military by incorporating the decimal system in his army. He arranged his army into arbans (inter-ethnic groups of ten), and the members of an arban were commanded to be loyal to one another regardless of ethnic origin. [2] The military unit's sizes were based on factors of 10: arbans (10 people), zuuns (100), Mingghans (1000) and tumens (10,000). This decimal system organization of Genghis Khan's strong military proved very effective in conquering, by persuasion or force, the many tribes of the central Asian steppe, but it also strengthened Mongol society as a whole. Law and Governance The Mongol Empire was governed by a code of law devised by Genghis, called Yassa, meaning "order" or "decree". A particular canon of this code was that those of rank shared much the same hardship as the common man. It also imposed severe penalties – e.g., the death penalty if one mounted soldier following another did not pick up something dropped from the mount in front. Penalties were also decreed for rape and to some extent for murder. Any resistance to Mongol rule was met with massive collective punishment. Cities were destroyed and their inhabitants slaughtered if they defied Mongol orders.Under Yassa, chiefs and generals were selected based on merit. The empire was governed by a non-democratic, parliamentary-style central assembly, called kurultai, in which the Mongol chiefs met with the great khan to discuss domestic and foreign policies. Kurultais were also convened for the selection of each new great khan Genghis Khan also created a national seal, encouraged the use of a written alphabet in Mongolia, and exempted teachers, lawyers, and artists from taxes. [ The Mongols imported Central Asian Muslims to serve as administrators in China and sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, thus using foreigners to curtail the power of the local peoples of both lands.The Mongols were tolerant of other religions, and rarely persecuted people on religious grounds. This was associated with their culture and progressive thought. Some historians of the 20th century thought this was a good military strategy: when Genghis was at war with Sultan Muhammad of Khwarezm, other Islamic leaders did not join the fight, as it was seen as a non-holy war between two individuals Government Legacy Genghis Khan's united Mongol nation formed the foundation of the largest continuous land empire ever known. A wise statesman, Genghis also established Mongolian-style democracy that respected the ethnic and cultural diversity of his Empire. His government left many long-lasting legacies: - Literacy and official record-keeping began with the first written Mongolian script, created by adapting the alphabet of the Uighur people of western Mongolia. - Councils of leaders and a "cabinet" of advisers drawn from different tribes and nations were held to establish policies and make decisions. - Laws and directions, referred to as the Great Yassa, defined Mongol behavior. - Religious freedom was extended to all denominations in the belief that the support of religious leaders would foster good relations with the people. - Civil Service appointments were based on merit, regardless of nationality or connections. - International passports provided protection for the diplomatic representatives of any nation, facilitating safe passage and trade. - Rapid communication depended upon the Yam, an efficient mounted messenger service. Meritocracy Genghis Khan preferred to rule through existing hierarchies, but where he was resisted he destroyed the existing aristocracy. Nevertheless, he created at the same time a rough meritocracy among the Mongols. Positions of honor were given on the basis of bravery in battle or outstanding loyalty, as opposed to the old system of inheritance through families. This was far ahead of any other system in Europe at the time. Mail system The Mongol Empire had an ingenious and efficient mail system for the time, often referred to by scholars as the Yam. It had lavishly furnished and well-guarded relay posts known as örtöö set up throughout the Empire. [118] A messenger would typically travel 25 miles (40 km) from one station to the next, either receiving a fresh, rested horse, or relaying the mail to the next rider to ensure the speediest possible delivery. The Mongol riders regularly covered 125 miles (200 km) per day, better than the fastest record set by the Pony Express some 600 years later. The relay stations had attached households to service them. Anyone with a paiza was allowed to stop there for re-mounts and specified rations, while those carrying military identities used the Yam even without a paiza. Many merchants, messengers, and travelers from China, the Middle East, and Europe used the system. When the great khan died in Karakorum, news reached the Mongol forces under Batu Khan in Central Europe within 4–6 weeks thanks to the Yam. [49] Genghis and his successor Ögedei built a wide system of roads, one of which carved through the Altai Mountains. After his enthronement, Ögedei further expanded the road system, ordering the Chagatai Khanate and Golden Horde to link up roads in western parts of the Mongol Empire. Kublai Khan, founder of the Yuan dynasty, built special relays for high officials, as well as ordinary relays, that had hostels. During Kublai's reign, the Yuan communication system consisted of some 1,400 postal stations, which used 50,000 horses, 8,400 oxen, 6,700 mules, 4,000 carts, and 6,000 boats. [ citation needed ] In Manchuria and southern Siberia, the Mongols still used dogsled relays for the yam. In the Ilkhanate, Ghazan restored the declining relay system in the Middle East on a restricted scale. He constructed some hostels and decreed that only imperial envoys could receive a stipend. 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Cover Photo of Class of 2020 Valedictorian Alexys Ginegaw who is attending Texas Woman's University, courtesy of Renee Marler of Our Celina Magazine . Table of Contents _______________________________________________________________________________________________________________________________________________________________ Celina ISD Vision and Mission Statement MISSION of Celina ISD, the destination district, is to provide a safe, caring, and collaborative learning environment for all students. VISION Shaping the future by providing an educational model of innovation & excellence VALUES Inspiring students and empowering minds Excellence in all we do Our traditions while embracing the future Faith, family, & relationships Respect, loyalty, & integrity. Non-Discrimination Statement It is the policy of Celina ISD not to discriminate on the basis of race, color, national origin, sex, handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended. Celina ISD will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational programs. For information about your rights or grievance procedures, contact the Title IX Coordinator, Dr. John Matthews, at 205 S. Colorado Street, Celina, Texas, 75009, 972-947-9340 Es política de Celina ISD el no discriminar con base en raza, color, nacionalidad, sexo, discapacidad o edad en sus prácticas para emplear tal y como lo requiere el Título VI del Código Civil en su enmienda de 1964; Título IX de las Enmiendas Educativas de 1972; Enmiendas al Acto de Edad Discriminatoria de 1975; y Sección 504 de la Enmienda al Acto de Rehabilitación de 1973. Celina ISD se asegurará que la limitación o falta de habilidades en el idioma Inglés no sea una barrera de admisión y participación en programas educativos. Para mayor información de sus derecho o procedimientos de apelación, favor de comunicarse con el Coordinador del Título IX, Dr. John Mathews con dirección en; 205 S. Colorado St., Celina, TX 75009 Celina Independent School District will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. For information about your rights or grievance procedures, contact: Assistant Superintendent, Title IX Coordinator Celina Independent School District 205 S Colorado Street Celina, TX 75009 469-742-9100 Academic Information Beginning with the graduating class of 2018, all students shall enroll in the courses necessary to complete the curriculum requirements of the Foundation High School Program (FHSP) and the curriculum requirements for at least one endorsement. Upon entering the 9th grade, a student will indicate in writing the endorsement that the student intends to earn. Students should choose carefully in order to select courses that will be challenging, interesting to them, and that will meet graduation requirements as well as lead to an endorsement. AUTOMATIC ADMISSIONS For a student to be eligible for Automatic Admission into a Texas four-year university, the student must rank in the top 10% of their graduating class at a Distinguished Level of Achievement which includes successful completion of Algebra 2. COURSE DESCRIPTIONS – GENERAL INFORMATION This catalog is provided to assist parents and students in making course selections and planning their academic futures. Students and parents should work together to explore course offerings, graduation plans, and endorsement areas. Course descriptions are arranged by subject feature information about the grade level and required and/or recommended pre-requisites. Some courses require teacher approval, summer assignments, or supply fees. Not all courses are offered each year. Counselors are available to work with students and parents to select appropriate courses for the student that is within their interest area, are challenging and that meet graduation requirements. DISTINGUISHED LEVEL OF ACHIEVEMENT A student may earn a distinguished level of achievement by successfully completing the CISD Foundation High School Program plan. This plan includes: [x] A total of four credits in mathematics, which must include Algebra II [x] A total of four credits in science [x] The remaining curriculum requirements [x] The curriculum requirements for at least one endorsement A student must earn a distinguished level of achievement and rank in the top 10% of their class to be eligible for automatic admission. Endorsements A student may earn an endorsement by successfully completing: curriculum requirements for the endorsement, four credits in math, four credits in science, and two additional elective credits. CISD offers endorsements in Arts and Humanities, Business and Industry, Multi-Disciplinary, Public Services, STEM Math, and STEM Science. Outlines of these endorsements can be found later in this guide. BENEFITS OF GRADUATING WITH A DISTINGUISHED LEVEL OF ACHIEVEMENT AND ENDORSEMENTS * Allows you to compete for top 10% automatic admissions at any Texas public university * Ensures you are a more competitive applicant and better prepared for college-level coursework at community/technical colleges and universities * Opportunity to earn an endorsement in an area you are interested in and provides more immediate enrollment opportunities after high school into classes that are related to your field of study * Gives you a strong foundation to successfully complete an industry workforce certification Grade Conversion Tables For students transferring in from an Accredited Public or Private school systems that use letter grades: \| Submitted Grade Equivalent \| Numerical \| \|---\|---\| \| A \| 95 \| \| B \| 85 \| \| C \| 75 \| \| D (if passing) \| 70 \| \| F \| 55 \| For students transferring in from an Accredited Public or Private school systems that use Pass or Fail: For students transferring in from an Accredited Public or Private school system that use letter grades with pluses (+) or minuses (-): Grade Level Classifications To be promoted to the next grade level, students must earn credits each year as follows: Performance Acknowledgements A student may earn a Performance Acknowledgement on their transcript for outstanding achievement: in a dual credit course, in bilingualism and bi-literacy, on an AP test, on the PSAT, ACT-Aspire, SAT or the ACT exam, or for earning a nationally or internationally recognized business or industry certification or license. Outstanding performance in a dual credit course ~ By completing at least 12 hours of college academic courses, including dual credit, as part of the Texas core curriculum, and advanced technical credit including locally articulated courses, with a grade equivalent of 3.0 (B) or higher on a scale of 4.0 ~ An associate degree while in high school Outstanding performance on an AP test ~ A score of 3 or above on a College Board advanced placement exam Bilingualism and Bi-literacy ~ Completing all ELA requirements and maintaining a minimum GPA of an 80 on a 100 scale plus one of the following: [x] Completing a minimum of 3 credits in the same language in a language other than English with an 80 on a 100 scale GPA [x] Demonstrated proficiency in TEKS for Level IV or higher in a language other than English with a minimum of an 80 on a 100 scale [x] Completion of at least 3 credits in foundation subject area courses in a language other than English on an 80/100 scale [x] Demonstrated proficiency in one or more languages other than English through a score of 3 or higher on a College Board advanced placement exam for a language other than English ~ In addition, an English Language Learner must have participated in and met the exit criteria for a bilingual or English as a second language program and scored at the Advanced High level on the Texas English Language Proficiency Assessment System. Outstanding Performance on the PSAT, the ACT-Aspire, the SAT or the ACT ~ Earning a score on the PSAT/NMSQT that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation; or ~ Achieving the college readiness benchmark score on at least three of the five subject tests on the ACT-Aspire examination; or ~ Earning a combined score of at least 1310 on the SAT; or ~ Earning a composite score on the ACT examination of 28 (excluding writing) Earning a National or International recognized business or industry certification or license ~ Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification ~ Performance on an examination sufficient to obtain a government-required credential to practice a profession Pre-AP and Course Agreement College Board Advanced Placement courses provide college-level studies for high school students who desire and are ready to do college-level work. In other words, these students have a strong curiosity about the subject and a willingness to work hard. AP courses are taught using college-level materials and strategies that will prepare students to take the College Board Advanced Placement Examinations. Because of the intensity of the Pre-AP and AP college preparatory courses, students should expect the pace and academic rigor of both Pre-AP and AP courses to be above grade level. Typically, successful AP and Pre-AP students are task-orientated, proficient readers who are able to organize their time and who have parental support. Students who are already overextended with academics or extracurricular activities should seriously consider whether they have the time to devote to an AP or Pre-AP class. Outside study time is at least one to two times the amount of time spent in class per week and, in most cases, there is a summer assignment that must be completed prior to classes beginning for the school year. Student Commitment ~ Participation in the AP program is a privilege, not a right. Admission requires successful completion of the appropriate pre-AP course or pre-requisite. ~ Students must have passed the EOC test in the AP subject they will be taking. ~ Every student taking an AP course will register for, pay for, and take an AP exam in the spring, OR their final exam will be a released AP exam (from CollegeBoard) provided by the teacher. Approximate cost per AP exam: $95. ~ Students must have completed summer assignments as required by each grade level and content area. ~ Students will come to class prepared each day. Such preparation will include bringing necessary supplies. Students also agree to complete ALL assignments and tests. ~ Regular and prompt attendance is required. Makeup tests will not interfere with important classroom activities, thus a student may be required to be available outside of class to make up exams. ~ Excellent conduct in the classroom. ~ Students and their families agree to make arrangements for an appropriate study area at home, adequate study time, and proper rest. Parental Commitment ~ Encourage the student to adhere to all the above-mentioned student commitments. ~ Check daily to see that the student has completed any assignments and has the necessary supplies needed for the class. ~ Be aware of any tests assigned for the week and encourage the student to prepare. ~ Encourage the student to communicate openly with the teacher when disciplinary or curricular questions or concerns arise. If the situation remains unsolved, request an appointment with the teacher. ~ Be prepared to pay for your student's AP exam in the spring semester. Teacher Commitment ~ Provide a positive role model while teaching, emphasizing both the need for learning the discipline and its applications. ~ Agree to teach the course at a level and pace in accordance with the College Board recommendations and the CISD curriculum document. ~ Advise students and parents if the student's work or work habits are not adequate. ~ Agree to make reliable decisions regarding each student's placement in a Pre-AP or AP course. Exit Policy A student may exit a Pre-AP or AP class at the end of the 1st six-weeks of school or at the end of the 1 st semester. This is the only time a student will be permitted to drop a Pre-AP or AP class after they have made a commitment to the class. If the student changes classes at 6 weeks, they will keep the grade from the 1 st 6 weeks grading period. It will move with them to the regular class at the beginning of the 7 th week of the semester and become a part of their 9-week grade average. If the student changes classes at the end of the 1 st semester, the semester average for the Pre-AP or AP class stands as is. This exit can be teacher, student, or parent initiated. If the parent does not want their student to move out of the Pre-AP or AP class after being advised to do so, they and the student will sign a "Continuation of Pre-AP or AP class Agreement." This agreement states that if the student does not move to a regular class, even though they are not meeting the standards of the class, then there will be NO WAIVERS for participation in extracurricular activities granted for the remainder of the academic year. SCHEDULING AND COURSE SELECTIONS Our district will continue to phase in changes in course selections so that we are able to provide the best educational opportunities for students to meet the requirements for the various graduation plans that are required by the state of Texas. All students in grades 9, 10, and 11 will be scheduled for the equivalent of eight class periods per day. Seniors in good standing must enroll in at least 5 class periods per day; however, they must be on track and must have met all other graduation requirements to be eligible for early release. Seniors enrolled in a cooperative work program (Career Prep), if offered, will be permitted to leave school one class period earlier for job training. Each year, students will receive a course selection sheet. This sheet will include information that will assist students and parents in setting academic goals, selecting desired courses, and providing alternate choices if the first choice is not available. Course selections should be based on knowledge of graduation requirements and endorsements, student interests and abilities, and desired college or career plans. Course selection sheets are expected to be signed by both parent and student and returned on or before the day they are due. Please keep in mind the deadlines for specific programs and application deadlines, such as for dual credit courses, as well as your campus registration deadlines. If course selection sheets are not signed and returned by the due date, a schedule will be created for your student so that we may complete the scheduling process for the coming year. SCHEDULE CHANGE GUIDELINES Two vital points to be made regarding schedule changes: (1) According to the 90% attendance rule, a student must be in a class 90% of the time a class is offered to receive credit for that class, and (2) one of the most critical functions performed by a school is pre-registration of its students. Based on courses that students choose to take during Spring pre-registration, classes are scheduled and teachers are hired for the next school year. Please choose your classes carefully. In order to provide course continuity, enhance student learning and allow accurate projections for hiring personnel, course offerings, and class sizes, schedule changes after the deadline will be limited to the following: - The student failed a course required for graduation and must repeat the course, - The student has enrolled in a specific course for which they have already received credit, - The student is a senior who needs a specific course required for graduation, - The student has not completed the necessary pre-requisite course(s) to be enrolled in a course, - A student is enrolled in a Pre-AP/AP course involving an AP agreement and has chosen to change levels at the end of the 1 st 6-weeks or 1 st semester as per the agreement. Requests for schedule changes meeting the criteria listed above must be made during the first five days of each semester with the exception of Pre-AP/AP courses. Students must follow the guidelines outlined in the Pre-AP/AP contract. (Information on Pre-AP/AP contracts can be found earlier in this catalog.) Schedule changes will always be subject to the availability of another suitable course. Celina ISD does not discriminate on the basis of sex, handicap, race, color, and/or national origins in its educational programs. Admission into career programs is based on age, grade, interest, aptitude, and ability. Lack of English language will not be a barrier to admissions and participation in any educational program. Knowing the difference between Advanced Placement, Dual Credit, and Dual Enrollment courses will assist you in planning for both high school and college courses. \| Description \| The AP Program allows students to take college-level courses and the related AP exam, to potentially earn college credit while still in high school. \| Dual Credit allows students to simultaneously earn high school credit and college hours by successfully completing Collin College courses while in high school. \| \|---\|---\|---\| \| College Credit \| College hours may be granted when students pass the AP examination. It is up to the individual colleges and universities to grant college hours, not the College Board or the AP program. \| College hours are awarded upon successful completion of the course. \| \| Teachers/ Instructors \| Courses are taught by high school teachers trained by The College Board. \| Taught by college instructors and/or high school teachers who serve as adjunct professors. \| \| College/University Acceptance \| Accepted throughout the nation. Usually requires a score of 3 or higher. See individual college/university for their policy on accepting AP credit. \| Accepted at public colleges and universities in Texas. Check with your individual college for academic requirements. \| \| Location \| AP courses are taught on the Celina campus. \| Dual credit courses are taught on the Celina campus. \| \| Eligibility \| Open to any student. Students are expected to have the skills and knowledge from prior Pre-AP \| Students must qualify by taking the Texas Success Initiative (TSI) test, or by earning a STAAR EOC waiver. The TSI test is \| \| \| courses, and be motivated to work outside the school day on college level material. \| offered for a fee at Collin College campuses. Students are expected to be motivated to work outside the college classroom on college level material. \| \|---\|---\|---\| \| Cost \| AP courses are free. The fee for the corresponding AP exam at the end of the course is $95. This fee is reduced to $54 for students who qualify for the free/reduced meal program. \| Collin College tuition/fees apply. Tuition is $160 to $170 per semester. Tuition is free for students living in the county and qualifying for the free/reduced meal program. \| \| Textbooks \| Provided by the school \| Textbook purchase required. \| \| Impact on high school GPA \| 5.0 class \| 5.0 class \| Advanced Placement courses taught at Celina: AP English Language & Composition AP English Literature and Composition AP United States History AP Human Geography AP World History AP Calculus AB AP Biology AP Chemistry AP Spanish AP Art Dual Credit courses through Collin College: Please see http://www.collin.edu/gettingstarted/dualcredit/ for more information about Collin College dual credit courses. Dual Credit courses being offered on the Celina campus: Government/Economics; English 3 - 1301/1302; English 4 – 2322/2323; US History 1301/1302; College Algebra/College Elementary Statistics 1314/1342. Foundation High School Program Summaries GPA COURSES Beginning with the freshman class of 2018-19, the District shall include in the calculation of grade point averages the first four courses are taken in each of the four core areas for not more than 16 courses total: English, Mathematics, Science, and Social Studies. GPA is cumulative and includes only those points earned in grades 9 through 12. Students will receive GPA points according to the grade point averaging table listed in this catalog. Please continue for a list of courses and GPA levels. Board approval, February 2018 CISD Policy EIC (Local) EXCLUSIONS Grade point averages shall only include the first four courses taken in each of the four core course areas in grades 9 – 12. The calculation of grade point averages shall exclude any more than four courses taken in each area. DISSEMINATION OF GRADE POINT AVERAGES Grade point averages will be posted after the first semester of the freshman year. Students will be able to view their GPA on their transcript, but the rank will not be shown. Instead of their specific rank, a key will be posted/shared where the student's GPA fits in a range of percentages. If parents/students would like to see the exact rank number, they may request this from the counselors. The top 10% cut score will then be reported and posted once a year beginning the Spring of freshman year. Those who are in the 25th percentile or below will still be able to request the counselors to show their rank on their transcript if needed while applying for college. Transcripts sent to Texas colleges and universities through the state TREX system will include class rank. Board approval, February 2018 CISD Policy EIC (Local) GPA points are assigned to numerical grades at the end of each semester. Points are averaged together. Averages are then put into descending order (highest to lowest) with the highest GPA average being the top in the class. GPA is cumulative and includes all courses taken while in grades 9-12 with the exception of the exclusions listed above. Grade Point Average Table Effective with Freshman Class of 2018-19 and Beyond 17 Core Courses Included in GPA Beginning with the freshman class of 2018-19 and beyond, the first four core courses taken in each of the four areas listed below will count towards GPA. Any courses taken beyond the first four in each area will be excluded when making calculations. Courses to factor into GPA are limited to no more than a total of 16. English Language Arts & Speech Four years of English are required for graduation from Celina High School. English courses are designed to fuse language, composition, and literature. Composition is a part of the classroom instruction in English at all grade levels and requires regular review and frequent practice. ENGLISH 1 Credit: 1 Grade Level: 9 GPA Level: 4 point Pre-Requisite: None English I will cover all areas of grammar, mechanics, usage, composition, and literature for effective communication. In composition emphasis is placed on the writing process: paragraph development, prewriting, writing, revising, and editing. The literature explores short story, drama, poetry, and non-fiction. Time is devoted to vocabulary development throughout the course. Students are strongly encouraged to read at least one book during the summer. A reading assignment may be required each nine-weeks. Pre-AP ENGLISH 1 Credit: 1 Grade Level: 9 GPA Level: 5 point Pre-Requisite: None Requires a Pre-AP/AP Course Agreement . In addition to the requirements for English I, students will analyze narrative, expository, and persuasive texts in order to determine author's style, purpose, and theme. Emphasis in composition is on elevating writing through proper use of mechanics, syntax, punctuation, and depth of thought. Major emphasis is on the development of critical thinking skills. A reading assignment may be required each nine-weeks. There is also a required summer assignment. ENGLISH 2 Credit: 1 Grade Level: 10 GPA Level: 4 point Pre-Requisite: English 1 English II covers all areas of mechanics, usage, composition, vocabulary, and literature for effective communication. Emphasis in composition is on the development and expansion of expository paragraphs and themes. There will be an assignment of a limited topic research paper/project. Students are strongly encouraged to read at least one book during the summer. A reading assignment may be required each nine-weeks. Pre-AP ENGLISH 2 Credit: 1 Grade Level: 10 GPA Level: 5 point Pre-Requisite: English 1 Requires a Pre-AP/AP Course Agreement . English II Pre-AP is similar to a senior-level English course. Students must have a strong interest in the English language and be willing to commit to required reading and writing necessary to be successful in this course. In addition to the requirements for English II, this course is designed to lead into Advanced Placement courses that involve effective writing and reading skills. Major emphasis is on the development of critical thinking and vocabulary skills. Students are involved in independent research projects. They will be able to write mechanically sound, logically organized, clearly conceptualized, and well-documented essays. A reading assignment may be required each nine-weeks. There is also a required summer assignment. ENGLISH 3 Credit: 1 Grade Level: 11 GPA Level: 4 point Pre-Requisite: English 2 This course integrates reading, language skills, composition, literature, and includes representative writers, social thought, and genre of the major periods of American Literature. The student is acquainted with the rhetorical devices appropriate to various forms of informative, persuasive, and literary discourse. Several major works of American Literature are considered. Students in this program will be able to write well-documented essays and research projects. A reading assignment may be required each nine-weeks. AP ENGLISH 3: Language & Composition Credit: 1 Grade Level: 11 GPA Level: 5 point Pre-Requisite: English 2 Requires a Pre-AP/AP Course Agreement . Students must have a strong interest in the English language and be willing to commit to required reading and writing necessary to be successful in this course. In addition to the requirements for English 3, this course includes extensive analysis of language and writing instruction, and practice. Formal and informal research is assigned. Preparation for the AP English Language and Composition exam is an integral part of this college level curriculum. Emphasis in composition is on the writing process: pre-writing, writing, revising, editing, and publishing. At the conclusion of this course, students will be encouraged to take the English III AP exam (approximate cost $95 ), and, depending on their scores, receive college credit. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement for their graduation plan. There is also a required summer assignment. DUAL: CISD – ENGLISH 3 (A) Credit:.5 Collin – ENGL 1301 Composition 1 College Hrs: 3 Grade Level: 11 GPA Level: 5 point Semester: 1 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis is placed on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. Lab required. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. DUAL: CISD – ENGLISH 3 (B) Collin – ENGL 1302 Composition 2 Grade Level: 11 Semester: 2 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees ENGL 1301 Composition 1 Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis is placed on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. ENGLISH 4 Credit:1 Grade Level: 12 GPA Level: 4 point Pre-Requisite: English 3 This course includes representative writers, social thought, and genre of the major periods of British Literature. Students are required to read a variety of classic and contemporary narrative and expository texts. Research, writing instruction, and vocabulary study comprise other aspects of this course. Students are strongly encouraged to read at least one book during the summer. A reading assignment may be required each nine-weeks. BUSINESS ENGLISH Credit: 1 Grade level: 12 GPA Level: 4 point Pre-Requisite: English 3 (if used as a 4th English credit) Recommended Pre-Req: BIM 1 This course is a Career and Technology Business Management & Administration course that can be used as a 4th year English class. Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. They will apply technical skills to address business applications of emerging technologies; enhance reading, writing, computing, communication and reasoning skills and apply them to the business environment; plan, draft, edit, and complete written compositions; proof compositions for clarity, engaging language, and the correct use of the conventions and mechanics of the written English language, and produce final, error-free drafts for business reproduction. AP ENGLISH 4: Literature & Composition Credit: 1 Grade Level: 12 GPA Level: 5 point Pre-Requisite: English 3 Requires a Pre-AP/AP Course Agreement . Students must have a strong interest in the English language and be willing to commit to required reading and writing necessary to be successful in Credit:.5 College Hrs: 3 GPA Level: 5 point this course. In addition to the requirements for English 4, this course includes extensive study of literary terminology, writing instruction and practice, and analysis of classic novels, drama, and poems. Preparation for the AP English Literature and Composition exam is an integral part of this college-level curriculum. Writing assignments will focus on the critical analysis of literature and will include expository, analytical, and argumentative essays. Emphasis will be placed on helping students develop stylistic maturity, which involves a wide-ranging vocabulary and an effective use of rhetoric to a level commensurate with the skills expected of a 2nd semester college freshman (English 1302). Independent research is mandatory. At the conclusion of this course, students will be encouraged to take the English IV AP exam (approximate cost $95) and, depending on their scores, receive college credit. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There is also a required summer assignment. DUAL: CISD – ENGLISH 4 (A) Credit:.5 Collin – ENGL 2332 World Lit I College Hrs: 3 Grade Level: 12 GPA Level: 5 point Semester: 1 Pre-Requisite: Subject to Collin College admissions, tuition and fees ENGL 1302- Composition 2 This is a survey of world literature from the ancient world through the sixteenth century. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. DUAL: CISD – ENGLISH 4 (B) Credit:.5 Collin – ENGL 2333 World Lit II College Hrs: 3 Grade Level: 12 GPA Level: 5 point Semester: 2 Pre-Requisite: Subject to Collin College admissions, tuition and fees ENGL 2332 – World Lit I This is a survey of world literature from the seventeenth century to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. . Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. PROFESSIONAL COMMUNICATIONS (Speech) Credit:.5 Grade Level: 9 or 10 Pre-Requisite: None This course is a Career and Technology Arts, AV Technology & Communication course that meets the graduation requirement for Speech. Professional Communications blends written, oral, and graphic communications in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communications. Within this context, students will be expected to develop and expand their ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct research. This is a course offered to students in the 12 th grade whose performance on end of course exams, college entrance exams, coursework, or other assessments indicate the student is not ready to perform entry-level college coursework. This course may be used as a fourth English credit. English Electives JOURNALISM Grade Level: 9-12 Pre-Requisite: None Students plan, draft, and publish articles for various sections of the paper. Students must be able to adapt to different writing styles in order to fulfill the requirements for the various sections of the paper. They will learn journalistic traditions, as well as apply research skills to develop articles. Students should have an interest in current events and have a working knowledge of different publishing tools used on the computer. They should enjoy writing, have strong grammar skills, and like to work under the pressure of deadlines. Students are required to have an AUP card issued from the school to be able to do research on the Internet. This course is designed to build on the curriculum taught in Journalism. Students in this class will be responsible for the publication of the school newspaper. Credit: 1 ADV JOURNALISM – BROADCAST 1 Credit: 1 Grade Level: 10-12 Pre-Requisite: Journalism, BIM 1, or Princ of Art/AV Techn Teacher Approval ADV JOURNALISM – BROADCAST 2 Credit: 1 Grade Level: 11-12 Pre-Requisite: Broadcast 1 ADV JOURNALISM – BROADCAST 3 Credit: 1 Grade Level: 12 Pre-Requisite: Broadcast 2 This course is designed to teach students to become critical viewers, consumers, and producers of media. They will gain the ability to access, analyze, evaluate, and produce communication in a variety of forms. Students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product. ADV JOURNALISM – YEARBOOK 1 Credit: Grade Level: 10-12 Pre-Requisite: Journalism, BIM 1 or Princ of Art/AV Techn Teacher Approval 1 Students will work to produce the school yearbook and will thereby explore the elements and processes of mass print media, specifically of magazine-type journalistic products. Proficiency in word processing, copy writing, and photography would be helpful. Students must be willing to attend evening events and to spend additional time to ensure that assignments are completed in time to meet deadlines. Must commit to the time required by signing a student/parent agreement and, in most cases, must have transportation to be able to cover certain school events. This course is designed to build on the curriculum taught in Yearbook 1. Second and third year students will be expected to take on leadership roles such as student editor, assistant editor, coordinating different sections of the yearbook, or managing ad sales. DEBATE 1 Credit: Grade Level: 9-12 Pre-Requisite: None 1 This competitive events course is valuable for those students interested in higher education especially, but not limited to, careers in law, business or politics. It prepares students for interscholastic competition in team debate, Lincoln-Douglas debate, and extemporaneous speaking. The course will require considerable research during school and on the student's own time. When researching, the student will need to utilize school, public, and college libraries. It will also require written composition of affirmative cases and negative blocks, and other original persuasive speeches. Students will be required to develop and maintain files on the debate resolution. Tournament competition is a requirement of this course. Mathematics Multidisciplinary Studies & STEM Areas Four years of Math are currently recommended for graduation from Celina High School. Algebra I taken at the junior high school level does count towards high school credit, but does not count toward high school GPA. No mathematics courses are to be taken without the required prerequisites. A maximum of two mathematics courses may be taken concurrently with the approval of the principal and the math teachers whose courses are being taken. Recommended Sequences of Mathematics Course (Must be successful in Algebra 2 to earn a Distinguished Level of Achievement) For STEM Endorsement (requires Chemistry & Physics) Algebra 1 Algebra 1 Algebra 1 – 8 th grade Geometry Geometry Geometry Pre-AP Algebraic Reasoning Algebra 2 Algebra 2 Pre-AP Financial Math Pre-Calculus Pre-Calculus Pre-AP AP Calculus or Dual Statistics ALGEBRA 1 Credit: 1 Grade Level: 8 or 9 GPA Level: 4 point Pre-Requisite: 8th grade math This course will continue to build on the basic mathematical understandings developed in grades K-8. Students will use symbols in a variety of ways to study relationships among quantities, particularly relationships in which there exists a systematic dependence of one quantity on another. Algebra 1 includes the study of equations, equalities and inequalities in one and two variables, exponents, polynomials, and factoring. The course emphasizes basic algebraic reasoning. It also addresses functions, graphing of linear equations, radicals, quadratics, and algebraic and exponential functions. Credit: 1 Grade Level: 9 GPA Level: 5 point Pre-Requisite: 8th-grade math Requires a Pre-AP/AP Course Agreement. This course covers the same concepts as those taught in Algebra 1 but proceeds into advanced problem solving and applications. The course will require 3 to 5 hours of problem-solving per week outside the classroom. GEOMETRY Credit: 1 Grade Level: 9 – 10 GPA Level: 4 point Pre-Requisite: Algebra I Geometry consists of the study of geometric figures of zero, one, two, and three dimensions and the relationships among them. Students' study properties and relationships having to do with are size, shape, location, direction, and orientation of these figures. The primary topics to be studied are mathematical structures, transformations, triangles, circles, planar figures, and solid figures. Students will develop deductive and inductive reasoning skills as demonstrated by writing formal proofs. Pre-AP GEOMETRY Credit: 1 Grade Level: 9 – 10 GPA Level: 5 point Pre-Requisite: Algebra I Requires a Pre-AP/AP Course Agreement. The content of this course matches the Geometry course content but with a greater emphasis on justification and proof, area and volume, and problem-solving techniques. This course will develop the student's ability to discover, organize, and reason. Students who enroll in this course must be willing to commit to a minimum of 3.75 hours per week outside the classroom problem-solving. ALGEBRAIC REASONING Grade Level: 10 – 11 Credit: 1 Pre-Requisites: Algebra 1, Geometry GPA Level: 4 point Students will build on the knowledge and skills gained in Algebra 1 and continue with the development of mathematical reasoning related to algebraic understandings and processes, and deepen a foundation for studies in subsequent mathematics courses. Students will broaden their knowledge of functions and relationships, including linear, quadratic, square root, rational, cubic, cube root, exponential, absolute value, and logarithmic functions. Students will study these functions through analysis and application that includes explorations of patterns and structure, number and algebraic methods, and modeling from data using tools that build to workforce and college readiness. This course is taken after Algebra 1 and Geometry. It is not open to students who have completed Algebra 2. ALGEBRA 2 Credit: 1 Grade Level: 10 – 12 GPA Level: 4 point Pre-Requisite: Algebra 1, Geometry This course continues the study from Algebra I of linear functions and inequalities. It includes the study of complex numbers as a mathematical system, the study of quadratic, polynomial, rational, exponential, and logarithmic functions, the study of matrices and conic sections, and the study of series and sequences. Algebra 2 also provides an opportunity for students to make connections between algebra and geometry and use the tools of one to help solve problems in the other. Once you have taken Algebra 2, you cannot go back to Math Models. Pre-AP ALGEBRA 2 Grade Level: 10 – 12 GPA Level: 5 point Pre-Requisite: Algebra 1, Geometry Credit: 1 GPA Level: 5 point Requires a Pre-AP/AP Course Agreement. The curriculum of this course follows that of Algebra II but includes a more in-depth study of polynomial functions, parametric equations and a study of rational functions, logarithms and applications. Students will be expected to spend a minimum of 3.75 hours per week on problem solving outside the classroom. Once you have taken Algebra 2, you cannot go back and take Math Models. FINANCIAL MATH Grade Level: 11-12 Credit: 1 Pre-Requisite: Algebra 1, Geometry GPA Level: 4 point (if used as a Math Credit) Financial Mathematics is a Career and Technology Education Finance course about personal money management. Students will apply critical-thinking skills to analyze personal financial decisions based on current and projected economic factors. This course will integrate career and postsecondary education planning into financial decision making. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. PRE-CALCULUS Credit: 1 Grade Level: 11 – 12 GPA Level: 4 point Pre-Requisite: Algebra 1, Geometry, Algebra 2 This course is designed to prepare the math student for Calculus and other traditional college/university level courses by covering topics such as problem-solving and theory. Students should have strong mathematical ability and be able to commit a minimum of 5-7 hours per week to problem-solving outside the classroom. It is strongly recommended that students have an overall average of 80 in their previous Algebra 2 class or have the recommendation of their current math teacher before taking this class. Pre-AP PRE-CALCULUS Credit: 1 Grade Level: 11 - 12 GPA Level: 5 point Pre-Requisite: Algebra 1, Geometry, Algebra 2 Requires a Pre-AP/AP Course Agreement. This course is designed to prepare the math student for AP Calculus, the AP Calculus exam, and other traditional college or university level courses. The course covers all topics included in Pre-Calculus with more emphasis on applications, problem-solving, and theory. Students should have strong mathematical ability and be able to commit a minimum of 7 hours per week to problem-solving outside the classroom. It is strongly recommended that students have an overall average of 85 in Algebra 2 and have passed the previous math EOC test, and/or have the recommendation of their previous math teacher before taking this class. DUAL: CISD – Statistics (A) Credit:.5 Collin – MATH 1314 College Algebra College Hrs: 3 Grade Level: 12 GPA Level: 5 point Semester: 1 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees To receive high school credit for Statistics, students must also take and pass the MATH 1342 Elementary Statistical college course offered in the 2 nd semester. In-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems of equations using matrices. Additional topics such as sequences, series, probability, and conics may be included. Graphing calculator required. Lab required. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook and calculator. DUAL: CISD – Statistics (B) Credit:.5 Collin – MATH 1342 Elementary Statistical Methods College Hrs: 3 Grade Level: 12 GPA Level: 5 point Semester: 2 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees MATH 1314 College Algebra To receive high school credit for Statistics, students must also take and pass the MATH 1314 College Algebra course offered in the 1 st semester. Collection, analysis, presentation, and interpretation of data and probability. Analysis includes descriptive statistics, correlation and regression, confidence intervals and hypothesis testing. Use of appropriate technology is recommended. A Graphing calculator required. Lab required. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook and calculator. AP CALCULUS AB Credits: 1 Grade Level: 12 GPA Level: 5 point Pre-Requisite: Pre-Calculus Recommended: Pre-AP Pre-Calculus Requires a Pre-AP/AP Course Agreement. AP Calculus consists of a full academic year of work that is comparable to one semester of Calculus in colleges and universities. This course prepares the student to solve real-life problems as presented in engineering, economics, physical and life sciences, and mathematics. Topics include limits and their properties, differentiation and its applications, integration and its applications, integration techniques, differentiation, and integration of logarithmic, exponential, and other transcendental functions. Students enrolled in this course should have previously demonstrated mastery of the concepts taught in advanced levels of Algebra I, Geometry, Algebra 2, and Pre-Calculus which consists of trigonometry and elementary analysis. Students must have a strong mathematical ability, the desire to solve problems, and the commitment to devote a minimum of 7.5 hours per week to problem-solving outside the classroom. Preparation for the AP Calculus exam is an integral part of the college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP Calculus exam (approximate cost $95). Depending on their score, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. STATISTICS & BUSINESS DECISION MAKING Credit: 1 Grade Level: 11-12 GPA Level: 4 point Pre-Requisite: Algebra 2 (if used as a Math Credit) This course is a Career and Technology Education Finance course that can be used as a 4th year math class. Students will use a variety of graphical and numerical techniques to analyze patterns and departures from patterns to identify and manage risks that could impact an organization. Students will use probability as a tool for anticipating and forecasting data within business models to make decisions and determine the appropriateness of methods used to collect data to ensure conclusions are valid. Students will use career planning concepts, tools, and strategies to explore careers in the area of risk management. COLLEGE PREP MATH Credt: 1 Grade Level: 12 GPA Level: 4 point Pre-Requisite: Algebra 1, Geometry This is for students in the 12th grade whose performance on end of course exams, college entrance exams, or other assessments indicates the student is not ready to perform entry-level college coursework. Topics include: real numbers, symbolic representation, graphing linear equations, basic Geometry, rational expressions and equations, and functions. Science Multidisciplinary Studies & STEM area Four years of Science are currently recommended for graduation from Celina High School. No science courses are to be taken without the required prerequisites. A maximum of two science courses may be taken concurrently with the approval of the principal and the science teachers whose courses are being taken. Recommended Sequences of Science Courses For STEM Endorsement (requires Algebra 2) Biology Biology Biology Pre-AP IPC Chemistry Chemistry Pre-AP Chemistry Physics Physics Pre-AP & Anatomy & Physiology Physics Anatomy & Physiology AP Biology Forensic Science AP Chemistry BIOLOGY Credit: 1 Grade Level: 9 GPA Level: 4 point Pre-Requisite: None This course includes the study of cytology, plant and animal processes, genetics and ecology through both classroom and laboratory experience. It is intended to develop skills in the use of scientific methods, scientific attitudes, and relate the vast store of scientific knowledge to solving the difficult problems of today's world. Dissection is required. Pre-AP BIOLOGY Credit: 1 Grade Level: 9 GPA Level: 5 point Pre-Requisite: None Requires a Pre-AP/AP Course Agreement . This course is an intense study of Biology relationships, genetics, ecology, modern technology, laboratory skills, and scientific knowledge. A biochemical approach to the study of life functions is emphasized. Dissection is required. There may also be a required summer assignment. INTEGRATED PHYSICS & CHEMISTRY (IPC) Credit: 1 Grade Level: 10 GPA Level: 4 point Pre-Requisite: None This is a general introductory study of physics and chemistry that emphasizes laboratory investigations and the relationship of science to the world around us. This course makes extended use of the laboratory for hands-on skills that should enable the student to cope effectively with everyday problems relating to science in today's society. This course is NOT open to students who have successfully completed Chemistry or Physics. CHEMISTRY Credit: 1 Grade Level: 10-11 GPA Level: 4 point Pre-Requisite: Biology and Algebra 1 Recommended Co-requisite: Algebra 2 Chemistry is the study of composition and structure of matter and its changes. The course is designed to increase student awareness of the scientific world around them, to teach reasoning skills and understanding of chemical concepts. The course emphasizes laboratory measurements and observation and understanding of scientific material, rather than the memorization of facts. There will also be a study of commonplace issues that relate chemical concepts to environmental concerns, fuel sources, atmospheric conditions, and biochemical processes. Pre-AP CHEMISTRY Credit: 1 Grade Level: 10-11 GPA Level: 5 point Pre-Requisite: Biology and Algebra 1 Recommended Co-requisite: Algebra 2 Requires a Pre-AP/AP Course Agreement . In addition to the description for Chemistry, this course will emphasize laboratory investigations, understanding chemical concepts, and reasoning skills. It is designed for the student who has shown exceptional ability in previous science classes and has demonstrated strong mathematical ability. Analytical skills and independent learning skills are emphasized to further prepare students for college or work in science-related fields. There may also be a required summer assignment. PHYSICS Credit: 1 Grade Level: 11-12 GPA Level: 4 point Pre-Requisite: Algebra 1 and Chemistry Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In Physics, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem-solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills. Pre-AP PHYSICS Grade Level: 11-12 GPA Level: 5 point Pre-Requisite: Algebra 1 and Chemistry Credit: 1 GPA Level: 5 point Requires a Pre-AP/AP Course Agreement . Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In addition to the description for Physics, this course will emphasize more laboratory investigations. This course will be taught at a much more rigorous level. There may also be a required summer assignment. PHYSICS: PRINCIPALS OF TECHNOLOGY Grade Level: 11-12 Credit: 1 Pre-Requisite: Biology and Algebra 1 GPA Level: 4 point (if used as a Science credit) Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem-solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations using safe practices. This course is a Career and Technical Education STEM course that may be used as a 3 rd or 4 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. ANATOMY AND PHYSIOLOGY Credit: 1 Grade Level: 11-12 GPA Level: 4 point Pre-Requisite: Biology, Chemistry and Physics (if used as a Science credit) Anatomy and Physiology is a detailed study of the systems of the human body. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include: structures and functions of organs and systems and their interactions with each other and their environments and body processes that maintain homeostasis. This course is a Career and Technical Education Health Sciences course that may be used as a 4th year science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. FORENSIC SCIENCE Credit: 1 Grade Level: 11 – 12 GPA Level: 4 point Pre-Requisite: Biology and Chemistry (if used as a 4th Science credit) Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies and simulated crime scenes such as fingerprint analysis, ballistics, and blood splatter analysis. Students will learn the history, legal aspects, and career options for forensic science. This course is a Career and Technical Education Public Safety course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. AP BIOLOGY Credit: 1 Grade Level: 11-12 GPA Level: 5 point Pre-Requisite: Biology, Chemistry and Physics Requires a Pre-AP/AP Course Agreement . AP Biology is equivalent to a first-year college biology course. It is a rigorous study of biology. Discussion, scientific readings, research papers and laboratory investigations are used to study the concepts of cells, heredity, evolution, organisms, population and DNA. This course is designed to prepare students for the AP exam and will require 5-6 hours per week of preparation time outside of class. Students will be encouraged to take the AP exam at the conclusion of this course (approximate cost $95 ). Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment. AP CHEMISTRY Credit: 1 Grade Level: 11-12 GPA Level: 5 point Pre-Requisite: Biology, Chemistry, Physics and Algebra 2 Requires a Pre-AP/AP Course Agreement . AP Chemistry, equivalent to a first-year college chemistry course, it is an in-depth study of the principles presented in Chemistry I, in addition to a thorough study of thermodynamics, kinetics, equilibrium, electrochemistry, qualitative analysis and organic chemistry. The class with lab time will involve students in design and investigation of advanced chemistry experiments. Experimentation will include solution preparation, qualitative and quantitative analyses and instrumentation. This course is designed to prepare students for the AP exam and will require 5-6 hours per week of preparation time. At the conclusion of this course, students will be encouraged to take the AP Chemistry exam (approximate cost $95 ). Depending on their scores, students may receive college credit. Students who score a 3 or higher on this exam may use this is a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment. ADVANCED ANIMAL SCIENCE Credit: 1 Grade Level: 12 GPA Level: 4 point Pre-Requisite: Princ of Ag, Food, and Nat’l Resources Biology (if used as a 4th Science credt)) This course is to prepare students in the field of animal science. Students will attain academic skills and knowledge related to animal systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. Students will examine the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. This course is a Career and Technical Education Agriculture course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. All required Agriculture and Science courses must be completed before taking this course. AP ENVIRONMENTAL SCIENCE (FUTURE COURSE) Grade Level: 12 Credit: 1 Pre-Requisite: Algebra 1, Biology, Chemistry, Physics GPA Level: 5 point Requires a Pre-AP/AP Course Agreement. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study yet there are several major unifying themes that cut across the many topics included in the study of environmental science. This course is designed to prepare students for the AP exam and will require 5-6 hours per week of preparation time outside of class. Students will be encouraged to take the AP exam at the conclusion of this course (approximate cost $95 ). Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment. Social Studies Multidisciplinary Studies Endorsement Four years of Social Studies are currently required for graduation from Celina High School. They consist of the following: Recommended Sequences of Social Studies Courses World Geography AP Human Geography World History AP World History US History Dual Credit US History US Government/Economics Dual Credit US Gov/Econ WORLD GEOGRAPHY Grade Level: 9 Pre-Requisite: None Credit: 1 GPA Level: 4 point This course introduces students to the physical and human world around them and helps develop the means to examine that world. World Geography studies the five themes of geography (location, place, region, movement, and human interaction and environment) and applies these themes to regions of the Earth. Facts and information on physical, cultural, political, and economic geography, as well as abundant opportunities to refine the content through the exercise of map and globe skills, reading skills, and thinking skills, will be provided to the student. In addition, students will be required to do outside research and study. AP HUMAN GEOGRAPHY Credit: 1 Grade Level: 9 GPA Level: 5 point Pre-Requisite: None Requires a Pre-AP/AP Course Agreement . Must be completed for 1 credit to be used as a substitute for World Geography. Students entering this course should be capable of reading and comprehending texts written at the college level. Specific topics in this course will include: problems of economic development and cultural change, consequences of population growth, changing fertility rates, international migration, impacts of technological innovation on transportation, communication, industrialization, and other aspects of human life, struggles over political power and control of territory, explanations of why location matters to agricultural land use, industrial development and urban problems, the role of climate change, and environmental abuses in shaping the human landscapes on Earth. Preparation for the AP Human Geography exam is an integral part of the college-level curriculum. At the conclusion of this course students will be encouraged to take the AP exam (approximate cost $95). Depending on their scores, students could earn college credit based on this exam. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There also may be a required summer assignment. WORLD HISTORY Grade Level: 10 Pre-Requisite: None Credit: 1 GPA Level: 4 point This course gives students the opportunity to trace the historical development of human cultures from early civilization through the present. Topics also include the historical development of western civilization and other regions of the world, the geographical influences on world history, and developments of the twentieth century which includes World Wars I and II, The Great Depression, science and technology, and the adverse effects that communism, socialism, and fascism have had on individual freedom and liberty. In addition, students will be required to do a group project on major events. AP WORLD HISTORY Grade Level: 10 GPA Level: 5 point Pre-Requisite: None Credit: 1 GPA Level: 5 point Requires a Pre-AP/AP Course Agreement . AP World History provides the student with a learning experience equivalent to that obtained in most college introductory history courses. This course focuses on historical precedence for modern, current events, and refines academic skills such as writing, research, and the ability to analyze evidence. It includes a study on the different societies of the world and how they have developed and interacted throughout history. Students will examine, more in-depth, the impact of individuals and groups, the spread of ideas, religions, and value systems. Emphasis is placed on critical and evaluative thinking skills, essay writing, and the shaping of cultures. A college textbook is used in this course and the average assignment may consist of 10-12 pages. Preparation for the AP World History exam is an integral part of the college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP World History exam (approximate cost $95 ). Depending on their scores, students could earn college credit based on this exam. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There also may be a required summer assignment. UNITED STATES HISTORY Grade Level: 11 GPA Level: 4 point Pre-Requisite: None Credit: 1 GPA Level: 4 point During this course, the history of the United States from 1877 to the present time is surveyed. Topics included in this study are the emergence of the United States as a world power, the geographical influences on historical events, the economic development and growth of the United States, social and cultural developments of the United States, and the evolution of the political processes since the Civil War. AP UNITED STATES HISTORY Credit: 1 Grade Level: 11 GPA Level: 5 point Pre-Requisite: None Requires a Pre-AP/AP Course Agreement . AP US History provides the student with a learning experience equivalent to that obtained in most college introductory US History courses. It is a survey of United States history from the colonial period to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, and interpretation of original documents. A college textbook is used in the course and an average assignment consists of 10-12 pages. Students will also be trained in note-taking skills, as most of the classes are lectures. Preparation for the AP US History exam is an integral part of the college-level curriculum. At the conclusion of this course students will be encouraged to take the AP United States History exam (approximate cost $95). Depending on their scores, students can earn college credit based on this exam. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment. DUAL: CISD – US History (A) Credit:.5 Collin – HIST 1301 US History 1 College Hrs: 3 Grade Level: 11 GPA Level: 5 point Semester: 1 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. DUAL: CISD – US History (B) Credit:.5 Collin – HIST 1302 US History 2 College Hrs: 3 Grade Level: 11 GPA Level: 5 point Semester: 2 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and post-Cold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. UNITED STATES GOVERNMENT Credit:.5 Grade Level: 12 GPA Level: 4 point Pre-Requisite: None This course is designed to provide the student with an understanding of the functions of the United States, Texas, and local governments. Topics include the foundations and development of the United States governmental system, the purpose and philosophies of the United States Constitution, Bill of Rights and Declaration of Independence, and functions of governments at the federal, state, and local levels. The responsibilities of American citizenship will be emphasized. ECONOMICS Credit:.5 with Emphasis on the Free Enterprise System GPA Level: 4 point Grade Level: 12 Pre-Requisite: None This course is designed to provide the student with an understanding of the basic economic system of the United States. Emphasis is on the theory of supply and demand, price factors of production, income distribution, the organization and functions of the Federal Reserve System and government regulation of the market system. Comparative economic systems are studied. DUAL: CISD – US Government Credit:.5 Collin – GOVT 2305 Federal Government College Hrs: 3 Grade Level: 12 GPA Level: 5 point Semester: 1 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees Origin and development of the U.S. Constitution, structure and powers of the national government including the legislative, executive, and judicial branches, federalism, political participation, the national election process, public policy, civil liberties and civil rights. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. DUAL: CISD – Economics and the Free Enterprise System Credit:.5 Collin – ECON 2301 Principles of Macroeconomics College Hrs: 3 Grade Level: 12 GPA Level: 5 point Semester: 2 Pre-Requisite: College readiness or TSI Assessment Subject to Collin College admissions, tuition and fees Algebra 2 and English 3 An analysis of the economy as a whole including measurement and determination of Aggregate Demand and Aggregate Supply, national income, inflation, and unemployment. Other topics include international trade, economic growth, business cycles, and fiscal policy and monetary policy. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook. PERSONAL FINANCIAL LITERACY Credit:.5 Grade Level: 11-12 Students will develop the knowledge and skills to make sound, informed financial decisions that will allow them to lead financially secure lifestyles and understand personal financial responsibility. Students will learn to apply critical-thinking and problem solving skills to analyze decisions involving earning and spending, saving and investing, credit and borrowing, insuring and protecting. This course includes instruction in methods of paying for college and other postsecondary education and training along with completing the application for federal student aid provided by the US Department of Education. Languages Other Than English Arts & Humanities Endorsement Area Two years of a Foreign Language are currently required for graduation from Celina High School. Students must complete at least two years in the same language to meet this requirement. Students who complete all four levels of the same Foreign Language as well as the remainder of the graduation requirements will earn an Arts and Humanities endorsement. SPANISH 1 Credit: Grade Level: 8-11 Pre-Requisite: None 1 Spanish 1 is an introduction to the four basic communicative skills of reading, writing, listening, and speaking, with an emphasis on speaking and vocabulary development. A thorough introduction to the sound system, the development of language skills and learning techniques are emphasized as students are introduced to Spanish grammar and Hispanic culture. SPANISH 2 Credit: Grade Level: 9-12 Pre-Requisite: Spanish 1 1 Students continue to develop oral communication skills, vocabulary and grammar, with the major emphasis falling on reaching the intermediate proficiency level in speaking and listening. Vocabulary is taught in thematic units with speaking, reading and grammar objectives that are appropriately functional for each theme such as shopping, ordering in a restaurant, reading menus, describing, and communicating with people in everyday situations. Culturally, students are introduced to Hispanic history and geography. PRE-AP SPANISH 2 Credit: Grade Level: 9-12 Pre-Requisite: Spanish 1 1 Requires a Pre-AP/AP Course Agreement . Students in Pre-AP Spanish 2 are those who intend on continuing in Spanish classes to Spanish 3 and 4. They will continue to attain a measurable degree of proficiency as they move to the upper levels. PRE-AP SPANISH 3 Credit: 1 Grade Level: 10-12 Pre-Requisite: Spanish 2 Requires a Pre-AP/AP Course Agreement . Students in Spanish 3 should have reached the intermediate proficiency level. They will continue to attain a measurable degree of proficiency as they move from intermediate low to the intermediate mid-levels of proficiency in the four communication skills. Use of technology is incorporated into the curriculum at this level with students preparing presentations on a variety of topics. The history and culture of Spain are emphasized, as well as new grammatical concepts that provide students with the opportunity to broaden their communication skills by speaking in past and future tenses. AP SPANISH 4 Credit: Grade Level: 11-12 Pre-Requisite: Spanish 3 1 Requires a Pre-AP/AP Course Agreement . Spanish 4 is a continuation of the same skills and concepts learned in Spanish 3 with an emphasis on new themes and topics, as well as development of proficiency in more sophisticated situations. Students at this level should become fully proficient at the intermediate mid to high level and be able to use Spanish in almost any travel situation. The history and culture of Latin America are emphasized as students develop grammatical accuracy. Preparation for the AP Spanish exam is an integral part of this college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP Spanish exam (approximate cost $95). Depending on their scores, students could receive college credit. Students who score a 3 or higher on the exam may use this is a Performance Acknowledgement on their graduation plan. There may be a required summer assignment. Physical Education, Athletics & Waivers Celina High School and the Texas Education Agency allow students to substitute certain physical activities for the one required unit of physical education. Such substitutions shall be based upon the physical activity involved in drill team, marching band, and cheerleading during the fall semester only. Students may earn a maximum of one physical education credit per year, and a maximum of .5 credits per semester. In physical education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment and continued social development through physical activity and access to a physically active lifestyle. The student will understand the relationship between physical activity and health throughout their life span. FOUNDATIONS OF PERSONAL FITNESS (PE 1) Credit: Grade Level: 9-10 Pre-Requisite: None 1 The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on health-related components of physical fitness. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course. ADVENTURE/OUTDOOR EDUCATION (PE 2) Credit: Grade Level: 9-10 Pre-Requisite: Foundations of Personal Fitness (PE 1) 1 Aerobic activities, individual and team sports will be the major emphasis in Adventure/Outdoor Education. Students will obtain awareness and knowledge of family and physical recreation activities. BOY'S ATHLETICS Credit: Grade Level: 9-12 Pre-Requisite: Physical 1 Students who score a 70 or more will receive 1 credit for each year of participation. GIRL'S ATHLETICS Credit: Grade Level: 9-12 Pre-Requisite: Physical 1 Students who score a 70 or more will receive 1 credit for each year of participation. MARCHING BAND (PE Waiver -fall only) Credit: Grade Level: 9-12 Pre-Requisite: None .5 Students who score a 70 or more will receive ½ credit of PE in the Fall only. May use this waiver only twice for a total of 1 full credit of PE. CHEERLEADING (PE Waiver-fall only) or DRILL TEAM (PE Waiver-fall only) Credit:.5 Grade Level: 9-12 Pre-Requisite: by tryout only Students who make the cheerleading squad or the Drill Team and score a 70 or more will receive ½ credit of PE in the Fall only. May use this waiver only twice for a total of 1 full credit of PE. Cheerleading and Drill Team activities are held outside of the school day. Fine Arts Art & Humanities Endorsement Area One credit of Fine Arts is currently required for graduation from Celina High School. Any of the beginner courses listed in this section will meet that Fine Art requirement. Students planning to earn an Arts & Humanities endorsement in Fine Arts must complete a coherent sequence of four credits from only one or two disciplines in Fine Arts: Art, Dance, Music, or Theater. Bobcat Band is a performance organization that performs at UIL contests, athletic events, and several concerts each year at Celina High School. Participants are expected to organize and rehearse as announced prior to the beginning of the school year. Marching season rehearsals begin at 7:00 a.m. There will be one evening rehearsal per week. Concert season rehearsals begin at 7:45 a.m. Students are expected to attend other rehearsals as announced. Students in grades 9-12 are eligible for membership in the Symphonic Band during both semesters. Enrollment will be determined through auditions. Auditions will be held in the spring, summer, and by appointment with the director. Credit: 1 This is a performance-based choir. Members are to participate in all rehearsals and performances. There are UIL contests and several performances throughout the school year. In music, students develop creative expression by applying music literacy and the critical thinking skills of music to sing, play, read, write, and/or move. Students explore the relevance of music to history, culture, and the relationship of music to other academic disciplines and the vocational possibilities offered. There is a $65 cost for uniform rentals, a t-shirt, and supplies. This choir is a Varsity level performance-based choir. Members are to participate in all rehearsals and performances and prepare to take on leadership roles. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music. Students will study choral methods by taking an advanced look into music literature, practices and performance of choral music, as well as some conducting. This choir also doubles as a Madrigal Ensemble that competes in UIL solo and small ensemble contests. There is a $65 cost for uniform rental, a t-shirt, and supplies. AP MUSIC THEORY Credit: Grade Level: 10-12 Pre-Requisite: Band or Choir 1 Requires a Pre-AP/AP Course Agreement . This is a yearlong course that teaches a wide array of musical concepts. Along with music theory and beginning composition the students also deal with aural skills, dictation, keyboard skills, and sight singing. The objectives for this course are taken from the AP Music Theory and Composition Course Description published by the College Board. Students learn the basics of music notation and score analysis along with knowledge of basic tonal harmony in the eighteenth century common practice period style. The ultimate goal of the course is to develop a student's ability to recognize, understand, analyze, and describe the aspects and processes of music that is heard or seen on a score. Students engage in a variety of written, singing, and compositional exercises that teach them the many aspects of musical composition and analysis. The focus is on learning the foundation and principles of music theory that lead to aptitude in analysis and beginning composition. Preparation for the AP Music Theory exam is an integral part of this college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP exam (approximate cost $95). Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. ART 1 Credit: 1 Grade Level: 8-10 Pre-Requisite: None Art 1 will allow the student the opportunity to learn how to work with a large variety of materials. The first semester of Art 1 will introduce the student to drawing and color study using the elements and principals of design. Drawing will consist of sequential learning steps with emphasis of developing shading skills. Color studies will include, but not be restricted to, using water-based paints. The second semester, which builds on first semester skills, will include the study of painting skills, printmaking, and 3-dimensional constructions. Semesters must be taken in sequence. Approximate cost of supplies is $30.00 ART 2 –DRAWING Credit: 1 Grade Level: 9-12 Pre-Requisite: Art 1 Art 2 Drawing allows the student the opportunity to work with a large variety of materials. This course is designed to continue a sequential study of drawing and colored media. Formal compositions will be completed in realistic, abstract, and non-objective styles, plus relating art history to periods of drawing and painting. Semesters must be taken in sequence. Supply fee per semester is $30.00 Students are expected to draw 1 to 2 hours per week. ART 2 – PHOTOGRAPHY 1 Credit: Grade Level: 9-12 Pre-Requisite: Art 1 1 Photography 1 students will develop basic photography skills and learn appropriate visual arts vocabulary. They will explore a variety of techniques, experiment with composition and format, critique their work and the work of others, and express art ideas both orally and in writing. Students are required to join the Photography Club for off-campus photography lab experiences. The supply fee is $30. ART 2- CERAMICS Credit: Grade Level: 9-12 Pre-Requisite: Art 1 1 Art 2 Ceramics allows the student the opportunity to work with a large variety of materials. The student will be required to provide supplies for personal outside art projects. Art 2 provides an in-depth compositional study in ceramic and sculpture. The supply fee per semester is $50.00. Credit: 1 Grade Level: 10-12 Pre-Requisite: Art 2 Drawing Intended for individuals interested in pursuing an art-related field of study, students are required to enter their artwork into a local art show. Independent art projects will require 1 to 2 hours per week outside the classroom. The student will be required to provide supplies for personal outside art projects. Art 3 provides an in-depth compositional study in drawing and painting. Drawing studies will emphasize life-drawing techniques. Painting emphasis may be on techniques of watercolor and mixed media, plus relating art history to periods of drawing and painting. Semesters must be taken in sequence. Supply fee per semester is $30.00 ART 3 – CERAMICS Credit: Grade Level: 10-12 Pre-Requisite: Art 2 Ceramics 1 Intended for individuals interested in pursuing an art-related field of study, students are required to enter their artwork into a local art show. Independent art projects will require 1 to 2 hours per week outside the classroom. The student will be required to provide supplies for personal outside art projects. Art 3 provides an in-depth compositional study in ceramic and sculpture. The supply fee per semester is $50.00. ART 3 – PHOTOGRAPHY 2 Credit: Grade Level: 10-12 Pre-Requisite: Art 2 – Photography 1 1 This is a foundation course for second-year photography students. The emphasis is on observational photos, lighting, and career opportunities. The elements of media addressed are visual literacy, problem-solving through the use of a variety of media, journaling, sketchbook work for idea development and investigation, technology as a creative tool, development of a single concept into a series, and written analysis of artwork and photographs. Students are required to join the Photography Club for off-campus photography lab experiences. The supply cost is $30. ART 4 – PHOTOGRAPHY 3 Credit: 1 Grade Level: 11-12 Pre-Requisite: Art 3 – Photography 2 This is a continuation of studies from Photography 1 and 2. AP STUDIO ART: DRAWING Credit: 1 Grade Level: 10-12 Pre-Requisite: Any Art 2 course, Portfolio Requires a Pre-AP/AP Course Agreement . AP Studio Art Drawing is an advanced placement course that deals with drawing in many different studio areas. The Drawing Portfolio is designed to address a very broad interpretation of drawing issues and media. The class is geared toward students planning to submit an AP Drawing Portfolio to the College Board. About five hours of outside work is usually required per week. Students are to submit four portfolio quality pieces per nine-week period. Students are graded using the AP Drawing Studio rubric. Quality work is expected in both Breadth and Concentration. By the year's end, students should have twelve pieces to submit in the Breadth section and twelve works in the Concentration section. At the conclusion of this course, students will be encouraged to submit portfolios for the Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. Students should submit a portfolio to the art teacher for consideration into this program. Students are expected to sign and honor a contract upon AP exam (approximate cost $95). acceptance. Supply fee is $50.00 per semester. AP STUDIO ART: 2D DESIGN Credit: Grade Level: 10-12 Pre-Requisite: Any Art 2 course, Portfolio 1 Requires a Pre-AP/AP Course Agreement . AP Studio Art 2D Design is an advanced placement course that deals with 2 dimensional art in many different studio areas. The class is geared toward students planning to submit an AP Design Portfolio to the College Board. About five hours of outside work is usually required per week. Students are graded using the AP Design Studio rubric. Quality work is expected in both Breadth and Concentration. At the conclusion of this course, students will be encouraged to submit portfolios for the AP exam (approximate cost $95) . Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. Students should submit a portfolio to the art teacher for consideration into this program. Students are expected to sign and honor a contract upon acceptance. Supply fee is $50.00 per semester . THEATER PRODUCTION 1 Credit: Grade Level: 9-12 Pre-Requisite: None 1 In Production 1 students learn about voice, movement, stage areas/directions, auditioning, dramatic acting, comedic acting, monologue, improv, pantomime, character development, Shakespearean acting and ensemble. Students gain experience in these areas through short scene work, audition practice, improv games, theatre warm-ups and activities, team building exercises, and a full production with a student director. Performances outside of class time are required for this class. THEATER PRODUCTION 2 Credit: 1 Grade Level: 10-12 Pre-Requisite: Theater Production 1 THEATER PRODUCTION 3 Credit: 1 Grade Level: 11 – 12 Pre-Requisite: Theater Production 2, Possible Auditions THEATER PRODUCTION 4 Credit: 1 Grade Level: 12 Pre-Requisite: Theater Production 3, Possible Auditions The upper-level production classes are for students who are dedicated to continuing their study of acting and production. Students are required to attend after school rehearsals as scheduled. Students will also participate in scheduled performances for this class including student directed scenes, poetry and prose, full productions, children's theatre, improvisational acting, and other productions. TECHNICAL THEATER 1 Credit: Grade Level: 9-12 Pre-Requisite: None 1 In Technical Theatre students learn about the parts of the stage, tools, lumber grades and uses, building practices, safety in the shop, color, painting techniques, lighting, sound, costuming, theatrical makeup, production teams, set design, props, publicity and evaluating a script for production. Students participate in many design projects and gain hands-on experience through building usable materials for current productions. Students are required to work backstage for at least one production during the school year. Technical Theaters 2, 3, and 4 is for students who wish to bring their design concepts to fruition. They will take the basic ideas of the design areas and work on specific projects for upcoming and current activities and/or productions. Other Electives SPORTS MEDICINE 1 Credit: 1 Grade Level: 10-12 Pre-Requisite: Teacher Approval This course is designed to advance student's knowledge and capabilities in the field of athletic training through active learning. Topics contained within this course include management of emergency medical situations, first aid, safety, basic anatomy, injury prevention, injury treatment, sports nutrition, and training and conditioning principles. CPR certifications are obtainable. SPORTS MEDICINE 2 Credit: 1 Grade Level: 11-12 Pre-Requisite: Sports Medicine 1, Teacher Approval SPORTS MEDICINE 3 Credit: 1 Grade Level: 12 Pre-Requisite: Sports Medicine 2, Teacher Approval These courses are designed for students who have successfully completed Sports Medicine I and truly have an interest in Athletic Training. Students in these courses will serve as Student Athletic Trainers. They will be required to complete 30 clock hours of observation for this class. Observations can be completed with the instructor at all home athletic events or through approved away games, clinics, and rotations that are fitting. Since this course is hands-on training, students will be tested on practical situations like taping ankles, etc. CPR certifications are obtainable. Students may earn an endorsement by successfully completing at least 26 credits on the Foundation High School Program plan to include 4 math and 4 science credits and the coherent sequence of courses required for a specific endorsement. Celina ISD offers endorsements in Arts and Humanities, Business and Industry, Multi-Disciplinary Studies, Public Services and STEM Math and Science courses. Students may earn more than one endorsement if more than one pathway of courses is completed. The courses necessary to complete different endorsements are outlined below. Arts & Humanities FINE ARTS - a coherent sequence of 4 credits by selecting from one or two categories or disciplines of Fine Arts. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics. Fine Art - Art Fine Art - Music Fine Art - Theater Other Languages – 4 levels of the same language other than English 1 st course in sequence 2 nd course in sequence 3 rd course in sequence 4 th course in sequence □ Art 1 □ Art 2 Drawing □ Art 2 Ceramics □ Art 2 Photo 1 □ Art 3 Drawing □ Art 3 Ceramics □ Art 3 Photo 2 □ AP Art Drawing □ AP Art 2-D □ Art 4 Photo 3 1 st course in sequence 2 nd course in sequence 3 rd course in sequence 4 th course in sequence □ Band 1 □ Choir 1 □ Band 2 □ Choir 2 □ Band 3 □ Choir 3 □ Band 4 □ Choir 4 1 st course in sequence 2 nd course in sequence 3 rd course in sequence 4 th course in sequence □ Theater Prod 1 □ Tech Theater 1 □ Theater Prod 2 □ Tech Theater 2 □ Theater Prod 3 □ Tech Theater 3 □ Theater Prod 4 □ Tech Theater 4 1 st course in sequence 2 nd course in sequence 3 rd course in sequence 4 th course in sequence Business and Industry Non-CTE - English 4 and courses to include three levels in one of the following areas. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics. \| 1st course in sequence \| 2nd course in sequence \| 3rd course in sequence \| 4th course in sequence \| \|---\|---\|---\|---\| \| □ Journalism □ Princ of Art/AV Technology \| □ Adv Journ: Newspaper 1 □ Adv Journ: Broadcasting 1 □ Adv Journ: Yearbook 1 \| □ Adv Journ: Newspaper 2 □ Adv Journ: Broacasting 2 □ Adv Journ: Yearbook 2 \| □ Adv Journ: Newspaper 3 □ Adv Journ: Broacasting 3 □ Adv Journ: Yearbook 3 \| \| □ Debate 1 \| □ Debate 2 \| □ Debate 3 \| □ Ind Study Speech \| Multi-Disciplinary Studies A student may earn a multi-disciplinary studies endorsement by completing the required 26 credits for graduation and one of the following in tables A, B, or C. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics. \| A \| B \| \|---\|---\| \| 4 credits each in English, Math, Science, and Social Studies to include English 4 and Chemistry and/or Physics or \| 4 credits in Advanced Placement (AP) courses selected from English, Math, Science, Social Studies, Economics, Languages other than English, Fine Arts or \| STEM – Math: must complete the required 26 credits for graduation including Algebra 2, Chemistry, and Physics or Princ of Technology, plus additional math credits for which Algebra 2 is a pre-requisite (a total of 5 math classes). Please view course descriptions earlier in this catalogue for pre-requisites and course specifics. \| 1st course in sequence \| 2nd course in sequence \| 3rd course in sequence \| 4th course in sequence \| \|---\|---\|---\|---\| \| □ Algebra 1 \| □ Geometry \| □ Algebra 2 \| □ Pre-Calculu s \| STEM – Science: must complete the required 26 credits for graduation including Algebra 2, Chemistry, and Physics or Princ of Technology, plus additional science credits for a total of 5 science classes. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics. \| 1st course in sequence \| 2nd course in sequence \| 3rd course in sequence \| 4th course in sequence \| \|---\|---\|---\|---\| \| □ Biology \| □ Chemistry \| □ Physics Or □ Princ of Technology \| □ Forensic Science Or □ Anatomy & Physiology \| Career and Technical Education (CTE) Endorsements CTE Pathways - a coherent sequence of three or more courses for four or more credits in the same CTE Pathway and at least one advanced CTE class. An advanced CTE class is any class in the 3rd or 4th level. Upon completion an Endorsement in either Human Services or Business and Industry will be awarded. Career & Technical Education (CTE) Celina High School offers courses in the following eight (8) Career Clusters: * Agriculture, Food, & Natural Resources * Arts, A/V Technology & Communications * Business, Marketing and Finance * Construction and Architecture * Health Science * Human Services * Information Technology * Law, Public Safety, Corrections, & Security * STEM: Engineering and Computer Science \| Pathways \| Courses ( in coherent sequence) \| Credits \| Grade Levels \| \|---\|---\|---\|---\| \| Ag Engineering \| Principles of Ag and Natural Resources Ag Mech & Metal Tech Ag Structures Design & Fabrication Practicum in Ag Career Preparation \| 1 1 1 2 3 \| 9-12 10-12 11-12 11-12 11-12 \| \| Ag Science \| Principles of Ag and Natural Resources Small Animal Management Equine Science Livestock Production Practicum in Ag Or Career Preparation \| 1 .5 .5 1 2 3 \| 9-12 10-12 10-12 11-12 11-12 11-12 \| \| AV Production \| Principles of Arts AV Tech and Comm AV Production I AV Production II Practicum in AV Production \| 1 1 2 2 \| 8-12 9-12 10-12 11-12 \| \| AV Graphic Design \| Principles of Arts AV Tech and Comm Graphic Design I Graphic Design II Practicum in AV \| 1 1 2 2 \| 8-12 9-12 10-12 11-12 \| \| Business \| Principles of Bus, Mkt and Finance Business Law Business Management Practicum in Business Management Or Career Prep Or Statistics and Business Decision Making \| 1 1 1 2 3 1 \| 9-12 10-12 11-12 11-12 11-12 11-12 \| \| Construction and Architecture \| Principles of Construction Construction Mgmt I Construction Mgmt II Practicum in Construction \| 1 2 2 3 \| 9-12 10-12 11-12 11-12 \| \| Health Science \| Principles of Health Science Medical Terminology Health Science Theory (Clinical) Practicum in Health Science Or Anatomy & Physiology \| 1 1 1 2 1 \| 9-12 10-12 11-12 11-12 11-12 \| \|---\|---\|---\|---\| \| Human Services \| Principles of Human Services Lifetime Nutrition and Wellness Dollars & Sense Or Human Growth Development Family & Community Services Practicum in Human Services \| 1 .5 .5 1 1 2 \| 9-12 10-12 10-12 10-12 11-12 11-12 \| \| Information Technology (SWAT) \| See Counseleor \| \| \| \| Law, Public Safety, Corrections & Security \| Principles of Law, Public Safety, Corr & Sec Law Enforcement I Law Enforcement II Practicum in Law and Public Safety \| 1 1 1 2 \| 9-12 10-12 11-12 11-12 \| \| Legal Studies \| Principles of Law, Public Safety, Corr & Sec Business Law Court Systems & Practices Practicum in LPSCS Or Career Preparation \| 1 1 1 2 2 \| 9-12 10-12 11-12 11-12 11-12 \| \| STEM: Engineering \| Introduction to Engineering Design Principles of Engineering Aerospace Engineering Engineering Design and Problem Solving \| 1 1 1 1 \| 9-12 10-12 11-12 11-12 \| \| STEM: Computer Science \| Fundamentals of Computer Science Computer Science I Computer Science II Computer Science III Practicum in AV Or Practicum in IT Or Career Preparation \| 1 1 1 1 2 2 2 \| 9-12 10-12 11-12 11-12 11-12 11-12 11-12 \| Agriculture Science and Technology PRINCIPLES OF AGRICULTURE, FOOD & NATURAL RESOURCES Grade Level: 9-12 Pre-Requisite: None Credit: 1 To be prepared for careers in agriculture, food, and natural resources, students must attain academic skills and knowledge in agriculture. This course allows students to develop knowledge and skills regarding career opportunities, personal development, globalization, industry standards, details, practices, and expectations. To prepare for success, students need to have opportunities to learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings. SMALL ANIMAL MANAGEMENT Credit:.5 Grade Level: 10-12 Pre-requisite: Princ of Ag, Food, & Nat'l Resources Semester Course paired with Equine Science Students will enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills in a variety of settings. Suggested small animals which may be included in the course of study include, but are not limited to, small mammals, amphibians, reptiles, avian, dogs, and cats. EQUINE SCIENCE Grade Level: 10-12 Credit:.5 Pre-Requisite: Princ of Ag, Food, & Nat'l Resources Semester Course paired with Small Animal Management To be prepared for careers in the field of animal science, students need to enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. Suggested animals which may be included in the course of study include, but are not limited to, horses, donkeys, and mules. AGRICULTURAL MECHANICS & METAL TECHNOLOGIES Grade Level: 10-12 Credit: 1 Pre-Requisite: Princ of Ag, Food, & Nat'l Resources This course prepares students for careers in agriculture power, structural, and technical systems by developing skills and understanding as it relates to safety in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metalworking techniques. AGRICULTURAL STRUCTURES DESIGN & FABRICATION Grade Level: 11-12 Pre-Requisite: Princ of Ag, Food, & Nat'l Resources Ag Mechanics & Metal Techn Credit: 1 This course prepares students for careers in mechanized agriculture and technical systems by developing knowledge and skills related to agriculture facilities and design. To prepare for success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings. VETERINARY MEDICAL APPLICATIONS Grade Level: 11-12 Credit: Pre-Requisite: Princ of Ag, Food & Nat’l Resources Equine Science/Small Animal Science 1 Veterinary Medical Applications covers topics relating to veterinary practices, including practices for large and small animal species. To prepare for careers in the field of animal science, students must attain academic skills and knowledge, acquire technical knowledge and skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and technologies in a variety of settings. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. ADVANCED ANIMAL SCIENCE Credit: 1 Grade Level: 12 GPA Level: none Pre-Requisite: Princ of Ag, Food, and Nat’l Resources Biology (unless used as a 4 th or 5 th Science) This course is to prepare students in the field of animal science. Students will attain academic skills and knowledge related to animal systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. Students will examine the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. This course is a Career and Technical Education Agriculture course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. All required Agriculture and Science courses must be completed before taking this course. PRACTICUM IN AGRICULTURE, FOOD, & NATURAL RESOURCES (2 hr class) Grade Level: 11-12 Credit: 2 Pre-Requisite: Ag Mech & Metal, Ag Struct Design, or Veterinary Medical Application Teacher Approval This course prepares students for careers in mechanized agriculture and technical systems by developing knowledge and skills related to agriculture facilities and design with a practicum in this area. The practicum course is a paid or unpaid capstone experience for students participating in a coherent sequence of career and technical education courses. Ag teacher must approve any student wishing to enroll in this course. Art & Audio Visual Technology PRINCIPLES OF ARTS, A/V TECHNOLOGY & COMMUNICATION Grade Level: 9-12 Credit : 1 Pre-Requisite: None In this class, students develop an understanding of the multifaceted career opportunities and characteristics, such as a creative aptitude, strong background in computer and technology applications, a strong academic foundation and a proficiency in oral and written communication that are necessary for those interested in the field of Arts, A/V Technology. This course may count as the required technology credit. AUDIO/VIDEO PRODUCTION 1 Credit: 1 Grade Level: 10-12 Pre-Requisite: Princ of Arts, A/V Tech & Comm Students develop technical knowledge and skills related to careers in audio and video technology and film production with a focus on pre-production, production, and postproduction audio and video activities. AUDIO/VIDEO PRODUCTION 2 W/LAB (2 hr class) Grade Level: 11-12 Credit: Pre-requisite: Audio/Video Production 1 2 Students develop an advanced understanding of the industry with a focus on pre-production, production, and post production activities. Both the class and the lab must be taken concurrently. Graphic Design & Illustration I Grade Level: 10-12 Credit: 1 Pre-requisite: Principles of Arts, A/V Tech & Comm Students develop knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design. Fashion Design Grade Level: 10-12 Credit: 1 Pre-requisite or Concurrent: Principles of Arts, A/V Tech & Comm Students develop an advanced understanding of the industry with a focus on fashion with using software and design techniques. Graphic Design & Illustration II w/Lab (2 hr class) Grade Level: 10-12 Credit: Pre-requisite: Graphic Design & Illustration I 2 Students expand their knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design. Commercial Photography I & II (with Lab optional) (1 or 2 hr class) Grade Level: 10-12 Credit: 1 or 2 Pre-requisite: Principles of Arts, A/V Tech & Comm In addition to developing advanced technical knowledge and skills needed for success, students will be expected to develop an advanced technical understanding of the commercial photography industry with a focus on producing, promoting, and presenting professional quality photographs. PRACTICUM IN AV PRODUCTION (2 hr class) Grade Level: 12 Credit: Pre-requisite: Audio/Video Production 2 w/Lab 2 Careers in audio/video production span all aspects of the audio/video communications industry. Building upon the concepts taught in Audio/Video Production II and its co-requisite Audio/Video Production II Lab, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an increasing understanding of the industry with a focus on applying pre-production, production, and post-production audio and video products in a professional environment. This course may be implemented in an advanced audio/video or audio format. Instruction may be delivered through lab-based classroom experiences or career preparation opportunities. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. Business Management and Administration Technology PRINCIPLES OF BUSINESS, MARKETING & FINANCE Grade Level: 9-12 Pre-Requisite: None Credit: 1 Students gain knowledge and skills in economies and private enterprise systems, the impact of global business, marketing of goods and services, advertising, and product pricing. BUSINESS LAW Credit: 1 Grade Level: 10-12 Pre-requisite: PRINCIPLES OF BUSINESS, MARKETING & FINANCE Business Law provides an insight into the evolution and development of laws that govern business in our society. Students will develop a clear understanding of their rights and duties within the business environment. The course includes a focus on criminal vs. civil law, contract law, tort law, and consumer law. Students will analyze various aspects of the legal environment, including ethics, the judicial system, contracts, personal property, sales, negotiable instruments, agency and employment, business organization, risk management, and real property. BUSINESS MANAGEMENT Credit: Grade: 11-12 Prerequisites: Business Law 1 Business Management is designed to familiarize students with the concepts related to business management as well as the functions of management, including planning, organizing, staffing, leading, and controlling. Students will also demonstrate interpersonal and project-management skills. SPORTS & ENTERTAINMENT MARKETING Credit:.5 Grade 10-12 Suggested Prerequisite: Principles of Business, Marketing & Finance Students learn basic marketing, target marketing and segmentation, sponsorship, event marketing, promotions, sponsorship proposals, and implementation of sports and entertainment marketing plans. BUSINESS ENGLISH Grade level: 12 Pre-Requisite: English 3, Recommended Pre-Req: BIM 1 Credit: 1 GPA Level: none (unless used as a 4 th English) This course is a Career and Technology Education course that can be used as a 4th year English class. Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. They will apply technical skills to address business applications of emerging technologies; enhance reading, writing, computing, communication and reasoning skills and apply them to the business environment; plan, draft, edit, and complete written compositions; proof compositions for clarity, engaging language, and the correct use of the conventions and mechanics of the written English language, and produce final, error-free drafts for business reproduction. STATISTICS & BUSINESS DECISION MAKING Credit: 1 Grade Level: 11-12 GPA Level: none (unless used as a 4 th Math) Pre-Requisite: Algebra 2 This course is a Career and Technology Education course that can be used as a 4th year math class. Students will use a variety of graphical and numerical techniques to analyze patterns and departures from patterns to identify and manage risks that could impact an organization. Students will use probability as a tool for anticipating and forecasting data within business models to make decisions, and determine the appropriateness of methods used to collect data to ensure conclusions are valid. Students will use career planning concepts, tools, and strategies to explore careers in the area of risk management. Construction and Architecture Principles of Construction Grade Level: 9-12 Credit: 1 GPA Level: none Pre-Requisite: None Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment. Construction Management I Credit: 2 Grade Level: 10-12 GPA Level: none Pre-Requisite: Principles of Construction Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment. Construction Management II Credit: 2 Grade Level: 10-12 GPA Level: none Pre-Requisite: Construction Management I Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment. Practicum in Construction Management Credit: 3 Grade Level: 11-12 GPA Level: none Pre-Requisite: Construction Management I Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment. Marketing Technology SPORTS & ENTERTAINMENT MARKETING Credit: Grade Level: 10-12 Pre-requisite: Princ of Business, Marketing, & Finance .5 Taught 1st semester, this course will provide students with a thorough understanding of the marketing concepts and theories that apply to sports and sporting events and entertainment. The areas this course will cover include basic marketing, target marketing and segmentation, sponsorship, and event marketing. This course will also provide students an opportunity to develop promotional plans and proposals. ADVERTISING Credit: Grade Level: 10-12 Pre-requisite: Princ of Business, Marketing, & Finance .5 Taught 2nd semester, this course is designed as a comprehensive introduction into the principals and practices of advertising. Students will gain knowledge of techniques used in current advertising, including print, broadcast, and digital media. Students will explore the social, ethical, and legal issues of advertising; historical influences, strategies, and media decision processes as well as integrated marketing communications. ENTREPRENEURSHIP Credit: 1 Grade Level: 10-12 Pre-Requisite: Princ of Business, Marketing, & Finance Students will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. In addition, students understand the capital required, the return on investment desired, and the potential for profit. Health Science (Healthcare Therapeutic) PRINCIPLES OF HEALTH SCIENCE Credit: Grade Level: 9 – 12 Pre-Requisite: None 1 The Principles of Health Science course is designed to provide an overview of the therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the health care industry. MEDICAL TERMINOLOGY Credit: 1 Grade Level: 10 – 12 Pre-Requisite: Principles of Health Science In this course, the student will learn medical terminology, symbols and abbreviations, and the application of this language in the field of health care. Although the student will analyze terms related to body structure and function, the main focus will be on medical vocabulary and being able to construct terms using word parts such as roots, suffixes, and prefixes. HEALTH SCIENCE THEORY Classes: 1 Grade Level: 11 Credit: 1 Pre-Requisite: Medical Terminology and Biology The Health Science Theory course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will employ hands-on experiences for continued knowledge and skill development. This course is a requirement for PRACTICUM IN HEALTH SCIENCE. ANATOMY AND PHYSIOLOGY Credit: 1 Grade Level: 11-12 GPA Level: none Pre-Requisite: Biology, Chemistry and Physics (unless used as a 4 th Science credit) Anatomy and Physiology is a detailed study of the systems of the human body. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include: structures and functions of organs and systems and their interactions with each other and their environments and body processes that maintain homeostasis. This course is a Career and Technical Education course that may be used as a 4th year science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. PHARMACOLOGY Credit: Grade Level: 12 Pre-Requisite: Princ of Health Sciences, Biology, Chemistry 1 The Pharmacology course is designed to study how natural and synthetic chemical agents such as drugs affect biological systems. Knowledge of the properties of therapeutic agents is vital in providing quality health care. It is an ever-changing, growing body of information that continually demands greater amounts of time and education from health care workers. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. PRACTICUM IN HEALTH SCIENCES Grade Level: 12 Credit:2 Pre-Requisite: Health Science Theory and Biology 2 hr class The Practicum in Health Science course is designed to give students practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience. To pursue a career in the health care industry, students should learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality health care depends on the ability to work well with others. The health care industry is comprised of diagnostic, therapeutic, health informatics, support services, and biotechnology research and development systems that function individually and collaboratively to provide comprehensive health care. Students recognize the employment opportunities, technology, and safety requirements of each system. Students are expected to apply the knowledge and skills necessary to pursue a health science certification or licensure through further education and employment. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. Human Services Technology PRINCIPLES OF HUMAN SERVICES Credit: Grade Level: 9-12 Pre-requisite: None 1 Principles of Human Services is a laboratory course that will enable students to investigate careers in the Human Services Career Cluster, including counseling and mental health, early childhood development, family and community, personal care, and consumer services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers. Possible lab fee: $25. LIFETIME NUTRITION & WELLNESS Grade Level: 10-12 Credit:.5 Pre-Requisite: Princ of Human Services or Grade Level: 10-12 Pre-Requisite: Princ of Human Services or Princ of Health Science Lifetime Nutrition and Wellness is a laboratory course that allows students to use principles of lifetime wellness and nutrition to help them make informed choices that promote wellness as well as pursue careers related to hospitality and tourism, education and training, human services, and health sciences. DOLLARS AND SENSE Credit:.5 Grade Level: 10-12 Pre-Requisite: Princ of Human Services or Princ of Health Science This class focuses on consumer practices and responsibilities, the money management process, decision-making skills, and the impact of technology in preparation for human services careers. Students will learn how to manage money, how to make wise purchases, how to invest money, save money, create a budget, college budgeting, scholarship researching, resume writing, college application preparation, and other college and workforce readiness skills. COUNSELING & MENTAL HEALTH Grade Level: 11-12 Credit: Pre-Requisite: Princ of Human Services 1 Students will model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. PRACTICUM IN HUMAN SERVICES (FUTURE COURSE) Grade Level: 11-12 Credit: 2 Pre-Requisite: Princ in Human Services Interview with Teacher Driver's license and/or Transportation Must be a member of FCCLA organization ($25) This course provides occupational specific training and focuses on the development of consumer services, early childhood development and services, counseling and mental health services, family and community service careers and personal care services. Information Technology PRINCIPLES OF INFORMATION TECHNOLOGY – SWAT 1 Grade Level: 10-12 Credit: Pre-Requisite: Teacher Approval 1 In Principles of Information Technology, students will develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students will implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students will enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment. COMPUTER MAINTENANCE – SWAT 2 Grade Level: 11-12 Credit: 1 Pre-Requisite: Princ of Information Tech Teacher Approval In Computer Maintenance, students will acquire knowledge of computer maintenance and creating appropriate documentation. Students will analyze the social responsibility of business and industry regarding the significant issues relating to the environment, ethics, health, safety, and diversity in society and in the workplace as related to computer maintenance. Students will apply technical skills to address the IT industry and emerging technologies. NETWORKING – SWAT 3 Grade Level: 12 Credit: Pre-Requisite: Computer Maintenance Teacher Approval 1 In Networking, students will develop knowledge of the concepts and skills related to data networking technologies and practices in order to apply them to personal or career development. To prepare for success, students will have opportunities to reinforce, apply, and transfer knowledge and skills to a variety of settings and problems. Law, Public Safety, & Security Technology PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS AND SECURITY Grade Level: 9-10 Pre-Requisite: None Credit: 1 Students will examine the roles and responsibilities of police, courts, corrections, private security, and protective agencies of fire and emergency services. The course provides students with an overview of the skills necessary for careers in law enforcement, fire service, security, and corrections. FORENSIC SCIENCE Credit: 1 Grade Level: 11 – 12 GPA Level: none Pre-Requisite: Biology and Chemistry (unless used as a Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies and simulated crime scenes such as fingerprint analysis, ballistics, and blood splatter analysis. Students will learn the history, legal aspects, and career options for forensic science. This course is a Career and Technical Education course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. All required Science courses must be completed before taking this course. Science, Technology, Engineering & Math Technology (STEM) INTRODUCTION TO ENGINEERING AND DESIGN (PLTW) Credit: 1 Grades: 9-10 Pre-Requisite: None The major focus of the IED course is to expose students to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. The course of study includes the Design Process, Modeling, Sketching, Measurement, Statistics, Applied Geometry, Presentation Design and Delivery, Engineering Drawing Standards, CAD Solid Modeling, Reverse Engineering, Consumer Product Design Innovation, Marketing, Graphic Design, Engineering Ethics and Virtual Design. PRINCIPLES OF ENGINEERING (PLTW) Future Course Grades: 10-12 Pre-Requisite: Introduction to Engineering and Design (PLTW) Students will develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges. Students will also learn how to document their work and communicate their solutions to their peers and members of the professional community. Students will have an opportunity to investigate engineering and high-tech careers. In Engineering Science, students will employ science, technology, engineering, and mathematical concepts in the solution of real-world challenge situations. AEROSPACE ENGINEERING (PLTW) Future Course Grades: 11-12 Pre-Requisite: Principles of Engineering Students learn the fundamentals of atmospheric and space flight. As they explore the physics of flight, students bring the concepts to life by designing an airfoil, propulsion system, and rockets. They learn basic orbital mechanics using industry-standard software. They also explore robot systems through projects such as remotely operated vehicles & drones. ENGINEERING DESIGN & PROBLEM SOLVING (PLTW) Grades: 12 Pre-Requisite: Aerospace Engineering Future Course Capstone engineering course for students to explore and create using what they have learned in previous learning. PHYSICS: PRINCIPLES OF TECHNOLOGY Grade Level: 11-12 Pre-Requisite: Biology and Algebra 1 Grade Level: 11-12 Credit: 1 GPA Level: none (unless used as a Physics credit) Pre-Requisite: Biology and Algebra 1 Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations using safe practices. This course is a Career and Technical Education course that may be used as a 3 rd or 4 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. Computer Science Some of the courses listed in this section are planned for the future. We will begin to implement them as resources become available and as student interests in this area rises. COMPUTER SCIENCE I Credit: 1 Grade Level: 9-10 Credit: Pre-Requisite: Algebra 1 Computing has changed the world in profound ways: it has opened wonderful new ways for people to connect, design, research, play, create, and express themselves. However, using the computer is just a small part. The TEALS Computer Science I uses Snap!, an approachable, visual, block-based programming language, with a robust tool set, perfect for introducing students to code for the first time. Snap! is taught as a single semester course or during the first semester of the full year course. In the year-long option, students will benefit from exposure to a Python-based programming curriculum. COMPUTER SCIENCE II Grade Level: 10-12 Credit: Pre-Requisite: Computer Science 1 1 Through data analysis, students will identify task requirements, plan search strategies, and use computer science concepts to access, analyze, and evaluate information needed to solve problems. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Scheduling Notes/Grad Plan Student Name:___________________________________________ ID # ____________ Expected Grad Date:_____________________ Courses Endorsement Selected (Select One) ❏ STEM ❏ Arts & Humanities ❏ Business & Industry ❏ Multidisciplinary ❏ Public Services STARR EOC Checklist (Must Pass all) ❏ English I ❏ English II ❏ Algebra I ❏ Biology ❏ US History English Language Arts (4 Credits) ❏ English I ❏ English II ❏ English III ❏ English IV Social Studies (4 Credits) ❏ World Geography ❏ World History ❏ US History ❏ Government and Economics Mathematics (4 Credits) Science (4 Credits) Algebra I Geometry Algebra II Advanced Mathematics Biology Chemistry Advanced Science Fine Arts (1 Credit) PE (1 Credit) Elective/Endorsement Course: Course 1 ________________ Course 2 ________________ Course 3 ________________ Course 4 ________________ Course 5 ________________ Celina High School 3455 N. 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HUMPBACK WHALE (Megaptera novaeangliae): Central North Pacific Stock STOCK DEFINITION AND GEOGRAPHIC RANGE The humpback whale is distributed worldwide in all ocean basins. In winter, most humpback whales occur in the subtropical and tropical waters of the Northern and Southern Hemispheres. Humpback whales in the high latitudes of the North Pacific are seasonal migrants that feed on euphausiids and small schooling fishes (Nemoto 1957, 1959; Clapham and Mead 1999). The humpback whale population was considerably reduced as a result of intensive commercial exploitation during the 20 th century. Figure 39. Approximate distribution of humpback whales in the eastern North Pacific (shaded area). Feeding and wintering areas are presented above (see text). Area within the dotted line is known to be an area of overlap with Western North Pacific stock. See Figure 38 for distribution of humpback whales in the western North Pacific. The historic summer feeding range of humpback whales in the North Pacific encompassed coastal and inland waters around the Pacific Rim from Point Conception, California, north to the Gulf of Alaska and the Bering Sea, and west along the Aleutian Islands to the Kamchatka Peninsula and into the Sea of Okhotsk and north of the Bering Strait (Zenkovich 1954, Nemoto 1957, Tomlin 1967, Johnson and Wolman 1984). Historically, the Asian wintering area extended from the South China Sea east through the Philippines, Ryukyu Retto, Ogasawara Gunto, Mariana Islands, and Marshall Islands (Rice 1998). Humpback whales are currently found throughout this historic range. Most of the current winter range of humpback whales in the North Pacific is relatively well known, with aggregations of whales in Japan, the Philippines, Hawaii, Mexico, and Central America. The winter range includes the main islands of the Hawaiian archipelago, with the greatest concentration along the west side of Maui. In Mexico, the winter range includes waters around the southern part of the Baja California peninsula, the central portions of the Pacific coast of mainland Mexico, and the Revillagigedos Islands off the mainland coast. The winter range also extends from southern Mexico into Central America, including Guatemala, El Salvador, Nicaragua, and Costa Rica (Calambokidis et al. 2008). A large-scale study of humpback whales throughout the North Pacific was conducted in 2004-06 (the Structure of Populations, Levels of Abundance, and Status of Humpbacks (SPLASH) project). Initial results from this project (Calambokidis et al. 2008), including abundance estimates and movement information, are used in this report. Genetic results, which may provide a more comprehensive understanding of humpback whale population structure in the North Pacific, should be available in 2010 or 2011. Photo-identification data, distribution information, and genetic analyses have indicated that in the North Pacific there are at least three breeding populations (Asia, Hawaii, and Mexico/Central America) that all migrate between their respective winter/spring calving and mating areas and their summer/fall feeding areas (Calambokidis et al. 1997, Baker et al. 1998). Calambokidis et al. (2001) further suggested that there may be as many as six subpopulations on the wintering grounds. From photo-identification and Discovery tag mark information there are known connections between Asia and Russia, between Hawaii and Alaska, and between Mexico/Central America and California (Calambokidis et al. 1997, Baker et al. 1998, Darling 1991; Darling and Cerchio 1993; S. Mizroch, AFSC-NMML, pers. comm., North Pacific Humpback Whale Working Group, unpublished data). This information led to the designation of three stocks of humpback whales in the North Pacific: 1) the California/Oregon/Washington and Mexico stock, consisting of winter/spring populations in coastal Central America and coastal Mexico which migrate to the coast of California to southern British Columbia in summer/fall Alaska Marine Mammal Stock Assessments, 2011 Revised 1/28/2011 (Calambokidis et al. 1989, Steiger et al. 1991, Calambokidis et al. 1993); 2) the central North Pacific stock, consisting of winter/spring populations of the Hawaiian Islands which migrate primarily to northern British Columbia/Southeast Alaska, the Gulf of Alaska, and the Bering Sea/Aleutian Islands (Baker et al. 1990, Perry et al. 1990, Calambokidis et al. 1997); and 3) the western North Pacific stock, consisting of winter/spring populations off Asia which migrate primarily to Russia and the Bering Sea/Aleutian Islands. The SPLASH data now show the Revillagigedos whales are seen in all sampled feeding areas except California-Oregon and the south side of the Aleutians, and are primarily distributed in the Bering Sea, Gulf of Alaska, and Southeast Alaska/northern British Columbia, but are also found in Russia and southern British Columbia/Washington. The migratory destinations of humpback whales from Hawaii were found to be quite similar, and a significant number of matches (14) were seen during SPLASH between Hawaii and the Revillagigedos (Calambokidis et al. 2008). This suggests a need for some modification to the current view of winter/breeding populations. A revision of population structure in the North Pacific, possibly similar to the structure based on summer feeding areas for the Atlantic population, will be considered when the full genetic results from the SPLASH project are available. New information from the SPLASH project mostly confirms this view of humpback whale distribution and movements in the North Pacific. For example, the SPLASH results confirm low rates of interchange between the three principal wintering regions (Asia, Hawaii, and Mexico). However, the full SPLASH results suggest the current view of population structure is incomplete. The overall pattern of movements is complex but indicates a high degree of population structure. Whales from wintering areas at the extremes of their range on both sides of the Pacific migrate to coastal feeding areas on the same side: whales from Asia in the west migrate to Russia and whales from mainland Mexico and Central America in the east migrate to California-Oregon. Whales from Hawaii and Mexico's offshore islands in the Revillagigedo Archipelago migrate to more central- and northern-latitude feeding areas, with considerable overlap (Calambokidis et al. 2008). Humpback whales from the Revillagigedos have been previously documented migrating to feeding areas off California, British Columbia, southeastern Alaska, Prince William Sound, and the Kodiak Island area (Gabriele et al. 1996, Calambokidis et al. 1997), and more recently Witteveen et al. (2004) reported matches between whales photographed at the Shumagin Islands in the western Gulf of Alaska between 1999 and 2002 and whales photographed in the Revillagigedos. The winter distribution of the central North Pacific stock is primarily in the Hawaiian archipelago. In the SPLASH study sampling occurred on Kauai, Oahu, Penguin Bank (off the southwest tip of the island of Molokai), Maui and the island of Hawaii (the Big Island). Interchange within Hawaii was extensive. Although most of the Hawaii identifications came from the Maui sub-area, identifications from the Big Island and Kauai at the eastern and western end of the region showed a high rate of interchange with Maui. In summer the majority of whales from the central North Pacific stock are found in the Aleutian Islands, Bering Sea, Gulf of Alaska, and Southeast Alaska/northern British Columbia. High densities of humpback whales are found in the eastern Aleutian Islands, particularly along the north side of Unalaska Island, and along the Bering Sea shelf edge and break to the north towards the Pribilof Islands. Small numbers of humpback whales are known from a few locations not sampled during the SPLASH study, including northern Bristol Bay and the Chukchi and Beaufort Seas. In the Gulf of Alaska high densities of humpback whales are found in the Shumagin Islands, south and east of Kodiak Island, and from the Barren Islands through Prince William Sound. Although densities in any particular location are not high, humpback whales are also found in deep waters south of the continental shelf from the eastern Aleutians through the Gulf of Alaska. Relatively high densities of humpback whales occur throughout much of Southeast Alaska and northern British Columbia. A relevant finding from the SPLASH project is that whales from the Aleutian Islands have an unusually low re-sighting rate in winter areas compared to whales from other feeding areas. To a lesser extent this is also true of whales from the Gulf of Anadyr in Russia and the Bering Sea. One explanation for this result could be that some of these whales have a winter migratory destination that was not sampled during the SPLASH project. Given the location of these feeding areas, the most parsimonious explanation would be that some of these whales winter somewhere between Hawaii and Asia, which would include the possibility of the Marianas Islands (southwest of the Ogaswara Islands), the Marshall Islands (approximately half-way between the Marianas and Hawiian Islands), and the Northwestern Hawaiian Islands. Indeed, humpback whales have been found to occur in the Northwestern Hawaiian Islands, though apparently at relatively low density (Johnston et al. 2007). No areas with high densities of humpback whales are known between the Hawaiian main islands and Ogasawara, but this could be due to a lack of search effort. Which stock whales found in these locations would belong to is currently unknown. POPULATION SIZE The central North Pacific stock of humpback whales winters in Hawaiian waters (Baker et al. 1986). Baker and Herman (1987) used capture-recapture methods in Hawaii to estimate the population at 1,407 (95% CI: 1,1131,701), which they considered an estimate for the entire stock for 1980-83. Mobley et al. (2001) conducted aerial surveys throughout the main Hawaiian Islands during 1993, 1995, 1998, and 2000. Abundance during these linetransect surveys was estimated as 2,754 (95% CI: 2,044-3,468), 3,776 (95% CI: 2,925-4627), 4,358 (95% CI: 3,2615,454), and 4,491 (95% CI: 3,146-5,836). Before the SPLASH study, the best estimate of abundance for Hawaii from photo-identification data was 4,005 (CV = 0.10) for the years 1991-93 (Calambokidis et al. 1997). Initial markrecapture abundance estimates have been calculated from the SPLASH data. Point estimates of abundance for Hawaii ranged from 7,469 to 10,103; the estimate from the best model (as chosen by AICc) was 10,103. Confidence limits or CVs have not yet been calculated for the SPLASH abundance estimates. Prior to the SPLASH study, the most complete estimate of abundance for humpback whales in the North Pacific was from data collected in 1991-93, with a best mark-recapture estimate of 6,010 (CV = 0.08) for the entire North Pacific, using a winter-to-winter comparison (Calambokidis et al. 1997). Estimates for Hawaii and Mexico were higher using marks from summer feeding areas with recaptures on the winter grounds, and totaled almost 10,000 summed across all winter areas. In the SPLASH study fluke photographs were collected by over 400 researchers in all known feeding areas from Russia to California and in all known wintering areas from Okinawa and the Philippines to the coast of Central America and Mexico during 2004-2006. Over 18,000 fluke identification photographs were collected, and these have been used to estimate the abundance of humpback whales in the entire North Pacific Basin. Based on a comparison of all winter identifications to all summer identifications, the ChapmanPetersen estimate of abundance is 21,808 (CV=0.04) (Barlow et al. 2011). A simulation study identifies significant biases in this estimate from violations of the closed population assumption (+5.3%), exclusion of calves (-10.3%), failure to achieve random geographic sampling (+1.5%), and missed matches (+9.8%) (Barlow et al. submitted). Sex-biased sampling favoring males in wintering areas does not add significant bias if both sexes are proportionately sampled in the feeding areas. The bias-corrected estimate is 20,800 after accounting for a net positive bias of 4.8%. This estimate is likely to be lower than the true abundance due to two additional sources of bias: individual heterogeneity in the probability of being sampled (un-quantified) and the likely existence of an unknown and unsampled wintering area (-7.2%). In summer feeding areas of the central North Pacific stock, photo-identification studies have been conducted in a number of locations in Alaska, but abundance estimates have been relatively modest. These include a catalogue of 315 individual humpback whales in Prince William Sound from 1977 to 2001 (von Ziegesar 1992, Waite et al. 1999, von Ziegesar et al. 2004), and mark-recapture estimates of 651 (95% CI: 356-1,523) for the Kodiak region (Waite et al. 1999) and 410 (95% CI: 241-683) for the Shumagin Islands from 1999-2002 (Witteveen et al. 2004). From line-transect surveys Moore et al. (2000) estimated abundance of humpback whales in the central Bering Sea as 1,175 humpback whales (95% CI: 197-7,009) in 1999, though Moore et al. (2002) suggested these sightings were too clumped in the central-eastern Bering Sea to be used to provide a reliable estimate for the area. Moore et al. (2002) estimated abundance as 102 (95% CI: 40-262) for humpback whales in the eastern Bering Sea in 2000. Zerbini et al. (2006) estimated abundance of humpback whales from line-transect surveys in 2001-03 as 2,644 (95% CI 1,899–3680) for coastal/shelf waters from the central Gulf of Alaska through the eastern Aleutian Islands. Although there is a small amount over overlap between this survey and the Bering Sea surveys (in the eastern Aleutian Islands), considering both surveys this suggests a combined total of about 4,000 whales. In the SPLASH study the number of unique identifications in different regions included 63 in the Aleutian Islands (defined as everything on the south side of the Islands), 491 in the Bering Sea, 301 in the western Gulf of Alaska (including the Shumagin Islands), and 1,038 in the northern Gulf of Alaska (including Kodiak and Prince William Sound), with a few whales seen in more than one area (Calambokidis et al. 2008). The SPLASH abundance estimates ranged from 6,000 to 19,000 combined for the Aleutian Islands, Bering Sea, and Gulf of Alaska, a considerable increase from previous estimates that were available. However, the SPLASH surveys were more extensive in scope, including areas not covered in those surveys, such as parts of Russian waters (Gulf of Anadyr and Commander Islands), the western and central Aleutian Islands, offshore waters in the Gulf of Alaska and Aleutian Island, and Prince William Sound. Additionally, mark-recapture estimates can be higher than line-transect estimates because they estimate the total number of whales that have used the study area during the study period, whereas line-transect surveys provide a snapshot of average abundance in the survey area at the time of the survey. For the Aleutian Islands and Bering Sea, the SPLASH estimates ranged from 2,889 to 13,594. For the Gulf of Alaska, the SPLASH estimates ranged from 2,845 to 5,122. Given known overlap in the distribution of the western and central North Pacific humpback whale stocks, estimates for these feeding areas may include whales from the western North Pacific stock. The SPLASH study showed a relatively high rate of interchange between Southeast Alaska and northern British Columbia, so they are considered together. Humpback whale studies have been conducted since the late 1960s in Southeast Alaska. Baker et al. (1992) estimated an abundance of 547 (95% CI: 504-590) using data collected from 1979 to 1986. Straley (1994) recalculated the estimate using a different analytical approach (JollySeber open model for capture-recapture data) and obtained a mean population estimate of 393 animals (95% CI: 331-455) using the same 1979 to 1986 data set. Using data from 1986 to 1992 and the Jolly-Seber approach, Straley et al. (1995) estimated that the annual abundance of humpback whales in Southeast Alaska was 404 animals (95% CI: 350-458). Straley et al. (2009) examined data for the northern portion of southeast Alaska from 1994 to 2000 and provided an updated abundance estimate of 961 (CV=0.12). In the northern British Columbia region (primarily near Langara Island), 275 humpback whales were photo-identified from 1992 to 1998 (G. Ellis, Pacific Biological Station, pers. comm.). As of 2003, approximately 850-1,000 humpback whales had been identified in British Columbia (J. Ford, Department of Fisheries and Oceans, Canada, pers. comm.). During the SPLASH study 1,115 unique identifications were made in Southeast Alaska and 583 in northern British Columbia, for a total of 1,669 individual whales, after subtracting whales seen in both areas (1,115+583-13-16=1,669) (Calambokidis et al. 2008). From the SPLASH study estimates of abundance for Southeast Alaska/northern British Columbia ranged from 2,883 to 6,414. The estimates from SPLASH are considerably larger than the estimate from Straley et al. (2009). This is because the SPLASH estimates included areas not part of the Straley et al. (2009) estimate, including southern Southeast Alaska, northern British Columbia, and offshore waters of both British Columbia and Southeast Alaska. Minimum Population Estimate Although the Southeast Alaska/northern British Columbia feeding aggregation is not formally considered a stock, the calculation of a PBR for this area is useful for management purposes. The total number of unique individuals seen during the SPLASH study was 1,669 (1,115 in southeast Alaska). The abundance estimate of Straley et al. (2009) had a CV of 0.12, and the SPLASH abundance estimates are unlikely to have a much higher CV. Using the lowest population estimate (N) of 2,883 and an assumed worst case CV(N) of 0.30, NMIN for this aggregation is 2,251. Similarly, for the Aleutian Islands and Bering Sea, using the lowest SPLASH estimate of 2,889 with an assumed worst-case CV of 0.30 results in an NMIN of 2,256. For the Gulf of Alaska, using the lowest SPLASH estimate of 2,845 with an assumed worst-case CV of 0.30 results in an NMIN of 2,222. Estimates for these feeding areas may include whales from the western North Pacific stock. A total of 2,367 unique individuals were seen in the Hawaiian wintering areas during the 2-year period (3 winter field seasons) of the SPLASH study. As discussed above, point estimates of abundance for Hawaii from SPLASH ranged from 7,469 to 10,103; the estimate from the best model was 10,103, but no associated CV has yet been calculated. The 1991-93 abundance estimate for Hawaii using similar (but less) data had a CV of 0.095. Therefore, it is unlikely the CV of the SPLASH estimate, once calculated, would be greater than 0.300. The minimum population estimate (NMIN) for this stock is calculated according to Equation 1 from the PBR Guidelines (Wade and Angliss 1997): NMIN = N/exp(0.842×[ln(1+[CV(N)] 2 )] ½ ). As a worst case, using the lowest population estimate (N) of 7,469 and an assumed conservative CV(N) of 0.30 results in an NMIN for the central North Pacific humpback whale stock of 5,833. Current Population Trend Comparison of the estimate for the entire stock provided by Calambokidis et al. (1997) with the 1981 estimate of 1,407 (95% CI: 1,113-1,701) from Baker and Herman (1987) suggests that abundance increased in Hawaii between the early 1980s and early 1990s. Mobley et al. (2001) estimated a trend of 7% per year for 19932000 using data from aerial surveys that were conducted in a consistent manner for several years across all of the Hawaiian Islands and were developed specifically to estimate a trend for the central North Pacific stock. Mizroch et al. (2004) estimated survival rates for North Pacific humpback whales using mark-recapture methods, and a model fit to data from Hawaii for the years 1980-1996 resulted in an estimated rate of increase of 10% per year (95% C.I. of 3-16%). For shelf waters of the northern Gulf of Alaska, Zerbini et al. (2006) estimated an annual rate of increase for humpback whales from 1987-2003 of 6.6% per year (95% CI: 5.2-8.6%). The SPLASH abundance estimate for the total North Pacific represents an annual increase of 4.9% over the most complete estimate for the North Pacific from 1991-93. Comparisons of SPLASH abundance estimates for Hawaii to estimates from 1991-93 gave estimates of annual increase that ranged from 5.5 to 6.0% (Calambokidis et al. 2008). No confidence limits were calculated for these rates of increase from SPLASH data. It is also clear that the abundance has increased in Southeast Alaska, though a trend for the Southeast Alaska portion of this stock cannot be estimated from the data because of differences in methods and areas covered. CURRENT AND MAXIMUM NET PRODUCTIVITY RATES Using a birth-interval model, Barlow and Clapham (1997) have estimated a population growth rate of 6.5% (SE = 1.2%) for the well-studied humpback whale population in the Gulf of Maine, although there are indications that this rate has slowed over the last decade (Clapham et al. 2003). Estimated rates of increase for the Central North Pacific stock include values for Hawaii of 7.0% (from aerial surveys), 5.5-6.0% (from mark-recapture abundance estimates), and 10% (95% CI 3-16%) (from a model fit to mark-recapture data), and for the northern Gulf of Alaska a value of 6.6% (95% CI 5.2-8.6%) (from ship surveys) (Calambokidis et al. 2008). Although there is no estimate of the maximum net productivity rate for the Central North Pacific stock, it is reasonable to assume that RMAX for this stock would be at least 7%. Hence, until additional data become available from the Central North Pacific humpback whale stock, it is recommended that 7% be employed as the maximum net productivity rate (RMAX) for this stock. POTENTIAL BIOLOGICAL REMOVAL At this time, stock structure of humpback whales is under consideration and revisions may be proposed within the next few years. One possibility would be to revise stock structure to be consistent with summer feeding aggregations, as has been done for the North Atlantic population of humpback whales. If this were to occur, possible groupings could be: Southeast Alaska/northern British Columbia, Gulf of Alaska, and Aleutian Islands/Bering Sea. For Southeast Alaska and northern British Columbia, the smallest abundance estimates from the SPLASH study were used with an assumed worst-case CV of 0.3 to calculate PBRs for feeding areas. Using the suggested guidelines presented in Taylor et al. (2003), it would be appropriate to use a recovery factor of 0.3 only for the Southeast Alaska/ northern British Columbia feeding aggregation since this aggregation has an Nmin greater than 1,500 and less