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Bloom-Carroll
Middle School 2024-2025 Registration Guide
BLOOM-CARROLL MIDDLE SCHOOL CURRICULUM
CORE COURSES
All students at Bloom-Carroll Middle School must complete the core academic courses, which include Language Arts, Math, Science, and Social Studies for grades 7-8, as well as Writing for grade 6.
EXPLORATORY COURSES
In addition to the core courses, all grade levels will have a designated time for lunch and grades 6-7 for intervention. The exploratory classes for each grade level are organized as follows:
6 th Grade:
* Computer Science Discoveries
* Physical Education
* Exploratory Courses: Band and/or Choir
7 th Grade:
* Physical Education
* Art
* Pre-Engineering I
* Exploratory Courses: Band and/or Choir or Study Hall
8 th Grade:
* Physical Education
* Health
* Career Connections
* Exploratory Courses:
* Study Hall (Minimum 1 Semester)
o Spanish I
o Band
(students participate in 6 individual courses, with each course spanning 6 weeks for a total of 36 weeks)
o French I
o Choir
o Exploratory Rotation: Computer Applications, Robotics, Business Engineering & Design, Digital & Graphic Design, Introduction to Agriculture and Mindful Movement
EXPLORATORY COURSE DESCRIPTIONS:
6 th GRADE:
Computer Science Discoveries: Students will learn foundational concepts of computer science in this course. Students will use computer science as a medium for creativity, communication, problem solving, and fun. Students will explore basic fundamentals of computer science by covering topics such as programming, physical computing, HTML/CSS, and data analysis. The course encourages students as they build their own websites, apps, games, and physical computing devices.
Physical Education: The objective of this course is to educate each student on the importance of being physically fit. The classes will consist of team, individual sports and fitness activities. Students will be tested on 6 different state physical education standards throughout the year. Some of the activities will include: dodge-ball, tug-of-war, relays, capture the flag, stations, jump rope, strength training, etc. Students will be required to perform "warm up" exercises every day. Grading for physical education will be based on participation, effort, conduct, and being properly dressed for class.
Band: Students who enroll in this course will rehearse music for concert band throughout the school year, with three to four performances, music festivals, and/or competitions. Middle School Band provides its students with a well-rounded, balanced exposure to nearly all facets of current instrumental music performance. This course is performancebased and attendance at all events is required. Attendance, assessments, and daily preparation will comprise a large portion of the student's grade. It is the responsibility of the parent to secure an instrument for their child. Instrument fittings occur during the first full week of school where additional information will be provided to both the student and parent/guardian.
Choir: The class will study vocal techniques, vocal styles, and staging. A wide range of vocal literature will be explored and studied. Performances will be required outside of the normal school setting. Attendance for these events will be mandatory and be counted as part of a student's class grade. Students will be expected to demonstrate improvement in tone quality, breathing techniques, expression, dynamics, intonation, and enunciation. Grading for the class will be based on participation and vocal skills.
7 th GRADE:
Art: In this course, students will build on the techniques that were taught in Art I. Students will learn how to draw facial pictures while emphasizing shading techniques. Independent work and exploratory options will be available to students in this course. Students will complete an optical illusion, Roy Lichtenstein inspired self-portrait and a drawing of their choice that emphasizes realism.
Pre-Engineering Technologies I:
Students in the pre-engineering programs acquire knowledge and skills in problem solving, teamwork and innovation. Students explore STEM careers as they participate in a project-based learning process, designed to challenge and engage the natural curiosity and imagination of middle school students. Teams design and test their ideas using modeling, automation, robotics, mechanical and computer control systems, while exploring energy and the environment.
Physical Education: The objective of this course is to educate each student on the importance of being physically fit. The classes will consist of team, individual sports and fitness activities. Students will be tested on 6 different state physical education standards throughout the year. Some of the activities will include: dodge-ball, tug-of-war, relays, capture the flag, stations, jump rope, strength training, etc. Students will be required to perform "warm up" exercises every day. Grading for physical education will be based on participation, effort, conduct, and being properly dressed for class.
Band: Students who enroll in this course will rehearse music for concert band throughout the school year, with three to four performances, music festivals, and/or competitions. Middle School Band provides its students with a well-rounded, balanced exposure to nearly all facets of current instrumental music performance. This course is performancebased and attendance at all events is required. Attendance, assessments, and daily preparation will comprise a large portion of the student's grade. It is the responsibility of the parent to secure an instrument for their child. Instrument fittings occur during the first full week of school where additional information will be provided to both the student and parent/guardian.
Choir: The class will study vocal techniques, vocal styles, and staging. A wide range of vocal literature will be explored and studied. Performances will be required outside of the normal school setting. Attendance for these events will be mandatory and be counted as part of a student's class grade. Students will be expected to demonstrate improvement in tone quality, breathing techniques, expression, dynamics, intonation, and enunciation. Grading for the class will be based on participation and vocal skills.
8 th GRADE:
**Health: The primary focus of Health will be to gain an understanding of the important aspects concerning the mental, emotional, and social well-being issues facing students and society. The class explores and studies stress management, communication skills, refusal skills, conflict resolution skills and violence prevention. Additional topics include: drugs and alcohol, personal care, nutrition, growth and development and body image. This course will be offered for 8 th grade students.
**Physical Education: The objective of this course is to educate each student on the importance of being physically fit. The classes will consist of team, individual sports and fitness activities. Students will be tested on 5 different state physical education standards throughout the year. Some of the activities will include: dodge-ball, tug-of-war, relays, capture the flag, stations, jump rope, strength training, etc., along with a myriad of sports. Students will be required to perform "warm up" exercises every day. Grading for physical education will be based on participation, effort, conduct, homework, and wearing the proper shoes.
Career Connections: This course offered in partnership with Eastland-Fairfield Career &Technical Schools is designed for students to explore their interests and aptitudes in 16 different career fields. Students will be involved in hands-on projects representing a variety of career and college pathways, while developing the framework in which to explore their own skills. They will explore the work world, assess their interests and abilities and learn to make realistic decisions about their continuing education and career goals. This course focuses on several career fields and provides 21st Century workforce skills.
**French I: (Elective: Open to qualified 8 th grade students) The French course, for 8 th grade students, is the same as the high school course. The purpose of this course is to acquaint students with the patterns of foreign language. In first year French, students concentrate on speaking, reading, writing and understanding French. The people and customs of France and Francophone countries are introduced. Independent, online assignments as well as worksheets, projects, tests and quizzes are required, and students are expected to work with a partner or groups in class.
**Spanish I: (Elective: Open to qualified 8 th grade students) The Spanish course, for 8 th grade students, is the same as the high school course. The purpose of this course is to familiarize the student with the patterns of the foreign language. Students will use an online learning platform for homework activities. With this program, students will interact with peers outside of class on a semi-regular basis. The emphasis is on training the student to understand and produce Spanish. Home internet access is NOT a requirement, although it allows students more freedom to complete coursework. This course is primarily based on participation, and each student is expected to take an active role in his/her learning.
Band: Students who enroll in this course will rehearse music for concert band throughout the school year, with three to four performances, music festivals, and/or competitions. Middle School Band provides its students with a well-rounded, balanced exposure to nearly all facets of current instrumental music performance. This course is performancebased and attendance at all events is required. Attendance, assessments, and daily preparation will comprise a large portion of the student's grade. It is the responsibility of the parent to secure an instrument for their child. Instrument fittings occur during the first full week of school where additional information will be provided to both the student and parent/guardian.
Choir: The class will study vocal techniques, vocal styles, and staging. A wide range of vocal literature will be explored and studied. Performances will be required outside of the normal school setting. Attendance for these events will be mandatory and be counted as part of a student's class grade. Students will be expected to demonstrate improvement in tone quality, breathing techniques, expression, dynamics, intonation, and enunciation. Grading for the class will be based on participation and vocal skills.
Exploratory Rotation: During the Exploratory Rotation period, 8 th grade students engage in a diverse range of subjects including Business Engineering & Design, Introduction to Agricultural Science, and Mindful Movement, aimed at fostering personal growth and enhancing adolescent skills. The Exploratory Rotation period offers students a six-week exposure to these courses, which they may opt for as electives in high school. The courses listed below encompass the Exploratory Rotation, along with individual descriptions for each (subject to potential changes).
Computer Applications: This foundational course is intended to teach students the computing fundamentals and concepts involved in the use of common software applications. Upon completion of this course, students will gain basic proficiency in word processing, spreadsheets, databases, and presentations. In addition, students will have engaged in key critical thinking skills and will have practiced ethical and appropriate behavior required for the responsible use of technology.