than 5,000 and an increasing population trend. A recovery factor of 0.1 is appropriate for the Aleutian Islands and Bering Sea feeding aggregation and the Gulf of Alaska feeding aggregation because the Nmin is greater than 1,500 and less than 5,000 and based on an unknown population trend. For the Southeast Alaska/northern British Columbia feeding aggregation PBR is calculated to be 23.6 (2,251 x 0.035 x 0.3). For the Aleutian Islands and Bering Sea, PBR is calculated to be 7.9 (2,256 x 0.035 x 0.1). For the Gulf of Alaska, PBR is calculated to be 7.8 (2,222 x 0.035 x 0.1). Under the 1994 reauthorized Marine Mammal Protection Act (MMPA), the potential biological removal (PBR) is defined as the product of the minimum population estimate, one-half the maximum theoretical net productivity rate, and a recovery factor: PBR = NMIN × 0.5RMAX × FR. The recovery factor (FR) for this stock is 0.1, the recommended value for cetacean stocks listed as endangered under the Endangered Species Act (Wade and Angliss 1997). The default value of 0.04 for the maximum net productivity rate is replaced by 0.07, which is the best estimate of the current rate of increase and is considered a conservative estimate of the maximum net productivity rate. For the Central North Pacific stock of humpback whale, using the smallest SPLASH study abundance estimate for 2004-06 for Hawaii of 7,469 with an assumed CV of 0.300 and its associated NMIN of 5,833, PBR is calculated to be 61.2 animals (5,833 x 0.035 x 0.3). A recovery factor of 0.3 is used in calculating the PBR based on the suggested guidelines of Taylor et al. (2003). ANNUAL HUMAN-CAUSED MORTALITY AND SERIOUS INJURY Fisheries Information Until 2004, there were four different federally-regulated commercial fisheries in Alaska that occurred within the range of the central North Pacific humpback whale stock that were monitored for incidental mortality by fishery observers. As of 2004, changes in fishery definitions in the List of Fisheries have resulted in separating these four fisheries into 17 fisheries (69 FR 70094, 2 December 2004). This change does not represent a change in fishing effort, but provides managers with better information on the component of each fishery that is responsible for the incidental serious injury or mortality of marine mammal stocks in Alaska. Between 2007 and 2009, there were no incidental serious injuries and mortalities of central North Pacific humpback whales in the Bering Sea/Aleutian Islands sablefish pot fishery nor in the Hawaii shallow set longline fishery (Table 36). Table 36. Summary of observer reported incidental mortalities and serious injuries of humpback whales (Central North Pacific stock) due to commercial fisheries from 2007 to 2009 and calculation of the mean annual mortality rate. Details of how percent observer coverage is measured is included in Appendix 6. \| Fishery name \| Years \| Data type \| Observer coverage \| Observed mortality/ serious injury (in given yrs.) \| Estimated mortality/ serious injury (in given yrs.) \| \|---\|---\|---\|---\|---\|---\| \| Bering Sea sablefish pot \| 2007 2008 2009 \| obs data \| - - - \| 0 0 0 \| 0 0 0 \| \| HI shallow set longline \| 2007 2008 2009 \| obs data \| 100 100 100 \| 0 0 0 \| 0 0 0 \| \| Minimum total annual mortality \| \| \| \| \| \| Reports of entangled humpback whales found swimming, floating, or stranded with fishing gear attached occur in both Alaskan and Hawaiian waters. All reports of mortalities or injuries of humpback whales from the central North Pacific stock from 2003 to 2007 are provided in Appendix 8 and a summary of the information is provided in Table 37. Overall, there were 86 reports of human-related mortalities or injuries during this 5-year period. Of these, there were 54 incidents which involved commercial fishing gear, and 23 of those incidents involved serious injuries or mortalities. This estimate is considered a minimum because not all entangled animals strand and not all stranded animals are found, reported, or cause of death determined. Table 37. Summary of central North Pacific humpback whale mortalities and serious injuries caused by commercial and recreational fishery entanglement and ship strikes from stranding reports, 2003-2007. A summary of information used to determine whether an injury was serious or non-serious is included in Appendix 8. Fisheries with zero average annual mortality indicate historical marine mammal interactions. \| Ship strike \| 2003 2004 2005 2006 2007 \| 0 0 1 0 0 \| 0 0 0 0 0 \| 0 0 1 0 1 \| \|---\|---\|---\|---\|---\| \| Unspecified gear \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 1 0 \| 0 0 1 0 1 \| \| Salmon set gillnet \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 0 \| \| \| \| 2005 2006 2007 \| 0 0 0 \| 1 0 0 \| 0 0 0 \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| Purse seine \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 \| \| \| Unspecified pot gear \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 1 0 \| 0 0 0 0 0 \| 0.2 \| \| \| Crab pot gear \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 \| \| \| Yakutat salmon set gillnet \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 \| \| \| Cook Inlet salmon set gillnet \| 2003 2004 2005 2006 2007 \| N/A N/A 0 0 0 \| N/A N/A 1 0 0 \| N/A N/A 0 0 0 \| 0.2 \| \| \| Kodiak salmon purse seine \| 2003 2004 2005 2006 2007 \| N/A N/A 1 0 0 \| N/A N/A 0 0 0 \| N/A N/A 0 0 0 \| 0.2 \| \| \| Lower Cook Inlet salmon purse seine \| 2003 2004 2005 2006 2007 \| N/A N/A 1 0 0 \| N/A N/A 0 0 0 \| N/A N/A 0 0 0 \| 0.2 \| \| \| Average annual serious injury/mortality rate commercial fisheries only \| \| \| \| \| 1.2 \| \| \| Average annual serious injury/mortality rate total \| \| \| \| \| 1.4 \| \| SE \| Ship strike \| 2003 2004 2005 2006 2007 \| 1 2 1 0 1 \| 0 1 1 0 0 \| 0 0 0 1 1 \| 1.4 \| \| Unspecified gear \| 2003 2004 2005 2006 2007 \| 0 0 0 1 0 \| 0 2 0 0 0 \| 0 0 1 4 2 \| \|---\|---\|---\|---\|---\| \| Salmon set gillnet \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 0 \| \| Unspecified gillnet \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 1 0 1 \| \| Unspecified drift gillnet \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 1 0 0 \| 0 0 0 0 0 \| \| Unspecified net gear \| 2003 2004 2005 2006 2007 \| 1 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 0 \| \| Purse seine \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 0 \| \| Unspecified pot gear \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 1 0 0 0 \| 0 0 0 0 0 \| \| Crab pot gear \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 1 0 2 0 0 \| 0 0 2 1 0 \| \| Recreational crab pot gear \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 1 0 0 0 \| 0 0 0 0 0 \| \| Unspecified longline \| 2003 \| 0 \| 0 \| 0 \| \| Area \| Human activity/fishery \| Year \| Mortality \| Serious \| Not determinable \| Average annual serious injury/mortality rate (2003-2007) \| \|---\|---\|---\|---\|---\|---\|---\| \| \| gear \| 2004 2005 2006 2007 \| 0 0 0 0 \| 0 0 0 0 \| 0 0 1 0 \| \| \| \| Unspecified shrimp gear \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 0 0 \| 0 0 0 0 1 \| 0.0 \| \| \| Halibut longline \| 2003 2004 2005 2006 2007 \| 0 0 0 0 0 \| 0 0 0 1 0 \| 0 0 0 0 0 \| 0.2 \| \| \| SE salmon drift gillnet \| 2003 2004 2005 2006 2007 \| N/A N/A 1 0 0 \| N/A N/A 0 0 0 \| N/A N/A 0 0 0 \| 0.2 \| \| \| Average annual serious injury/mortality rate fishery only \| \| \| \| \| 2.2 \| \| \| Average annual serious injury/mortality rate total \| \| \| \| \| 3.8 \| \| Hawaii \| Unspecified gear \| 2005 2006 2007 2008 2009 \| 0 0 0 0 0 \| 0 0 1 1 0 \| 0 0 0 0 0 \| 0.4 \| \| \| Average annual serious injury/mortality rate fishery only \| \| \| \| \| 0.4 \| \| \| Average annual serious injury/mortality rate total \| \| \| \| \| 0.4 \| Summary of central North Pacific humpback whale mortalities and serious injuries caused by entanglement and ship strikes based on stranding reports, 2003-2007. \| \| Vessel collisions \| Commercial fishery related \| Recreational fishery related \| \|---\|---\|---\|---\| \| Northern AK \| 0.2 \| 1.2 \| 0 \| \| Southeast AK \| 1.4 \| 2.2 \| 0.2 \| The overall U. S. commercial fishery-related minimum mortality and serious injury rate for the entire stock is 3.8 humpback whales per year, based on observer data from Alaska (0), observer data from Hawaii (0), stranding records from Alaska (3.4), and stranding records from Hawaii (0.4). The estimated fishery-related minimum mortality and serious injury rate incidental to commercial fisheries for the northern portion of the stock is 1.6 humpback whales per year, based on observer data from Alaska (0), stranding records from Alaska (1.2), observer data from Hawaii (0), and stranding data from Hawaii (0.4) (Table 37). The estimated minimum mortality and serious injury rate incidental to the commercial fisheries in southeast Alaska is 2.8 humpback whales per year, based on observer data from Hawaii (0.2), stranding records from Alaska (2.2), and stranding data from Hawaii (0.4) (Table 37). The serious injury records from Hawaii were included in the minimum mortality and serious injury estimates for both the northern portion and southeast Alaska portion of this stock. As mentioned previously, these estimates of serious injury/mortality levels should be considered a minimum. No observers have been assigned to several fisheries that are known to interact with this stock, making the estimated mortality rate unreliable. Further, due to limited Canadian observer program data, mortality incidental to Canadian commercial fisheries (i.e., those similar to U.S. fisheries known to interact with humpback whales) is uncertain. Though interactions are thought to be minimal, data regarding the level of humpback whale mortality related to commercial fisheries in northern British Columbia are not available, again indicating that the estimated mortality incidental to commercial fisheries is underestimated for this stock. Subsistence/Native Harvest Information Subsistence hunters in Alaska are not authorized to take from this stock of humpback whales, and no takes have been reported. Other Mortality Ship strikes and other interactions with vessels unrelated to fisheries have also occurred to humpback whales. Those cases are included in Appendix 8 and summarized in Table 37. Of those, eight ship strikes constitute "other sources" of mortality or serious injury; seven of these ship strikes occurred in Southeast Alaska and one occurred in the northern portion of this stock's range. It is not known whether the difference in ship strike rates between Southeast Alaska and the northern portion of this stock is due to differences in reporting, amount of vessel traffic, densities of animals, or other factors. Averaged over the year period from 2003 to 2007, these account for an additional 1.6 humpback whale mortalities per year for the entire stock (0.2 ship strikes/year for the northern portion of the stock, and 1.4 strikes/year for the Southeast portion). HISTORICAL WHALING On the feeding grounds of the central North Pacific stock after World War II the highest density of catches occurred around the western Aleutian Islands, in the eastern Aleutian Islands (and adjacent Bering Sea to the north and Pacific Ocean to the south), and British Columbia (Springer et al. 2006). Lower but still relatively high density of catches occurred south of the Commander Islands, along the south side of the Alaska Peninsula and around Kodiak Island. Lower densities of catches also occurred in the Gulf of Anadyr, in the central Aleutian Islands, in much of the offshore Gulf of Alaska, and in Southeast Alaska. Rice (1978) estimated that the number of humpback whales in the North Pacific may have been approximately 15,000 individuals prior to exploitation; however, this was based upon incomplete data and, given the level of known catches (legal and illegal) since World War II, may be an underestimate. Intensive commercial whaling removed more than 28,000 animals from the North Pacific during the 20th century. Humpback whales in the North Pacific were theoretically protected in 1965, but illegal catches by the U.S.S.R. continued until 1972 (Ivashchenko et al. 2007). From 1961 to 1971, 6,793 humpback whales were killed illegally by the USSR. Many animals during this period were taken from the Gulf of Alaska and Bering Sea (Doroshenko 2000); however, additional illegal catches were made across the North Pacific, from the Kuril Islands to the Queen Charlotte Islands, and other takes in earlier years may have gone unrecorded. No catches were reported in the winter grounds of the central North Pacific stock in Hawaii, nor in Mexican winter areas. STATUS OF STOCK NMFS recently conducted a global humpback whale status review, the report of which is expected to be completed in 2012. NMFS will include the relevant results of this review in the SARs when they are available. As the estimated annual mortality and serious injury rate for the entire stock (5.6; 3.8 of which were commercial fishery-related; Table 38) is considered a minimum, it is unlikely that the level of human-caused mortality and serious injury exceeds the PBR level (61.2) for the entire stock. The estimated annual mortality and serious injury rate in Southeast Alaska (4.0, of which 2.4 were commercial fishery-related) is less than the PBR level if calculated only for the Southeast Alaska portion of the population (23.3), or for the Southeast Alaska/northern British Columbia feeding aggregation (23.6). The estimated annual mortality and serious injury rate in the Northern area (Gulf of Alaska, Aleutian Islands, Bering Sea) is 1.8, which does not exceed the combined PBR for these feeding areas (15.7). The minimum estimated U. S. commercial fishery-related mortality and serious injury for this stock is less that 10% of the calculated PBR for the entire stock (6.1) and, therefore, can be considered to be insignificant and approaching a zero mortality and serious injury rate. The humpback whale is listed as "endangered" under the Endangered Species Act, and therefore designated as "depleted" under the MMPA. As a result, the central North Pacific stock of humpback whale is classified as a strategic stock. However, the status of the entire stock relative to its Optimum Sustainable Population size is unknown. Table 38. Summary of average annual serious injury (SI) and mortality (M) levels for the central North Pacific (CNP) stock of humpback whales based on strandings (2003-2007) and observer data (2007-2009). \| \| AK Observer data \| AK Strand. \| HI Observer data \| HI Strand. \| Total Commercial fish. \| Total Rec. fish. \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Northern \| 0 \| 1.2 \| 0 \| 0.4 \| 1.6 \| 0 \| 0.2 \| 1.8 \| \| Southeast \| N/A \| 2.2 \| 0 \| 0.4 \| 2.6 \| 0.2 \| 1.4 \| 4.2 \| \| Southeast Alaska/northern British Columbia \| \| \| \| \| \| \| \| \| \| TOTAL \| 0 \| 3.4 \| 0 \| 0.41 \| 3.82 \| 0.2 \| 1.6 \| 5.6 \| 2 This is the sum of the observed SI/M (0), the AK strandings (3.4), and the average HI stranding rate (0.4). The value for the HI stranding rate is included in the sum for both the northern and southeast portions of the stock; however, it is only counted once in the total SI/M for the entire stock. 1 The average annual SI/M in HI is 0.4. Habitat Concerns Elevated levels of sound from the Acoustic Thermometry of Ocean Climate (ATOC) program, the U.S. Navy's Low Frequency Active (LFA) sonar program, and other anthropogenic sources (i.e., shipping and whale watching) in Hawaii waters is of potential concern for this stock. Results from experiments in 1996 off Hawaii indicated only subtle responses of humpback whales to ATOC-like transmissions (Frankel and Clark 1998). Frankel and Clark (2002) indicated that there were also slight shifts in humpback whale distribution in response to ATOC. Efforts are underway to evaluate the relative contribution of sound (e.g., experiments with LFA sound sources) to Hawaii's marine environment, although reports summarizing the results of recent research are not available. This stock is the focus of a large whale watching industry in its wintering grounds (Hawaii) and a growing whale watching industry in its summering grounds (Alaska). Regulations concerning minimum distance to keep from whales and how to operate vessels when in the vicinity of whales have been developed for Hawaii waters in an attempt to minimize the impact of whale watching. Additional concerns have been raised about the impact of jet skis and similar fast waterborne tourist-related traffic, notably in nearshore areas inhabited by mothers and calves. In 2001, NMFS issued regulations to prohibit most approaches to humpback whales in Alaska within 100 yards (91.4 m; 66 FR 29502; 31 May 2001). The growth of the whale watching industry, however, is a concern as preferred habitats may be abandoned if disturbance levels are too high. CITATIONS Baker, C. S., S. R. Palumbi, R. H. Lambertsen, M. T. Weinrich, J. Calambokidis, and S. J. O'Brien. 1990. Influence of seasonal migration on geographic distribution of mitochondrial DNA haplotypes in humpback whales. Nature 344:238-240. Baker, C. S., A. Perry, and L. M. Herman. 1987. Reproductive histories of female humpback whales (Megaptera novaeangliae) in the North Pacific. Mar. Ecol. Prog. Ser. 41:103-114. Baker, C. S., J. M. Straley, and A. Perry. 1992. Population characteristics of individually identified humpback whales in southeastern Alaska: summer and fall 1986. Fish. Bull., U.S. 90:429-437. Baker, C. S., L. M. Herman, A. Perry, W. S. Lawton, J. M. Straley, A. A. Wolman, G. D. Kaufman, H. E. Winn, J. D. Hall, J. M. Reinke, and J. Ostman. 1986. Migratory movement and population structure of humpback whales (Megaptera novaeangliae) in the central and eastern North Pacific. Mar. Ecol. Prog. Ser. 31:105119. Baker, C. S., L. Medrano-Gonzalez, J. Calambokidis, A. Perry, F. Pichler, H. Rosenbaum, J. M. Straley, J. UrbanRamirez, M. Yamaguchi, and O. von Ziegesar. 1998. Population structure of nuclear and mitochondrial DNA variation among humpback whales in the North Pacific. Mol. Ecol. 7(695-707). Barlow, Calambokidis, Falcone, Baker, Burdin, Clapham, Ford, Gabriele, LeDuc, Mattila, Quinn, Rojas-Bracha, Straley, Taylor, Urban, Wade, Weller, Witteveen, Yamaguchi. 2011. Humpback whale abundance in the North Pacific estimated by photographic capture-recapture with bias correction from simulation studies. Marine Mammal Science. Published online. DOI: 10.1111/j.1748-7692.2010.00444.x Barlow, J., and P. J. Clapham. 1997. A new birth-interval approach to estimating demographic parameters of humpback whales. Ecol. 78(2):535-546. Calambokidis, J., G. H. Steiger, J. C. Cubbage, K. C. Balcomb III, and P. Bloedel. 1989. Biology of humpback whales in the Gulf of the Farallones. Report to Gulf of the Farallones National Marine Sanctuary, San Francisco, CA by Cascadia Research Collective, 218½ West Fourth Avenue, Olympia, WA. 93 pp. Calambokidis, J. E.A. Falcone, T.J. Quinn, A.M. Burdin, P.J. Clapham, J.K.B. Ford, C.M. Gabriele, R. LeDuc, D. Mattila, L. Rojas-Bracho, J.M. Straley, B.L. Taylor, J. Urbán R., D. Weller, B.H. Witteveen, M. Yamaguchi, A. Bendlin, D. Camacho, K. Flynn, A. Havron, J. Huggins, and N. Maloney. 2008. SPLASH: Structure of Populations, Levels of Abundance and Status of Humpback Whales in the North Pacific. Final report for Contract AB133F-03-RP-00078. 58 p. (Available at http://www.cascadiaresearch.org/SPLASH/SPLASH-contract-Report-May08.pdf) Calambokidis, J., G. H. Steiger, and J. R. Evenson. 1993. Photographic identification and abundance estimates of humpback and blue whales off California in 1991-92. Final Contract Report 50ABNF100137 to Southwest Fisheries Science Center, La Jolla, CA 92038. 67 pp. Calambokidis, J., G. H. Steiger, J. M. Straley, T. Quinn, L. M. Herman, S. Cerchio, D. R. Salden, M. Yamaguchi, F. Sato, J. R. Urban, J. Jacobson, O. Von Ziegesar, K. C. Balcomb, C. M. Gabriele, M. E. Dahlheim, N. Higashi, S. Uchida, J. K. B. Ford, Y. Miyamura, P. Ladrón de Guevara, S. A. Mizroch, L. Schlender, and K. Rasmussen. 1997. Abundance and population structure of humpback whales in the North Pacific basin. Final Contract Report 50ABNF500113 to Southwest Fisheries Science Center, P.O. Box 271, La Jolla, CA 92038. 72 pp. Calambokidis, J., G. H. Steiger, J. M. Straley, L. M. Herman, S. Cerchio, D. R. Salden, J. Urban R., J. K. Jacobsen, O. von Ziegesar, K.C. Balcomb, C. M. Gabriele, M. E. Dahlheim, S. Uchida, G. Ellis, Y. Miyamura, P. Ladrón de Guevara P., M. Yamaguchi, F. Sato, S. A. Mizroch, L. Schlender, K. Rasmussen, J. Barlow and T. J. Quinn, II. 2001. Movements and population structure of humpback whales in the North Pacific. Mar. Mamm. Sci. 17(4): 769-794. Clapham, P.J., Barlow, J., Bessinger, M., Cole, T., Mattila, D., Pace, R., Palka, D.. Robbins, J. & Seton, R. 2003. Abundance and demographic parameters of humpback whales from the Gulf of Maine, and stock definition relative to the Scotian Shelf. J. Cet. Res. Manage. 5:13-22. Darling, J. D. 1991. Humpback whales in Japanese waters. Ogasawara and Okinawa. Fluke identification catalog 1987-1990. Final Contract Report, World Wide Fund for Nature, Japan. 22 pp. Clapham, P. J., and J. G. Mead. 1999. Megaptera novaeangliae. Mamm. Species 604:1-9. Darling, J. D., and S. Cerchio. 1993. Movement of a humpback whale (Megaptera novaeangliae) between Japan and Hawaii. Mar. Mammal Sci. 1:84-89. Frankel, A. S., and C. W. Clark. 1998. Results of low-frequency playback of M-sequence noise to humpback whales, Megaptera novaeangliae, in Hawai'i. Can. J. Zool. 76:521-535. Doroshenko, N. V. 2000. Soviet catches of humpback whales (Megaptera novaeangliae) in the North Pacific. In A. V. Yablokov and V. A. Zemsky (eds.), Soviet whaling data (1949-1979), Center for Russian Environmental Policy, Marine Mammal Council, Moscow, 96-103. Frankel, A.S., and C. W. Clark. 2002. ATOC and other factors affecting the distribution and abundance of humpback whales (Megaptera novaeangliae) off the North Shore of Hawaii. Mar. Mamm. Sci. 18(3):644662. Ivashchenko, Y. V., P. J. Clapham, and R. L. Brownell Jr. (eds.). 2007. Scientific reports of Soviet whaling expeditions, 1955-1978. U.S. Dep. Commer., NOAA Tech. Memo. NMFS-AFSC-175. 36 pp. [Translation: Y. V. Ivashchenko] + Appendix. Gabriele, C. M., J. M. Straley, L. M. Herman, and R. J. Coleman. 1996. Fastest documented migration of a North Pacific humpback whale. Mar. Mamm. Sci. 12:457-464. Johnson, J. H., and A. A. Wolman. 1984. The humpback whale, Megaptera novaeangliae. Mar. Fish. Rev. 46:3037. Johnston, D.W., M. E. Chapla, L. E. Williams and D. K. Mattila. 2007. Identification of humpback whale wintering habitat in the Northwestern Hawaiian Islands using spatial habitat modeling, Endang. Species Res. 3:249-257 . Mizroch, S. A., L. M. Herman, J. M. Straley, D. Glockner-Ferrari, C. Jurasz, J. Darling, S. Cerchio, C. Gabriele, D. Salden, O. von Ziegesar. 2004. Estimating the adult survival rate of central North Pacific humpback whales. J. Mammal. 85(5):963-972. Moore, S. E., J. M. Waite, L. L. Mazzuca, and R. L. Hobbs. 2000. Mysticete whale abundance observations of prey associations on the Central Bering Sea Shelf. J. Cetacean Res. Manage. 2(3): 227-234. Mobley, J. M., S. Spitz, R. Grotefendt, P. Forestell, A. Frankel, and G. Bauer. 2001. Abundance of humpback whales in Hawaiian waters: Results of 1993-2000 aerial surveys. Report to the Hawaiian Islands Humpback Whale National Marine Sanctuary. 16 pp. Moore, S. E., J. M. Waite, N. A. Friday and T. Honkalehto. 2002. Distribution and comparative estimates of cetacean abundance on the central and south-eastern Bering Sea shelf with observations on bathymetric and prey associations. Progr. Oceanogr. 55(1-2):249-262. Nemoto T. 1959. Food of baleen whales with reference to whale movements. Scientific Reports of the Whales Research Institute, 14:149-290. Nemoto, T. 1957. Foods of baleen whales in the northern Pacific. Sci. Rep. Whales Res. Inst. Tokyo 12:33-89. Perry, A., C. S. Baker, and L. M. Herman. 1990. Population characteristics of individually identified humpback whales in the central and eastern North Pacific: a summary and critique. Rep. Int. Whal. Comm. (Special Issue 12):307-317. Rice, D. W. 1998. Marine Mammals of the World: Systematics and Distribution. Soc. Mar. Mammal. Spec. Publ. No. 4. Rice, D. W. 1978. The humpback whale in the North Pacific: distribution, exploitation and numbers. Appendix 4. Pp. 29-44 In K. S. Norris and R.R. Reeves (eds.), Report on a workshop on problems related to humpback whales (Megaptera novaeangliae) in Hawaii. U.S. Dep. Commer., Nat. Tech. Info. Serv. PB-280 794. Springfield, VA. Springer, A., G.B. van Vliet, J.F. Piatt, and E. M. Danner. 2006. Pages 245-261 In: "Whales, Whaling and Ocean Ecosystems", J.A. Estes, R.L. Brownell, Jr., D.P DeMaster, D.F. Doak, and T.M. Williams (eds), University of California Press. 418 pp. Straley, J. M. 1994. Seasonal characteristics of humpback whales (Megaptera novaeangliae) in southeastern Alaska. Master's thesis, University of Alaska - Fairbanks, Fairbanks, Alaska, 99775. 121 pp. Steiger, G. H., J. Calambokidis, R. Sears, K. C. Balcomb, and J. C. Cubbage. 1991. Movement of humpback whales between California and Costa Rica. Mar. Mammal Sci. 7:306-310. Straley, J. M., C. M. Gabriele, and C. S. Baker. 1995. Seasonal characteristics of humpback whales (Megaptera novaeangliae) in southeastern Alaska. Pp. 229-237 In D. R. Engstrom, ed. Proceedings of the Third Glacier Bay Science Symposium, 1993. National Park Service, Anchorage, AK. Taylor, B. L., M. Scott, J. Heyning and J. Barlow. 2003. Suggested guidelines for recovery factors for endangered marine mammals. U.S. Dep. Commer., NOAA Tech. Memo. NOAA-TM-NMFS-SWFSC-354, 6 pp. Straley, J M., C. M. Gabriele and T. J. Quinn II. 2009. Assessment of mark recapture models to estimate the abundance of a humpback whale feeding aggregation in Southeast Alaska. J. Biogeogr. 36:427-438. Tomlin, A. G. 1967. Mammals of the USSR and adjacent countries. vol. 9, Cetacea. Israel Program Sci. Transl. No. 1124, Natl. Tech. Info. Serv. TT 65-50086. Springfield, VA. 717 pp. (Translation of Russian text published in 1957). von Ziegesar, O., B. Goodwin, and R. Devito. 2004. A catalog of humpback whales in Prince William Sound Alaska, 1977-2001. Eye of the Whale Research, Fritz Creek, Alaska. von Ziegesar, O. 1992. A catalogue of Prince William Sound humpback whales identified by fluke photographs between the years 1977 and 1991. North Gulf Oceanic Society, P. O. Box 15244, Homer, AK. 29 pp. Wade, P. R., and R. Angliss. 1997. Guidelines for assessing marine mammal stocks: report of the GAMMS workshop April 3-5, 1996, Seattle, Washington. U.S. Dep. Commer., NOAA Tech. Memo. NMFS-OPR12, 93 pp. Witteveen, B. H., J. M. Straley, O. Ziegesar, D. Steel, and C. S. Baker. 2004. Abundance and mtDNA differentiation of humpback whales (Megaptera novaeangliae) in the Shumagin Islands, Alaska. Can. J. Zool. 82:1352-1359. Waite, J. M., M. E. Dahlheim, R. C. Hobbs, S. A. Mizroch, O. von Ziegesar-Matkin, J. M. Straley, L. M. Herman, and J. Jacobsen. 1999. Evidence of a feeding aggregation of humpback whales (Megaptera novaeangliae) around Kodiak Island, Alaska. Mar. Mammal Sci. 15:210-220. Zenkovich B. A. 1954. Vokrug sveta za kitami, Vol. Gosudarstvennoe Izdatel'stvo Geograficheskoi Literatury, Moscow. Allen, B. M., and R. P. Angliss Zerbini, A. N., J. M. Waite, J. L. Laake and P. R. Wade. 2006. Abundance, trends and distribution of baleen whales off western Alaska and the central Aleutian Islands. Deep-Sea Res. 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Discipline Procedure School-Aged Care 2020 Hastings Community Education: Kids' Campus, Camp Horizons, Big Shots, Specialty Care Methods & Discipline Philosophy: Expectations will be clearly made through daily practice, reminders, and discussions both in groups and individually. Children will be helped to understand their responsibility to the other children, staff, and environment. Staff will also model expected behavior and be held accountable by coworkers and supervisors. When negative or dangerous behavior occurs, staff will attempt to redirect the child's behavior, while praising positive. We use both accountability-based discipline and conscious discipline. If behavior continues, the guardian will be notified of the behavior and the disciplinary procedure will be enacted: Please be aware of the COVID 19 Behavior expectations. Behaviors associated with this waiver are grounds for dismissal. Incident 1: The behavior was discussed with the child and the parent was notified via phone or email. Date:_______________ Description:__________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Staff Signature:________________________________Parent Name:________________________________ Incident 2: The behavior was discussed (over the phone or in person) with the child and the parent. A written behavior plan was developed with parental input. Date:_______________ Description:__________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Staff Signature:________________________________Parent Name:________________________________ Incident 3: After attempts of using the written behavior plan, the parent and child met with lead staff and coordinator to go over the written plan and make adjustments to ensure a positive outcome. Date:_______________ Description:__________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Staff Signature:________________________________Parent Name:________________________________	<urn:uuid:9d2b1f0f-5235-4a5c-9153-0295094abd48>	CC-MAIN-2020-40	https://hastingscommunityed.com/wp-content/uploads/2020/06/Discipline-Procedure-2020.pdf	2020-09-25T23:40:52+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz	413,906,087	343	eng_Latn	eng_Latn	0.892311	eng_Latn	0.97455	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1423, 2589 ]	[ 1.703125 ]	1	0