Robotics: This project-based course that utilizes a hands-on approach to introduce the basic concepts of robotics, focusing on the construction and programming of autonomous mobile robots. Course information will be tied to lab experiments; students will work in groups to build and test increasingly more complex mobile robots, culminating in an end-of-semester robot contest. The class will use Spheros, Ozobots, CoDrones, and/or LEGO Spike Robots.
Business Engineering & Design: This project-based course covers the use of computers, engineering and technology design in "real world" applications. Students will begin by researching bridge engineering and design. Students are then tasked with creating the strongest bridge possible within a budget and under a restrictive time deadline. Emphasis is placed on the use of computer technology and the Internet to construct a solution to the problems given. Students will use the Informed Design Process and hands-on applications to research, design, build, and solve issues involved in the production and engineering of an actual bridge. Budget, engineering, design, resource allocation, and time management skills are emphasized.
Digital & Graphic Design: In this introductory course, computer design is explored to develop an understanding of techniques, processes and possibilities of electronic media to understand, create and appreciate visual art. Students will explore a wide range of programs, software and applications to create images, edit photographs, videos, mixed media artwork and much more.
Introduction to Agriculture Science: This introductory course explores the pathways offered in the Agricultural and Environmental Systems career field. Students will learn information related to agricultural products, the latest agricultural research, biotechnology, and will discover agriculture and its importance to society. Personal development skills, through hands-on learning experiences and student-oriented activities, will be key elements of the course.
Mindful Movement: This course will include various practices designed to build resilience, manage stress/anxiety, and improve emotional regulation. Yoga and mindfulness have proven to be powerful tools for students of all ages and backgrounds. These practices build resilience, allowing students to better manage stress and anxiety and encourage emotional regulation and thoughtful decision making. Student growth in these areas would positively impact not only academic performance but student relationships and school culture/climate, as well.
8 th GRADE: Accelerated Courses:
**Algebra I: Algebra I is designed to help students master the following material: Using and interpreting the symbols of Algebra, building and interpreting functions, creating and solving various kinds of equations and inequalities, solving word problems, drawing and interpreting graphs, solving linear systems, interpreting and representing data, and working with linear, exponential, and quadratic models to solve problems.
** Denotes Course Offered for High School Credit. (Please see High School Course Credit Guidelines on page 9.)
High School Course Credit Guidelines:
Bloom-Carroll Middle School offers a few opportunities for qualifying students to earn high school credit while in eighth grade. Courses in which students have the opportunity to earn high school credit are: Algebra I, French I, Spanish I, Health, and Physical Education.
Foreign Language:
To qualify for acceptance into a foreign language class the following criteria must be attained: Student must have achieved an 85% average or higher in Language Arts from the first three quarters of the previous year. Number of course offerings are limited. Acceptance into course is based on ranking system. If you do not meet the above qualifications, please DO NOT request foreign language when scheduling.
Mathematics:
Several factors are utilized to determine in which math course students should be placed for 8th grade. The indicators include the score achieved on the Iowa Algebra Aptitude Test, scores from the math portion of the Ohio State Test from the previous year, math grades from the current school year, previous placement in the enrichment math program, and feedback from teachers.
Health:
There are no prerequisites for this course. This course is a required course for all 8 th grade students and does count as .50 high school credit.
Physical Education 8:
There are no prerequisites for this course. This course is a required course for all 8 th grade students and does count as .25 high school credit.
Because students earn high school credit, please understand that the grades received are part of the student's permanent record. These grades are also used to determine a student's high school grade point average and class ranking. If you need further clarification or have any questions, feel free to contact either Chad Young, Middle School Principal at firstname.lastname@example.org, or Jamie Johnson, Middle School Guidance Counselor at email@example.com.
Enrichment Courses:
Students will be identified for enrichment courses as defined by the board policy per the adopted version circa October 16, 2017. The District's service plan at the middle school level delivers gifted services through enrichment or accelerated classes in all core subject areas for grades 5, 6, 7, and 8. Placement in the enrichment classes shall be determined by scores obtained from the Northwest Evaluation Association MAP Assessment, administered by the district in Kindergarten through grade 4, and/or the InView Test administered by the district in grades 2 and 4. Additionally, the district accepts scores on assessment instruments approved for use by ODE that are provided by other school districts and trained personnel outside the district. Students must earn one of the following scores to qualify for these services:
- A score in the 95 th percentile or higher in the specific academic area on a nationallynormed state-approved achievement test.
- A score in the 85 th percentile or higher in the specific academic area on an achievement test and be identified as superior cognitive.
OR.
Students who meet the criteria as described above will be offered the choice of enrolling in the enrichment and/or accelerated class or the regular academic class. (Please note that the enrichment and/or accelerated classes are only offered at one time during the school day, therefore conflicts may arise with specific individual choices.)
Bloom-Carroll Middle School Registration Form Grade 6
REQUIRED COURSES
All 6 th Grade Students will take the following courses:
* Language Arts
* Writing
* Science
* Math
* Physical Education
* Social Studies
* Computer Science Discoveries
EXPLORATORY COURSES
All 6 th Grade students are required to sign up for one of the following music options:
* Band (Parent/guardian responsibility to secure instrument)
* Band and Choir (Alternating Days)
* Choir
PLEASE NOTE: Students who qualify for placement into Multilingual Lab, WILSON Reading, Reading Intervention, or Math Intervention must drop either Band, Choir or Computer Science Discoveries & Physical Education from their schedule.
FOR A COMPLETE DESCRIPTION OF COURSES PLEASE VISIT
www.bloomcarroll.org Under the Middle School Tab, Select Documents & Handbooks, Then Select Registration Guide
SCHEDULING WORKSHEET FOR STUDENT USE
Bloom-Carroll Middle School Registration Form Grade 7
REQUIRED COURSES
All 7 th Grade Students will take the following courses:
* Language Arts
* Science
* Math
* Pre-Engineering I
* Art
* Social Studies
* Physical Education
EXPLORATORY COURSES
All 7 th Grade students must select one of the following options:
* Band (Parent/guardian responsibility to secure instrument)
* Band and Choir (Alternating Days)
* Choir
* Study Hall
PLEASE NOTE: Students who qualify for placement into Multilingual Lab, WILSON Reading, Reading Intervention, or Math Intervention, who wish to take Band or Choir, must drop either Pre-engineering I or Art & Physical Education from their schedule.
FOR A COMPLETE DESCRIPTION OF COURSES PLEASE VISIT
www.bloomcarroll.org Under the Middle School Tab, Select Documents & Handbooks, Then Select Registration Guide
SCHEDULING WORKSHEET FOR STUDENT USE
Art
Physical Education
Bloom-Carroll Middle School Registration Form Grade 8
REQUIRED COURSES
All 8 th Grade Students will take the following courses:
* Language Arts
* Science
* Math
* Health
* Physical Education
* Social Studies
* Career Connections
* Semester Study Hall
EXPLORATORY COURSES
All 8 th Grade students must select two of the following options:
* French I (must meet prerequisite)
* Band (Parent/guardian responsibility to secure instrument)
* Choir
* Exploratory Rotation
* Spanish I (must meet prerequisite)
* Study Hall
PLEASE NOTE: Students who qualify for placement into Multilingual Lab, WILSON Reading, Reading Intervention, or Math Intervention must choose only one exploratory course when scheduling.
FOR A COMPLETE DESCRIPTION OF COURSES PLEASE VISIT
www.bloomcarroll.org Under the Middle School Tab, Select Documents & Handbooks, Then Select Registration Guide
SCHEDULING WORKSHEET FOR STUDENT USE
| SEMESTER 1 | SEMESTER 2 |
|---|---|
| Language Arts | |
| Math | |
| Science | |
| Social Studies | |
| Lunch | |
| Health | Physical Education |
| Career Connections | Study Hall |
| Exploratory Course | |
Exploratory Course
**Due to scheduling conflicts and limited course capacity, not all course requests can be accommodated:
SCHEDULE CHANGE POLICY
Due to the commitments for staff assignments and the ordering of supplies and texts, schedule changes will not be permitted except in unusual circumstances. Acceptable reasons for changes are as follows:
a. Correction of errors;
c. Subject level adjustments (teacher recommended);
b. Changes necessitated by failure;
d. Addition of a class; and/or
e. Class size balancing.
Request for schedule changes must;
a. Be submitted to the guidance counselor in writing.
b. Have a parent/guardian signature.
To add or drop classes;
a. A request concerning a yearlong class must be submitted in the first two weeks of school.
c. Students enrolled in Band have until October 1 st to secure instrument and music book or they will be removed from course.
b. A request concerning a semester course must be submitted in the initial first week of the semester.
The following rules apply:
a. No schedule change will become final until approved by a counselor; and
b. Parent approval is required for all changes.