By ROSHAN THIRAN [email protected] "Let him that would move the world first move himself" — Socrates As I read these words of Franklin, I became curious. I could understand Jesus and humility, but Socrates, the philosopher? This led me to read more about Socrates and to my surprise, the Greek philosopher has much to say on leadership and life. A FEW months ago I wrote about Benjamin Franklin and his famous '13 Virtues'. In this list, Franklin prescribed a list of actions we should follow if we wish to lead a principled life of meaning. The last of these virtues focuses on humility. To be really humble, Franklin encourages us to "imitate Jesus and Socrates". The Influential Socrates Socrates (469 BCE-399 BCE) was born in Athens, Greece, to a stonemason father and a midwife mother. Given his family's standing, he would likely have received a simple education and been expected to follow in his father's trade. It's difficult to think of any other historical figure who has been more influential in shaping cultures throughout the world. The philosophy of Socrates formed the basis of Western logic and reason thanks to his well-known 'Socratic method', which sought logical conclusions to complex problems through intensive questioning. Everything we know about Socrates stems exclusively from accounts by his friends and students, most notably through works by his students Plato (who would go on to teach Aristotle) and Xenophon. Through his students, Socrates started to teach the world the importance of mentorship and discipleship. It's also reported that he would walk around the streets of Athens barefoot and would let his hair grow long. As for personal hygiene, Socrates shunned the habit of regular bathing. His physical appearance was the antithesis of the Greek ideal of beauty. Described as being physically unattractive, Socrates was said to be short and stubby with a flat nose and bulging eyes that made him look as though he was always staring. To his students and admirers, however, the appeal and attractiveness of Socrates came in the form of his stoic character and brilliant intellect. As an Athenian soldier, his courage and fearlessness was unmatched. Socrates fought in three military campaigns during the Peloponnesian War – at Delium, Amphipolis, and Potidaea. Knowing Yourself He felt that the more a person truly knew themselves, the greater their ability to make choices which would help to bring about the greatest happiness for the greatest number of people. Perhaps the philosopher's fearlessness was strengthened by his strong belief that matters of the human mind were vastly more important than the human body. Socrates had a keen passion for pondering the human condition, believing that our chief preoccupation as humans was the pursuit of happiness and that wisdom came from knowing ourselves. Because of his views, Socrates believed that the best form of government was neither tyrannical nor democratic. Rather, people should be governed by those with the greatest knowledge, abilities and virtues, and who possessed a deep knowledge of themselves. Socrates' style of intellectual engagement was never to lecture, but to ask questions of Athens' elite and laity Leadership Lessons from Socrates alike in search for wisdom and truth. Inadvertently, his dialectic approach would often make important figures of the time look foolish, which gained admiration from some while others loathed him. he refused to conform to the accepted norms of society then. Gandhi, Martin Luther King, Joan of Arc and many others perished for being different. Yet, these are the folks that truly make a difference in this world. accelerated way to self-improvement. He knew by reading other people's wisdom and experiences, we can learn from their mistakes and avoid possible pitfalls. But being loved yet hated didn't bother Socrates. I realise the same is true of many great leaders I know. Many are loved yet hated. Great leaders are great readers and learners. They absorb the wisdom of others and complement it with their own experiences and failures, thus accelerating their growth. Jack Welch, my former CEO at General Electric (GE) was regarded by many as notorious yet revered by others. Yet, it never stopped him from changing his point of view to enhance his popularity. Great leaders become great because they see the truth and refuse to disengage from sharing it with the world. Death As A Heretic The crimes for which he stood trial were those of "refusing to recognise the gods acknowledged by the state, and importing strange divinities of his own; he is further guilty of corrupting the young." A combination of his associations, virtuous actions (which saw him refuse certain orders on principle), political views, unorthodox teaching style and growing influence among the youth of Athens played a part in his three accusers, Meletus, Lycon, Anytus bringing Socrates to stand trial. After listening to the accusers' case and then Socrates' defence, a jury of 500 determined the philosopher's guilt by a vote of 280 to 220. Socrates, aged 70, was ultimately sentenced to death by poisoning, which was carried out by drinking a cup of hemlock in the presence of his friends. We live in a world that hates nonconformity. Socrates was killed because The Humble Man Socrates' philosophy was a practical pursuit of truth, focused less on understanding the external world and more on understanding our behaviours, beliefs and inner values. His unrelenting passion for understanding himself and questioning everything inspired formal logic and ethics systems from the time of Aristotle through to the modern era. And thus the final leadership lesson we can learn from Socrates, that self-awareness is key to our success as a leader. Despite his apparent self-assured style, Socrates' most notable quality was his humility, most known through his famous declaration that if he was the wisest person in Athens, it was only because he was well aware of his own ignorance, while others were too sure about themselves and life. The life of Greece's most renowned philosopher also served as an exemplary model for the rest of the world to follow. Few of us are willing to die in order to stand up for what we believe yet the example of Socrates is one that serves as an inspiration to lead a life of reflection, courage, virtue and understanding so that we might help to build societies of love, peace, and enduring prosperity. They stand up for what they know is right and they relentlessly stay true to their vision. In business, although no one is killed anymore, many leaders have to go through significant pain and endure hardship just because they are 'heretics' in their industry or company. And yet, these crazy misfits and rebels who see the world differently are the leaders who 'push the human race forward' and change the world. The Continuous Learner He also advocated that we should live as we wish to seem – to live as our ideal self through the means of constant self-improvement and refinement of character. As a leading thinker of his time, Socrates placed a great emphasis on self-knowledge and learning, encouraging his followers to "employ your time in improving yourself by other men's writings so that you shall gain easily what others have laboured hard for." A number of years ago, one of my employees approached me and told me his ambition was to be a world-renowned speaker and trainer like John Maxwell and Robert Kiyosaki. I asked him what he does to keep learning and growing daily but he couldn't answer me. I asked if he read books to grow in wisdom and he said he hated to read. I told him he was unlikely to grow into a world-class teacher if he didn't learn from others. Socrates had figured out an 3 Like this article? Follow us @Leaderonomics on Facebook, Twitter, LinkedIn and Instagram.D Knowledge can be gained in so many ways. With Leaderonomics' Digital Learning, you can begin to upskill your team today with enriching programmes priced at just RM1,000 a month, for the entire organisation. Our Digital Learning programme provides insightful courses that aim to help people within the organisation build leadership skills that would support them in their work and leadership journey. We offer affordable programmes to small-to-medium enterprises for employees to be at par with talents found in large corporations. For a demonstration and to find out more, e-mail learn@ leaderonomics.com n Roshan Thiran is the co-founder and CEO of the Leaderonomics Group and is constantly amazed by the numerous leadership lessons he derives from historical figures. One of his favourite historical figure is Helen Keller and he lives by her quote, "life is either a daring adventure or nothing." Follow Roshan's daily adventures and leadership tips on his LinkedIn , Twitter and also on Facebook pages at www.facebook. com/roshanthiran. leaderonomics	<urn:uuid:31da978f-2b0b-4cdf-9bc7-cd43f5ad9cc4>	CC-MAIN-2020-40	http://leaderonomics.com/pdf/MSJ-171104-03.pdf	2020-09-25T22:41:07+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	81,565,551	1,829	eng_Latn	eng_Latn	0.998829	eng_Latn	0.998829	[ "eng_Latn" ]	false	docling	[ 8970 ]	[ 1.90625 ]	1	0
God's Word – Truth that will Set you Free! About this lesson: Do as follows: True freedom comes through living by God's Word. God's Word is the Bible and it is already at work in you. The Bible shows you the truth that will set you free. This truth will change your life! Today you will learn: * What God's Word is. * How it works. Read the text and underline important passages. Find the Scripture verses in your Bible. Mark them. The more you study, the more you will understand. God bless you! * How it can set you free. What is God's Word? God's Word has already produced the best thing that could ever happen in your life – your salvation. This happened through the Word of God: * You heard the Word about Jesus. * You received the promise in the Word. * You spoke according to the Word. * God did exactly as it is written in the Word: "For you have been born again, not of perishable seed, but of imperishable, through the living and enduring word of God." The Bible says that you are born again through the Word. Can you see – God has already used the Word to save you? But 1 Peter 1:23-25 James 1:18 John 8:31 2 Tim 3:16,17 Old Testament What is God's Word? (continued) this is just the beginning; you will live by the power of the Word for the rest of your life! God's Word is the Bible – and the Bible is the Truth God's Word is the Bible, the book that you can have and read. This is a wonderful gift. Jesus knew that he would not be able to remain with us and so he had a solution: "If you hold to my teaching, you are really my disciples." Jesus' teachings are written in the Bible. God breathed his life into the Bible The Bible is no ordinary book. The Holy Spirit spoke through God's messengers, and they wrote down what he told them. "All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work.” 39 books Heb 4:12 Matt 5:18 Isa 40:8 John 8:31,32 The Book that God gave us What is written in the Bible is God's Word. Through the Bible, God has spoken to people throughout history. God's powerful, liberating truth is revealed in the Bible. It will teach you and help you every time you open it! What does the Bible consist of? The Bible has two parts: the Old Testament and the New Testament. The Old Testament was available in Jesus' time, and the New Testament was written afterwards. It explains God's truth to us through the teachings of Jesus and his apostles. Every single word of it is true. But not only is it true, it is filled with the power of God. Jesus said: "I tell you the truth, until heaven and earth disappear, not the smallest letter, not the least stroke of a pen, will by any means disappear from the Law until everything is accomplished." Let's summarise what we have learned so far: * The Bible is the Word of God and it will never change. * The Bible is the key to staying close to Jesus. 2 John 1:1 Gen 1:2 1 John 1:1 Col 3:16 John 6:63 Ps 107:20 Jesus is God's Word The Bible, God's Word, is more than a book. Jesus is the Word. He was present when God created the world. When Jesus was born, God's Word became a tangible reality, in human form. Jesus is the Word of life: "That which was from the beginning, which we have heard, which we have seen with our own eyes, which we have looked at and our hands have touched – this we proclaim concerning the Word of life." The Word comes into your home When you let the Word of God into your home, your school, or your job – Jesus comes. He has something to say about every detail of your life. Imagine Jesus following you through a day: sitting with you, working with you, talking to you! This will happen as you let the Word fill your heart and mind. Jesus, God's Word, will walk with you! How? Through the Bible, where you find the life-giving words of Jesus. God's Word is Spirit and Life The Bible is not simply a book of words. These words contain life, God's kind of life. But you must open the Bible and receive the truth. Only then will the truth start to live in you. If the Bible just sits on your shelf, it is still truth, but nothing will happen. Jesus says: "The words I have spoken to you are Spirit and they are life." The words of the Bible are different from all other words. They are Spirit – and the Spirit is God himself. This means that when you receive the words from the Bible, the Spirit of God starts to change you. God's own kind of life comes into you. The Word begins to change you Areas in your life that are touched by the Word will begin to change. If you are sick and you read what God says about healing, healing comes to you through the Word: "He sent forth his word and healed them." Nothing else has such dramatic, life-changing power! So study the Bible, speak out the promises and remain in the Word of God. God's Word: A firm foundation Our world is transitory and everything is changing: all material 3 Matt 24:35 Ps 40:2 Ps 33:4 Matt 7:7 John 15:7 1 Cor 1:18 1 John 1:9 Gal 4:6,7 1 Peter 2:24 The Word begins to change you (continued) things, ideas, systems and even knowledge. However, Jesus says: "Heaven and earth will pass away, but my words will never pass away." Therefore, God's Word is a firm foundation on which you can stand. "He set my feet on a rock and gave me a firm place to stand." You can KNOW that God keeps his promises: "For the Word of the Lord is right and true; he is faithful in all he does." Let's be practical, because God is practical. If you have a promise from God's Word for your situation, you can stand on that promise no matter how you feel or whatever people say. God's Word is even more solid than the ground under your feet. One day, that will disappear, but God's Word will last forever! Examples of standing on God's Word Let God's power come into your life! The apostle Paul says: The message of the cross (where Jesus died for you and me) is the power of God to us who are being saved. Wow! The very message about the cross is filled with the power of God. * If you feel guilty and cannot forget things you once did, even though you have asked God's forgiveness, remember what Jesus did on the cross and declare: "If we confess our sins, he is faithful and just and will forgive us our sins and purify us from all unrighteousness." * If you feel lonely and think that no one cares about you, remember what happened on the cross and say: God has sent the Spirit of his Son into my heart and I can call God my "Dear Father". I am no more a slave but a son of God. * If you are sick and need God's help, remember what Jesus did on the cross for your healing and say: By his wounds I have been healed. You heard what Paul says above – the very message about the cross is God's power! This power will come into your life when you claim God's promises and trust him to change your life according to his Word. 4 Ps 119:105 God's Word brings direction Often, we need direction. We wonder what we should do and where we should go. God's Word is a lamp to your feet and a light for your path! The Bible has something to say about every aspect of life. The more you study God's Word, the more help and direction you will receive. God will teach you – through his Word – how to lead a life of love and power in his wonderful presence. Bible Quest Exercise 1: Below are some Bible verses which describe the Word of God. Look them up and write down what they say: 2 Sam 22:31 ______________________________________________________________________ ______________________________________________________________________ Prov 30:5 ______________________________________________________________________ ______________________________________________________________________ John 17:17 ____________________________________________________________________________________ ____________________________________________________________________________________ Heb 4:12 ____________________________________________________________________________________ ____________________________________________________________________________________ Phil 2:16 ____________________________________________________________________________________ ____________________________________________________________________________________ Ps 119:103 ____________________________________________________________________________________ ____________________________________________________________________________________ Ps 119:130 ____________________________________________________________________________________ ____________________________________________________________________________________ John 6:63 ____________________________________________________________________________________ ____________________________________________________________________________________ 5 Bible Quest (continued) Exercise 2: List three areas where you need God to change you or your circumstances: 1. ____________________________________________________ ____________________________________________________ 2. ____________________________________________________ ____________________________________________________ 3. ____________________________________________________ ____________________________________________________ Now go to the leaflet ”Words of Spirit & Life” and find a Bible verse for each of the areas you have listed. Note the verses below and trust what God says. Stand on his promises! 1. ____________________________________________________ ____________________________________________________ 2. ____________________________________________________ ____________________________________________________ 3. ____________________________________________________ ____________________________________________________ 6 Prov 4:20-22 2 Cor 5:17 1 Peter 2:24 Action Time How can God's Word affect your life and your home? Through your speech! When you speak God's Word in faith, the power of God is released and miracles happen. Therefore, if you remind yourself to speak God's truth, your life will never be the same again. 1. Fill your home with God's Word Hang Bible verses on your walls. Carry memory verses in your purse – use them as bookmarks. Remind yourself of the truths in God's Word, for example: I am a new creation in Christ Jesus, I am healed by the wounds of Jesus, etc. The more of God's Word you sow into your life, the more your faith will grow. 2. Use your leaflet, "Words of Spirit & Life" With this lesson you received "Words of Spirit & Life". This is a little leaflet to put in your Bible, your pocket, or bag. It contains basic, but very powerful Scriptures. 7 Memo Time Memorize and Speak God's Word Write the Bible verses on a sheet of paper, and read them many times each day – on the bus, during a break, or together with the family at a mealtime. "The word of the Lord is right and true; he is faithful in all he does." Ps 33:4 "Heaven and earth will pass away, but my words will never pass away." Matt 24:35 BibleKeys Information Our next lesson includes teaching on these vital life-changing topics: * Baptism * Fellowship with other believers * Prayer and worship BibleKeys is: a series of lessons with basic teaching from the Word of God. self-instructive, but can also be used in groups. The foundation is the Bible, God's eternal Word. This powerful book holds the keys to righteousness and happiness for everyone, impacting both this life and life after death. For further information, please contact: BibleKeys, P.O. 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Sermon on Sophie & Hans Scholl and Shiphrah & Puah Yesterday, on 24 February, exactly 75 years ago, Sophie and Hans Scholl were buried in the cemetery in München-Perlach, just a few blocks away from our church. I came across their names first, when I was a teenager and someone gave me a small book with the title "The White Rose". The photo on the cover is the photo we have on our bulletins today. I am sharing a lot of details with you when I share Sophie and Hans Scholl's story, and I also use real names of people involved because I want to show how human everyone was who was part of their story. I want to show what normal people – like you and me, in a way - with normal names in very normal places are able to do, when they need to resist or when they are caught in the wrong ideology… Sophie Scholl was born on May 9, 1921, the daughter of Robert Scholl, the mayor of Forchtenberg. Her full name was Sophia Magdalena Scholl. The family lived in Ludwigsburg, Germany from the summer of 1930 till spring of 1932, after which they moved to Ulm and finally to Munich where Sophie attended a secondary school for girls. At the age of twelve, she was required to join the Bund Deutscher Mädel (League of German Girls) as were most young women at the time, but her initial enthusiasm gradually gave way to strong criticism. She was aware of the dissenting political views of her father, of friends, and also of some of her teachers. Political attitude had become an essential criterion in her choice of friends. The arrest of her brothers and friends in 1937 for participating in the German Youth Movement left a strong impression on her. After leaving school in 1940 Sophie became a kindergarten teacher at the Fröbel Institute in Ulm. She had chosen this kindergarten job hoping that it would be recognized as an alternative service to the National Labour Service, a prerequisite to be admitted to the University. In May 1942, she finally enrolled at the University of Munich as a student of biology and philosophy. Her brother Hans Scholl, who was studying medicine there, introduced her to his friends. Hans spent two years in the military, and was a medic serving on the Eastern front, along with his friends Alexander Schmorell, Willi Graf and Jürgen Wittenstein. Although this group of friends were eventually known for their political affairs, they were initially drawn together by a shared love of art, music, literature, philosophy and theology. Hiking in the mountains, skiing and swimming were also of importance. They often attended concerts, plays and lectures together. In the summer of 1942, the friends began to question and resist the principals and policies of the Nazi regime. The group decided to adopt the strategy of passive resistance that was being used by students fighting against racial discrimination in the United States. This included publishing leaflets calling for the restoration of democracy and social justice. These were distributed throughout central Germany. And the Gestapo soon became aware of the group's activities. This is where today's sermon text can enter the stage… The two Hebrew midwives, whose story we heard a moment ago, are almost forgotten in the tradition of Christian preaching. Little attention was paid to them over the centuries. Shifra and Puah? As a member of Peace Church you may have come across them, because I love their story and did preach on it even though it has never been a suggested lectionary text. Should their story be brand new to you, no worries at all! It is not your fault. Those two brave Hebrew women share the fate of so many women in the Bible who were considered not worth mentioning. Shifra and Puah resisted the orders of a mighty man. Their subversive resistance to state authority may not have been a favourite topic to many leaders in church and politics then and now. There may be two reasons for this: they were women, and the men who collected the Bible texts, and interpreted them over the centuries did not find them interesting at all. And second their story was a story of resistance. But for us today they are important. They are important when we look at the political situation in the world at present with journalists imprisoned here and presidents threatening each other with weapons and wars there…- and especially when we remember the destiny of Sophie Scholl and her brother Hans and their friends. The White Rose group, as they were called, co-authored six anti-Nazi Third Reich political resistance leaflets. The White Rose instructed Germans to passively resist the Nazis. The men of the group had been horrified by the behaviour of the Germans on the Eastern Front where they had witnessed a group of naked Jews being shot in a pit. The core of the White Rose consisted of students; Hans Scholl, Alex Schmorell, Willi Graf, and Christoph Probst, all in their early twenties. Also members were Hans and Sophie's sister Inge Scholl, and a professor of philosophy, Kurt Huber. Sophie also joined the group, however contrary to popular belief, she was not a coauthor of the articles. Her brother had been initially keen to keep her ignorant of their activities, but once she discovered his activities, she joined him and proved invaluable to the group: as a female, her chances of being randomly stopped by the special police forces of the Hitler regime were much smaller. And here let us get back to Shifra and Puah. Throughout history women's lives were often not paid so much attention to. So they could more easily act and resist. What they did happened outside the courts and governments and big public places… Life for the Israelites was already very dark, full of fear, full of cruel exploitation, full of oppression and violence, when Shifrah & Puah enter the narrative. Our worst fears are fulfilled, when we hear the words the king of Egypt speaks to the midwives of the Hebrews. The order is extremely abrupt; the language full of horror. There is no courtesy about this speech, no attempt at diplomacy… nothing but utter cruelty. The pharaoh chooses midwives to work his planned massacre. He chooses midwives to kill and