Note: Availability of all courses at Bloom-Carroll is subject to change without notice. Minimum enrollment requirements, teacher availability and/or scheduling conflicts may affect course offerings.
Note: Unless extenuating circumstances exist, student/parent requests for specific teacher(s) at the middle school/high school level are not permitted.
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Clean Air at Home: A Manifesto for Tackling Indoor Air Pollution
Air pollution accounts for tens of thousands of premature deaths in the UK annually, and scores more cases of chronic ill health, life-lasting complications, and billions in annual avoidable health and social costs.
To achi eve a ge ar sh ift in publi c heal th ou tcome s, action to address ai r pollu tion should focus on where exposure is gravest. Around 90% of our time is sp ent indoors, the majority of which is spent in the home. Tackling air pollution in homes and other indoor spaces is a public health imperative.
Indo or ai r polluti on inter sect s multi ple po licy a reas, including h ousing, environmental health, and energy, and requires concerted, cross-sector action.
Before the pre-election purdah period, Policy Connect served as the secretariat for multiple All-Party Parliamentary Groups (APPGs), leading policy work around indoor air quality through the APPGs on Health and Carbon Monoxide.
Executive Summary
Air pollution accounts for tens of thousands of premature deaths in the UK annually, and scores more cases of chronic ill health, life-lasting complications, and billions in annual avoidable health and social costs.
Policy Connect is a cross-party think tank that supports parliamentary groups, for ums and commi ssi ons, b ringing t oge ther parl iamenta rian s a nd g overn men t in collabora tion with aca dem ia, bu sin ess an d c ivil socie ty to hel p sh ape UK pub li c policy.
Our wor k fo cusses on five key po licy area s which are: E ducation & Skills; Industry, Technology & Innovation; Sustainability; Health; and Accessibility.
Before the pre-election pur dah period, Pol icy Conn ect served as the secre tariat for multiple All-Party Parliamentary Groups (APPGs), leading policy work around indoor air quality through the APPGs on Health and Carbon Monoxide.
Better planning, enforced regulation, increased public awareness and earlier intervention can help prevent strain on the NHS and public services, address health inequalities, and improve the health of the workforce.
The problem
Our indoor environments, where we spend 80-90% of our time, expose us to myriad pollutants from a variety of sources including building materials, fossil fuel-burnin g cooking and heating appliances, and cleaning products.[i],[ii]
The designated minister to convene responsible ministers in complement with the Cross-Government Working Group on Indoor Air Quality.
Air pollution is associated with increased risk of chronic illnesses, permanent cognitive impairment, developmental defects, and rapid death.[iii]
The Government must lead concerted, cross-sector action on indoor air pollutio n. Recommended actions for political leadership are as follows:
Designated ministerial leadership on indoor air quality (IAQ).
Government support for an indoor air quality research partnership, supporting a research framework and an observatory coordinating systematic indoor environmental monitoring in houses, schools, and healthcare facilities.
A ne w clean air strate gy to featu re a de dicat ed IAQ action plan.
Stronger Local Authority selective licensing schemes, with greater enforcement powers and greater penalties for non-compliance.
Consolidated guidance on tackling household air pollution to be issued to Local Authori ties, hou sing develo pers and pr oviders, and he alth and emer gency service s.
Recommendations
Air pollution i s ass ociat ed with inc reased risk o f chron ic illness es, permanent cognitive impairment, developmental defects, and rapid death.[iii]
5,000 cases of asthma in 2019 were associated with exposure to damp, mould and formaldehyde.[iv] 1.
£1.4 billion annual health costs are incurred by gas cooking alone.[v] 2.
A new clean air strategy to feature a dedicated IAQ action plan. 3.
Air polluta nts affe ct v uln erable grou ps such as childr en, older pe ople and pr eg nant wome n more gra vely , w hile lower s ocio-economic groups fa ce a triple risk of greater exposure, worse underlying health, and least empowerment to improve circumstances. 4.
Consolidated guidance on tackling household air pollution to be issued to Local Authorities, housing developers and providers, and health and emergency services. 5.
Though the burden of indoor air pollution is complex, and responsibilities are diffuse, there is sufficient scientific understanding, industry and third sector expertise, and public will to support immediate political action. 6.
Governance & leadership
We recommend designated ministerial leadership on indoor air quality; for the relevant minister to convene responsible ministers in support of the CrossGovernment Working Group on Indoor Air Quality; and for responsible ministers to oversee a new action plan on indoor air quality in step with relevant policy.
1, 2 & 3
Leadership and cross-government working on IAQ
Responsibility for IAQ lies across policy areas; this can hinder action within government. Responsible ministers include air quality (DEFRA); health and work (DWP); public health and health security (DHSC); schools (DfE); transport air quality (DfT); fire services (Home Office); enterprise and markets (DBT); and housing, planning and building safety (DLUHC).
A designated ministerial lead can coordinate responsible ministers and ensure appropriate action is undertaken across departments. A Cross-Government Working Level Group on Indoor Air Quality was set up in 2021 – a good step towards cross-departmental action on IAQ. The designated ministerial lead should direct the civil service-level group to prepare papers for discussion by ministers.
fff It is particularly important that ministers overseeing energy efficiency measures factor in IAQ, ensuring adequate ventilation, safe insulation materials, and proper installation.
Ministerial communication is essential to drive public awareness; this may begin with the health secretary, who should publicly communicate the health risks of exposure to pollutants indoors, particularly ahead of winter, when exposure is heightened through increased domestic fuel use and decreased ventilation.
Government IAQ policy
Government clean air policy is skewed towards ambient (outdoor) air, limiting local action on indoor pollution. The 2019 Clean Air Strategy focusses primarily on industrial sources in aiming to reduce national levels of five pollutants in line with national commitments, while DEFRA's 2023 Air Quality Strategy for councils contains few actions for indoor air.[vi]
A new clean air strategy should include a dedicated plan to address IAQ, expanding the 2019 strategy's limited provisions on household air pollution. A new strategy should include goals for addressing individual pollutants common indoors, such as carbon monoxide, that are absent in the 2019 strategy; designate IAQ responsibilities across departments; provide a framework for IAQ leadership within Local Authorities; and detail an action plan for Local Authorities to mitigate and report air pollution levels across indoor spaces.
As part of the strategy, the Government should assess the effects of regulatory changes for ventilation and housing rules; labelling schemes and warnings at the point of sale of fossil fuel appliances; an explicit indoor air quality baseline; and a policy framework for setting legal targets, in line with the Environment (Air Quality and Soundscapes) (Wales) Act 2024.
IAQ research partnership
IAQ policy is hindered by policymakers' lack of data and insight on the real-wor ld risks and effects of pollutants indoors. This issue led to only non-bindi ng targets being legislated in the Environment (Air Quality and Soundscapes) (Wales) Act 2024.
However, the 2019 Clean Air Strategy obliges Local Authorities to monitor only ambient (outdoor) pollutant levels for five pollutants[vii], despite these being produced by a variety of household sources and bearing significant health risks indoors.
To better understand the health burden of indoor air pollution, the Government must introduce a research framework. This can emulate the 2017 Department of Health Framework for Mental Health Research introduced to coordinate researchers and policymakers and to commission research to plug evidence gaps. This can spur innovation and the trialling of new monitoring technologies.
IAQ policy is hindered by policymakers' lack of data and insight on the real-world risks and effects of pollutants indoors. This issue led to only non-binding targets being legislated in the Environment (Air Quality and Soundscapes) (Wales) Act 2024.
However, the 2019 Clean Air Strategy obliges Local Authorities to monitor only ambient (outdoor) pollutant levels for five pollutants[vii], despite these being produced by a variety of household sources and bearing significant health risks indoors.
We recommen d an indoor air quality r esear ch partn ersh ip, supported by a research framework and overseen by an observatory for systematic indoor environmental monitoring in houses, schools and healthcare facilities.
Collating clean air data
Government must break this deadlock wit h support for IAQ research and monitoring, emula ting the IAQ observatory introduced in France 20 years ago.
An IAQ observatory should, as a start, collate and share existing data. Indoor air data and exp ertise lie acr oss sectors , fo r example in coun cil- and academi a-led IA Q projects, in alarm s, and in person al atmos phere monitors worn by some eme rgency serv ice per son nel.
Departments with existing indoor monitoring infrastructu re should ensure all key poll utants are reported. The Department for Education should examine issuing low-cost atmosphere monitors to state-funded schools when replacing the CO2 monitors previously issued to every school, while the Home Office should ensure fire and rescue services record data on pollutants, such as carbon monoxide, found during home visits.
Realising an IAQ observatory
Agencies should submit IAQ data to the IAQ observatory, expanding the existing singl e air quality data portal developed through the 2019 Clean Air Strategy.