destroy, and wipe out… Shifrah's & Puah's role was to deliver babies, to help to bring to life, to lead out of pain into joy. And the pharaoh commands them to be the agents of death. straightforward as that of the pharao's command. The narrator does not celebrate The language that describes the two women's resistance is as simple and the women enthusiastically as heroines, but simply explains their motive: they "feared God". Very much what Sophie and Hans Scholl and their friends did. They feared God. Between June 1942 and February 1943, they prepared and distributed six different leaflets, in which they called for the active opposition of the German people to Nazi oppression and tyranny. Several of the group members had been deployed to the Eastern Front for military service during the academic break. In late fall the men returned from the East front and the White Rose resumed its resistance activities. In January 1943, using a hand-operated duplicating machine, the group is thought to have produced between 6,000 and 9,000 copies of their fifth leaflet, "Appeal to all Germans!", which was distributed via courier to many cities. Copies appeared in Stuttgart, Cologne, Vienna, Freiburg, Chemnitz, Hamburg and Berlin. Composed by Hans Scholl with improvements by Professor Huber, the leaflet warned that Hitler was leading Germany into the abyss; with the gathering might of the Allies, defeat was now certain. The reader was urged to "Support the resistance movement!" in the struggle for "Freedom of speech, freedom of religion, and protection of the individual citizen from the arbitrary action of criminal dictator-states". These were the principles that would form "the foundations of the new Europe". (just as a side note: this was 75 years ago…) Professor Huber drafted the final two leaflets. A draft of a seventh leaflet, written by Christoph Probst, was found in the possession of Hans Scholl at the time of his arrest by the Gestapo, who destroyed it. The leaflets caused a sensation, and the Gestapo initiated an intensive search for the publishers. In old Egypt the Pharaoh searched for the two midwives. They did not tell him to his face that they will not do as he commands. Shiphrah & Puah don't show their disgust and refusal. They simply go away and carry on doing their work as they have always done it. Because of their fear of God, Shiphra and Puah didn't owe the pharaoh anything. They knew where their loyalty lay. And this loyalty to their God, to his creation, to life in general, enabled them to defy the pharaoh and to confront him with astonishing directness. They refused his awful plan. They refused to wear the uniform of his soldiers underneath their outfits as midwives. At no point in the story are we told that the pharaoh was informed about the midwives' activities. But a little later we can well imagine them being in real danger… standing in front of a merciless tyrant who is mad with fear and obsessed with power. Shifrah's & Puah's reward spills over to the whole people of Israel. All the Pharaoh tried to do to bring the Israelites down only led to their growth and the keeping of God's promises to make them into a large nation… - thanks to two ordinary women who simply feared their God. …the Hebrew women are bursting with life, they tell the Pharaoh, by the time the midwife gets to them, they have already given birth… And with these words the audience ends. I think, the secret of Shifrah's & Puah's courage and resistance is that those two knew who they were. They knew their vocation. They knew they were called to assist life, not death. They knew they had no power before pharaoh… Nor had the Scholls before Adolf Hitler. On February 18, 1943, the Scholl's brought a suitcase full of leaflets to the university here in Munich. They hurriedly dropped stacks of copies in the empty corridors for students to find when they flooded out of lecture rooms. Leaving before the class break, the Scholl's noticed that some copies remained in the suitcase and decided it would be a pity not to distribute them. They returned to the atrium and climbed the staircase to the top floor, and Sophie flung the last remaining leaflets into the air. The truth Sophie and Hans Scholl and their friends, and Shifrah and Puah understood, was that pharaohs, in some form or fashion, always exist. And as Shiphra and Puah faced the pharaoh of their day, Sophie Scholl and the White Rose faced Adolf Hitler's cruel regime. As Christians they wanted to face with courage and with determination those who wanted to take away freedom, dignity and peace. Sophie Scholl's frantic action throwing out the last remaining leaflets was observed by a custodian of the university. The police were called and Hans and Sophie were taken into Gestapo custody, Adolf Hitler's special police force. The other active members were soon arrested too, and the group and everyone associated with them were interrogated and charged with treason. Shiphrah & Puah, the two Hebrew midwives of so many years ago were luckier. They got away with their lives. And together with people of resistance at all times and in many places they teach us how to stand on the side of freedom. How to make our choice for liberation. How to find the courage to be defiant. How to choose civil disobedience. How to sacrifice safety and comfort for the sake of healing and life. But how, we may want to ask, how did they make their stand so boldly? And the only possible answer is: Together! Pharaoh had tried to impose his power on them. It was together that these two women were able to choose the risky path to freedom. But instead, these two claimed the power that already belonged to them, a power which refused to kill and brought blessing and hope. Together, strengthened by one another, they rejected the slave master who wanted to control and use them. They followed their calling to be on the side of life to enable the growth and nurture of God's people. And this is very much what Sophie Scholl and her friends did. Together they were courageous and bold. But this did not prevent them from being killed: In the People's Court before the notorious Judge Roland Freisler on February 21, 1943, Sophie Scholl, the 21 year-old woman, was recorded as saying "Somebody, after all, had to make a start. What we wrote and said is also believed by many others. They just do not dare express themselves as we did." Sophie Scholl and her brother's defiance, in the face of terrifying consequences, gained them enormous admiration. On February 22, 1943, Sophie Scholl, her brother Hans and their friend Christoph Probst were found guilty and condemned to death. They were all beheaded by executioner Johann Reichhart in Munich's Stadelheim Prison only a few hours later at 5pm. Her last words were "Die Sonne scheint noch"—"The sun still shines." The execution was supervised by Dr. Walter Roemer who was the enforcement chief of the Munich district court. Prison officials emphasized the courage with which Sophie Scholl walked to her execution. For Shiphra and Puah the sun really shone after their act of resistance. Not so for Sophie and Hans Scholl and their friends. If we want the sun to continue to shine for them and their brave conviction we must remember them. We must tell and preach and discuss the story of the White Rose just as much as we have to remind each other of Shiphra and Puah. If we want the sun Sophie saw just before her execution, to shine on an earth today in which peace and justice reign we must face the pharaohs of our time – as our brave brothers and sisters did before us. We must cooperate in resistance – great and small - to all that limits, binds, and destroys life, peace, justice and happiness of all people – no matter who they are and where they live. Amen.	<urn:uuid:496b8cdb-747d-4764-9770-f90a75f41873>	CC-MAIN-2020-40	https://s4babbd761ca7b720.jimcontent.com/download/version/1599719989/module/13709787932/name/SophieHans%20Scholl%20and%20ShifraPuah.pdf	2020-09-25T21:57:27+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz	577,508,691	2,976	eng_Latn	eng_Latn	0.993324	eng_Latn	0.998763	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2596, 5113, 7943, 10654, 13247, 14005 ]	[ 2.0625 ]	3	5
Planned Reading Form Recommended Reading List Content Area: \| Library / \| ATOS Book \| Title \| Author \| \|---\|---\|---\|---\| \| Chapter \| Level \| \| \| Content Area: \| Library / \| ATOS Book \| Title \| Author \| \|---\|---\|---\|---\| \| Chapter \| Level \| \| \| Renaissance Learning provides Recommended Reading Lists to help ensure reading success for students using English in a Flash ™ . Use the Advanced Search feature of ARBookfinder ™ (www.arbookfind.com) and add English in a Flash as the topic for additional criteria. Choose the appropriate chapter as a subtopic.	<urn:uuid:bfc02fad-0acf-411c-b4ab-6241cb7a96bd>	CC-MAIN-2021-39	https://help.renaissance.com/PDF/EiaF/EIAFPlannedReadingForm.pdf	2021-09-19T19:31:26+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00667.warc.gz	347,845,603	157	eng_Latn	eng_Latn	0.985368	eng_Latn	0.985368	[ "eng_Latn" ]	false	docling	[ 564 ]	[ 1.53125 ]	2	0
Lesson Excerpt: American Heritage Themes Focus Students are to develop the meaning of the four themes of American Heritage. Write the words freedom, freedom unity, progress, and responsibility on the board. Ask students what they think each of the words means, and write their responses near the word. Activity 1. Have groups of students develop a frieze to illustrate one of the themes. Each group may demonstrate and/or explain to the class their illustration. 2. Have students working individually or in groups use copies of the templates, art paper, or poster boards to illustrate the meaning of one or more of the themes. Students could use words, sentences, paragraphs, pictures, or quotations from the handout or from other sources. Student should consider the meaning of the themes for Americans today. 3. Have students develop a bumper sticker to illustrate the meaning of one or more of the themes. Closure Remind students that freedom, unity, progress, and responsibility are themes from American history that are still important to Americans today. Resource: America's Heritage: An Adventure in Liberty High School Download the Free Lesson High School Lesson* *To download the entire American Heritage Themes lesson plan, you must sign up for a free membership with American Heritage Education Foundation. Activity Location America's Heritage: An Adventure in Liberty (ES-HS), American Heritage Themes Unit, pp. 21-27. High School version. Other Resources American Heritage Education Foundation Bookstore The Founding American Heritage Education Foundation	<urn:uuid:ea10c633-4ca2-47ef-b13b-801824566bcd>	CC-MAIN-2020-40	https://thefounding.net/wp-content/uploads/2017/03/AH-AL-HS-AmericanHeritageThemes.pdf	2020-09-26T00:32:02+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	658,562,149	307	eng_Latn	eng_Latn	0.990941	eng_Latn	0.990941	[ "eng_Latn" ]	false	docling	[ 1587 ]	[ 4.0625 ]	1	0
Cowra Plank The Model The wing is to be of solid balsa sheet & no thicker than 9mm finished. The engine must confirm to Oily Hand engine specifications for control line. The entire control system must exposed and visible. The Flight 60 seconds to start engine and be in the air. The model may be hand launched. Manoeuvres - to be performed in the following sequence; 1. Ten upright laps flown no higher than 3.5 meters. 2. Two wingovers – must go vertical over pilot's head and level out no higher than 3.5 meters. 3. Two inside loops – need not be consecutive. 4. Two horizontal lazy eights – bottom of second lobe must be lower than middle of first lobe, need not be consecutive. 5. Two laps inverted – must be below 4.5 meters. The flight will be timed from when the model becomes airborne to when it has returned to upright flight at the completion of the two inverted laps. Super Plank The Model The model must have a separate wing and horizontal tail surface which has a fixed horizontal stabilizer and a moveable elevator. The engine must confirm to Oily Hand engine specifications for control line. The model must ROG The Flight 60 seconds to start engine and be in the air. Manoeuvres - to be performed in the following sequence; 1. Ten upright laps flown no higher than 2.5 meters. 2. Three wingovers – must go vertical over pilot's head and level out no higher than 2.5 meters. 3. Three inside loops – need not be consecutive. 4. Three outside loops – need not be consecutive 5. Three horizontal lazy eights – bottom of second lobe must be lower than middle of first lobe, need not be consecutive. 6. Three laps inverted – must be below 3.5 meters. The flight will be timed from when the model is released to when it has returned to upright flight at the completion of the three inverted laps. The Winner for Each Class The pilot who successfully completes all the manoeuvres in the fastest time is the winner. The Cowra Plank and Super Plank Racing - Rules for 2019 The aim of Plank Racing is to make it accessible to all flyers and a whole lot of fun. The rules are kept as brief as possible. There are two classes. 'Cowra Plank' and 'Super Plank'. You can enter in both classes Common Rules for both Classes Maximum engine size is .25 cu in Two flying lines are to be used with a minimum length of 15.92 metersfrom attachment point on handle to centre line of the model's fuselage. Models with engines up and including .15cuin plain bearing must have 3 strand line no less than 15 thou Models with engines over .15cuin up to .25cuin and all ballrace engines must have 3 strand line no less that 18 thou. A restraint thong must be used on the handle and attached around the wrist. The flying lines are not to pass through the handle, but rather be attached to a heavy gauge cable passing through the handle. Model and lines must withstand a pull test to 15 times the model weight. A pilot may in fly both classes. Each pilot is entitled to two attempts with only the fastest one being counted. A different model may be used for each attempt. Scrutineers appointed by the CD will check models, lines and do a pull test. Three judges appointed by the CD will time each attempt and judge that manoeuvres are completed. If the manoeuvres are judged not to be successful the flight is forfeited. The CD's and judge's decisions will be final.	<urn:uuid:99f23c39-5667-4229-a312-88bad21cfdef>	CC-MAIN-2020-40	http://cowramac.asn.au/ohdd_2019_plank_rules.pdf	2020-09-25T23:09:20+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	29,402,939	772	eng_Latn	eng_Latn	0.999372	eng_Latn	0.999372	[ "eng_Latn" ]	false	docling	[ 3366 ]	[ 1.375 ]	2	1
Rothersthorpe CE Primary School Pride, Ability, Positivity Rothersthorpe Reporting 15th April 2020 Phone: 01604 830995 Email: [email protected] School website: www.rothersthorpeceprimary.net Dear Parents, We hope you had an enjoyable Easter. It was lovely to see many families camping in the garden as well as gardening, crafting, cooking and going for nature walks. There will certainly be lots of 'highs and lows' when self-isolating at home and we must all remember that everyone will experience many emotions at different times during this period; adults and children alike. As the poster says—give your children more playtimes if they or you are finding things difficult. Emotional resilience is also the most important skill that you can give your children—try to focus on the positive; believe in yourself; forgive yourself and others; let your child make mistakes; promote compassion and gratitude; encourage problem solving. Useful websites: https://www.childrenssociety.org.uk/advice-hub/emotional-resilience https://www.healthychildren.org/ Kind regards, Mrs Fountain and Staff at Rothersthorpe So many examples of our community working together Rainbow pictures and thank you's supporting our NHS; I-Spy in Rothersthorpe village; painting a stone and tying a yellow ribbon on the tree by the Church; a trip to the Zoo –looking for animals in windows around the village; Easter eggs from the WI; shopping for those in need; wearing NHS T-shirts; virtual messy church; applauding the NHS on Thursdays. Love your neighbour as yourself NHS Stay Safe Class 1—A few Easter bonnets Please send in a photo of your child's Easter bonnet for the newsletter next week Easter Crafts & Cooking A beautifully decorated biscuit in the style of a Faberge egg by Lola Happy Easter from Oscar P Maths with Bobby Seagull Monday at 10am—KS1 Wednesday at 10am—KS2 Friday at 10am—KS3 Live Maths sessions via the 'Explore Learning Facebook page' @explorelearning Listen on : bit.ly/AudioElevenses Reading at 11am each day Elevenses with David Walliams Available on Facebook @worldofdavidwalliams Listen on : bit.ly/AudioElevenses https://www.worldofdavidwalliams.com/ elevenses-catch-up NOTICE—CLASSDOJO—Classes 2, 3 and 4 Could we ask all parents to please click on the email link that class teachers sent. The link may be in your junk box. Or please request another link from your child's teacher. Classdojo is a great way for parents/children to upload their work, photos, videos and sound clips. The portfolio keeps a record of learning activities and fun family activities during this ''historical time'. It will be a lovely record for families and school to look back on. Classdojo can be accessed on laptops, ipads and phones. There is also a parent and teacher comment feature. Thank you. An interesting diagram. IMPORTANT SAFEGUARDING We have included an addendum to our current Safeguarding Policy to explain how our school continues safeguarding our community during this time. A copy has been emailed to all parents and a copy is also available on the school website— www.rothersthorpeceprimary.net The main points are: Ensuring vulnerable pupils remain a priority Maintaining contact with parents Continuing to work with other professionals Reporting any concerns is still crucial Maintaining all safeguarding procedures Peer on Peer abuse monitoring Update of online safety away from school and remote learning—see page 9 Please read our Safeguarding Addendum. Good News Blog Spreading Positivity Sisters, Bethan and Holly Botterill from Bugbrooke have created a daily 'good news' email newsletter—They hope to bring a little bit of positivity to their readers. Here are three of their articles. - Gordon Bentley from Northampton turned 100 this week but was unable to throw the party he planned, so his neighbours stood outside their houses and sang Happy Birthday to him! - After nearing extinction , 55 blue whales, the world's largest animal, have been spotted numerous times in Antarctica compared with just 1 in 2018. - A company in Budapest have found a way to use recycled plastic bottles to create a more durable material than concrete, that acts as a solar panel. Once installed into driveways, can provide households with clean energy. If you have any 'good news' to share please email [email protected] so we can include your article in our newsletter next week. Class 3 activity: Five Acts of Kindness Excellent work so far from Mae and Maya Signs of Spring and lots of children gardening Growing a carrot top	<urn:uuid:5d1f3b69-4428-40e7-bdd9-463cbabd9ced>	CC-MAIN-2020-40	https://rothersthorpeceprimary.net/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=145&id=1-o8iF2ZPB1CxOSP5OPfTTZm2DHr7qqiF&Itemid=1000000000000	2020-09-25T23:25:41+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz	595,552,178	1,056	eng_Latn	eng_Latn	0.995707	eng_Latn	0.998058	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1602, 1838, 3540, 4632 ]	[ 1.5859375 ]	1	0
Primary Teaching Materials Ages 5-7 years \| Star Awards \| Title \| Learning \| Outcome \| Subject \| \|---\|---\|---\|---\|---\| \| 1 \| Plastic and more plastic \| To be able to identify plastic how much lit \| \| Science \| \| 2 \| Will it rot or not? \| To be able to test scientifically is a substance decomposes. To be able to accurately observe. \| \| Science \| \| 3 \| Recycle ready? \| To be able to test scientifically if a plastic is recyclable. To use a flow chart. To hopefully change your plastic habits. \| \| Science \| \| 4 \| How much do we use? \| To be able to accurately count, measure and weigh. To be able to extrapolate data collected. \| \| Science \| \| 5 \| The Nurdle Hunt? \| To be able to scientifically observe. To be able to make confident decisions. To be able to make a scale model to visualise a problem. \| \| Science \| \| 6 \| Sandwich test \| To be able to undertake a science test accurately and fairly. To debate and discuss using prior knowledge. \| \| Science \| \| 7 \| How Far How Fast? \| To be able to design a simple scientific test and then test it accurately and fairly. To be able to use data to make further simple predictions. To be able to simply extrapolate data. \| \| Science \| \| 8 \| Corn Plastic Fantastic \| To be able to simply understand the idea of bio plastic. To be able to undertake a scientific test. To be able to discuss positives and negatives using the data gained from a scientific test \| \| Science \| Designed by Isha Patel \| Credit: FlatIcon	<urn:uuid:40845948-8ba9-4931-8914-58e7e142ef48>	CC-MAIN-2020-40	https://education.plasticoceans.uk/education/wp-content/uploads/2019/02/Star-lessons-Summary-Sheet.pdf	2020-09-26T00:24:58+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz	363,374,547	371	eng_Latn	eng_Latn	0.839331	eng_Latn	0.839331	[ "eng_Latn" ]	false	docling	[ 1472 ]	[ 3.359375 ]	1	2
energeeinc.com Energeeinc.com (EI) is an online business and economics game that offers students of all levels the ability to implement lessons into a real life simulation. Players compete against each other in an open market building Nuclear, Solar, Wind and Oil properties and: Adjust employee salaries & benefits to discover optimal production levels Continually need to assess and change energy prices in order to stay competitive Buy and sell stocks of other EI companies for profit or loss. Energee Inc is adaptive - Supply and demand is driven by players and changes constantly. Simulated concepts include: Set business goals Buying and selling stocks Analyzing properties Regional & Location Risks Supply and Demand Salary management Pricing Strategies Insider Trading Analyzing charts and data Staff management & utilization Analyzing other companies within the game Research Shows: Educational Gaming Programs are in Demand – Adaptive learning increases retention and applicability of concepts – High Schools, Colleges and Universities are actively seeking adaptive learning experiences for their students – Advanced/High level offerings are currently not available – Simulated environments allow students to make real time decisions that directly impact results – within a safe, engaging environment Energee Inc Current Status: – Free, online and available for anyone to play – Various university economics clubs competing internally – 3,000+ players from high school through college Energee Inc – Expansion & Customization – Customizable: new games can easily be created using core code to appeal to different groups, ages and abilities i.e. Toy Factory, Gem Miner, Space Miner etc. – Flexible: create curriculum plans around the game to enhance in-class presentation, coursework, learner engagement and knowledge transfer – Multiple approaches for players: Energee Inc. can create guided discovery tools to assist players in maximizing their learning or game can be a self discovery exercise providing real world trial/error experiences – Multi media experience: video newsroom can be expanded to include talking avatar based segments relating to the game as well as educational objectives Getting Started Please email [email protected] to have a custom game and link set up for your students. 11.27.18	<urn:uuid:34575932-110d-4511-a831-4b8660ae739d>	CC-MAIN-2020-40	http://www.energeeincdemo.com/EI.pdf	2020-09-25T21:36:27+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00684.warc.gz	176,785,639	448	eng_Latn	eng_Latn	0.996163	eng_Latn	0.996163	[ "eng_Latn" ]	false	docling	[ 2335 ]	[ 1.65625 ]	1	5
Problem Solver Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. Solve the problems. Raj buys 20 cupcakes priced £2.40 each and a chocolate cake priced £5.50. How much did he spend altogether? I got £48.50 for my birthday. I spent £8.67 on Saturday and £19.49 on Sunday. How much spending money have I got left? Mabel has 360 stickers. She shares them equally between four friends. Out of one of her friend’s share, she gives her sister 54 stickers. How many stickers does her friend have remaining? Maths \| Year 6 \| Addition, Subtraction, Multiplication and Division \| Addition and Subtraction Multi-Step Problems \| Home Learning Task: Problem Solver I think of a number. I divide it by 25 then multiply the answer by four. The answer is 128. What was my starting number? On Sunday, I spend 114 minutes on my art project, and 45 minutes on my numeracy homework. On Thursday evening, I spent a total of 111 minutes on my homework. What is the difference between the time I spend doing homework on Sunday and Thursday evening? Helena has £50. She buys eight CDs priced £4.60 each. How much money will she have remaining? Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems. 1) 2) 3) 27 1094 954 153 328 485 3284 95 Problem Solver Answers Problem Solver Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. Solve the problems. Maths \| Year 6 \| Addition, Subtraction, Multiplication and Division \| Addition and Subtraction Multi-Step Problems \| Home Learning Task: Problem Solver Sarah completed her marathon raising £551.20. She shares her raised money between her four chosen charities. Her mum insisted on giving £43 to each chosen charity as well. How much did each charity receive? I think of a number. I divide it by 25 then I subtract 45.5 The answer is 128. What was my starting number? Lex has £95.27. He wants to buy eight DVDs priced £8.67 each. How much money will he have left? Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems. 1) 2) 3) 4.5 10 343 594 148 6.8 6.90 209 701 I think of a number. I multiply the number by 100 then add 3.9. My answer is 7.85. What was my starting number? Each table in a classroom is 100cm long and 50cm wide. There are 16 tables in a classroom. What is the total area of the tables in the classroom in square metres? Ruby has 1.096l of juice. She shares it equally between eight cups. Her sister drinks two cups. How much juice does she have remaining? Problem Solver Answers Problem Solver Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. Solve the problems. Maths \| Year 6 \| Addition, Subtraction, Multiplication and Division \| Addition and Subtraction Multi-Step Problems \| Home Learning Task: Problem Solver I think of a number. I divide it by 25, add 14.56 then halve the answer. My answer is 14.28. What was my starting number? A bakery sells 19 types of muffins. They make seven of each type in every batch they bake. How many muffins does the shop bake in 40 batches? At the fabric shop, I bought 245.67 metres of orange fabric, 94.35 metres of yellow fabric and 294.05 metres of purple fabric. I have used 144.59 metres of orange fabric, 58.74 metres of yellow fabric and 59.97 metres of purple fabric. How many metres of fabric do I have left in total? Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems. 1) 2) 3) 61 9 549 271 369 204 4.5 1180 For breakfast, Helena bought a croissant for £1.86 and a glass of orange juice for £2.34. At lunch, Helena spent £4.70 on a sandwich and £1.09 on a bottle of water. How much more money did Helena spend on lunch than on breakfast? A carpet costs £7.80 per square metre and underlay costs £3.25 per square metre. A bedroom measures 4m by 3m. How much will it cost to lay underlay and carpet in the bedroom? 45.9 x 8 = - 83.24 Problem Solver Answers	<urn:uuid:a66827df-d345-4f2f-bfe3-6987b0ed15a1>	CC-MAIN-2020-40	http://luttonstnicholasprimary.org/classes/workpacks/y6/june15/Problem%20Solver%20Home%20Learning%20Tasks.pdf	2020-09-25T22:18:41+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz	71,687,601	1,140	eng_Latn	eng_Latn	0.997675	eng_Latn	0.998014	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 731, 1400, 1424, 2153, 2772, 2796, 3665, 4286, 4310 ]	[ 4.1875 ]	2	0

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