The new ob servatory s houl d compl ement a ne w gover nmen t framework for data colle ctio n and shar in g across services re spons ible for ind oor air p ollution.
Consolidated IAQ guidance
There is a range of existing IAQ-related guidance from public bodies such a s NICE[viii], the Parliamentary Office of Science and Technology[ix], and the UK Healt h Security Agency[x], but these do not provide a complete picture of the sources, effects and means to tackle air pollution at home, where exposure is greatest.
For this reason, responsible bodies can lack clarity when responding to domestic environmental hazards, with dialogue between such bodies often ineffective over risk assessment and appropriate responses.
Responsible authorities should use the consolidated guidance for public communication to engender behavioural change. Immediate awareness-raising actions should focus on the sources, signs, and symptoms, and mitigative interventions to address, household air pollution, in particular the effects of domestic wood-burning.
There is a range of existing IAQ-related guidance from public bodies such as NICE[viii], the Parliamentary Office of Science and Technology[ix], and the UK Health Security Agency[x], but these do not provide a complete picture of the sources, effects and means to tackle air pollution at home, where exposure is greatest.
It i s rec ommended to set up c onsolid ated guid ance on tackl ing househo ld air poll ution to set o ut pollut ant s ources an d risks, resp onsibil ities, and a direc tory of s upport, to be issued to Local Authorities, housing developers and providers, and community health and emergency services.
5
Relevant sections must be communicated by departments, embedded within professional standards and training, and made available through every relevant departmental website.
Following ministerial leadership on the issue, the DLUHC (now MHCLG) and DHSC recent ly issued comprehensive guidance on addressing damp and mould.[xi] This dossier must form part of consolidated guidance on household air pollution.K
Relevant sections must be communicated by departments, embedded within professional standards and training, and made available through every relevant departmental website.
Consolidated guidance should set out the sources and health risks of pollutants with amb ient air quality stan dards in the UK[xi i]; providers' res ponsibil ities a nd occ upa nts ' rights; recomm ende d interven tion s or precau tions for coun cil s, respon sible publ ic services, private providers such as landlords, and individuals; and a directory of support available from public and private services to address household hazards.
We recommend stronger Local Authority selective licensing schemes, with greater enforcement powers and greater penalties for non-compliance.
We recommend stronger Local Authority selective licensing schemes, with greater enforcement powers and greater penalties for non-compliance.
6
Limited authority and resource constraints
Limited government strategies, coupled with lacking statutory obligations and powers, mean that Local Authorities lack sufficient resources to address indoor air pollution.
The Housing Act 2004 already provides freedom from the most immediately serious hazards in rental homes, covering a limited range of exposure to indoor air pollution, while subsequen t regulation s hav e mandate d additiona l responsibilities[xiii ] an d safet y measure s suc h as carbon monoxide alarms.[xiv] However, understanding of the effects of indoor air pollution has evolved since the establishment of the Decent Homes Standard; as such real threats may be omitted by existing regulation.
Limited local powers and enforcement lead to limited compliance with existing regulations. Councils often do not deploy licensing schemes that can help ensure health an d safet y standards ; man y deprioritis e enforcement ; an d mus t obtai n permissio n fo r schem es covering more than 20% of their area or of private rentals.[xv]
Empowering councils and enforcing standards
To allow regulations to have effect, councils must be able to extend licensing conditions to a wider range of properties and include broader conditions for health and safety i n homes.
An enforcement-first approach of providers' obligations under licensing schemes can greatly improve compliance, with penalties attained used to resource enforcement.
Any new legislation for housing health and safety, such as duties on landlords to ensure health and safety and instigate repairs, must give powers to councils to enforce freedo m of all hazards, not just those considered the most immediately serious. This can be support ed by expandi ng t he Soci al Housi ng (Regulatio n) A ct 20 23 to s et a timesca le for repairs across private rental, as well as social, housing.
[xv] DLUHC, June 2023. Selective licensing in the private rented sector: a guide for local authorities.
[i] Kornartit et al, 2010. Activity pattern and personal exposure to nitrogen dioxide in indoor and outdoor microenvironments. Environment International.
[i] Kornartit et al, 2010. Activity pattern and personal exposure to nitrogen dioxide in indoor and outdoor microenvironments. Environment International.
[ii] Thomson H, Thomas S, Sellstrom E., 2013. Housing improvements for health and associated socio-economic outcomes. Cochrane Database System Review.
[iii] Carrer P. et al. 2009. ENVIE Co-ordination action on indoor air quality and health effects, WP1 Final report–Health Effects.
[iv] Clark, S. et al., August 2023. The Burden of Respiratory Disease from Formaldehyde, Damp and Mou ld in English Housing. Environments – MDPI.
[v] Blair, H. et al, May 2023. The Public Health and Environmental Impacts of Cooking with Gas. CLASP & European Public Health Alliance.
[vi] DEFRA, August 2023. Air quality strategy: framework for local authority delivery.
[vii] As listed on page 15 of DEFRA's Clean Air Strategy, 2019.
[viii ] NICE, Januar y 2020. In door air qua lity at home . NICE guid eline NG14 9.
[ix] Parliamentary Office of Science and Technology, 2023. POST brief 54: Indoor Air Quality. UK Parliament.
[x] U KHSA, Ma y 2022 . Carbon m onoxid e: general inf orma tion.
[xi] DLUHC & DHSC, September 2023. Understanding and addressing the health risks of damp and mould in the home.
[xii] As listed on page 15 of DEFRA's Clean Air Strategy, 2019.
[xiii] DLUHC, March 2019. Guide for landlords: Homes (Fitness for Human Habitation) Act 2018.
[xiv] DLUHC, July 2022. Smoke and Carbon Monoxide Alarm (Amendment) Regulations 2022: guidance for landlords and tenants.
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Poland on the map of "green" trade
Citation:
Miniszewski, M., Strzelecki, J., Wąsiński, M. (2020), Poland on the map of "green" trade,
Ambroziak, Ł., Gniadek, J. (cooperation), Polish Economic Institute, Warsaw.
Warsaw, December 2020
Authors: Maciej Miniszewski, Jan Strzelecki, Marek Wąsiński
Cooperation: Łukasz Ambroziak, Joanna Gniadek
Substantive editing: Piotr Arak
Editing: Jakub Nowak, Małgorzata Wieteska
Graphic design: Anna Olczak
Graphic design cooperation: Joanna Cisek, Liliana Gałązka, Tomasz Gałązka, Sebastian Grzybowski
Polish Economic Institute
Al. Jerozolimskie 87
02-001 Warsaw
© Copyright by Polish Economic Institute
ISBN 978-83-66698-11-6
Table of contents
4
Key numbers
Key findings
→ The low-carbon transformation and environmental protection policy have led to the rapid development of green economic sectors. The achievements so far – for example, in the development of renewable energy sources – have been the result of international trade; the decline in these technologies' prices has increased their competitiveness in relation to conventional energy. In coming years, "green trade" will become more important thanks to investment in the low-carbon transition as part of the recovery from the crisis caused by the COVID-19 pandemic.
→ Depending on how green products are defined, exports of them amounted to USD 0.5-1.5 trillion in 2018 and accounted for 3-8% of global exports. Their value increased by 10-32% in 2010-2018. Growth in the green economy, broadly understood, exceeded growth in total world trade, which amounted to 24.5%.
→ Factors such as an increase in photovoltaic panels' productivity and economies of scale resulted in the unit price falling by 85% in 2009-2019. Although the value of solar panel exports fell by more than 28% in 2010-2018, the volume increased by as much as 52%. The likely slowdown in the decline in prices and the continued growing importance of renewable energy sources will lead to a new increase in the value of trade in these products.
→ This will also be influenced by political factors. Since China is the largest producer of the rare earth elements (REE) used in low-carbon technologies, among
other things, there is a risk that Beijing will decide to limit the supply of them and some products made out of them. This could push up the price of many environmentally-friendly technologies and slow down the green transformation of the economy. Independence from supplies from China is therefore one of the key goals of EU and US trade policy. However, this is a long and expensive process, which the COVID-19 pandemic could make more difficult.
→ The world's largest economies are the dominant players in the trade of green products. The EU, China and the US account for over 60% of global exports of these products (when EU internal and external exports are included). These economies, along with Japan and South Korea, are responsible for three-quarters of the world's exports. The EU has a positive trade balance in green goods, China's depends on the definition of green trade adopted and the US has a deficit in each case.
→ In 2010-2018, the value of Polish exports of environmentally and climate-friendly products doubled to USD 26 billion – or USD 2.7 billion for the narrower list of products for generating electricity from renewable sources. In both cases, the export growth rate exceeded the total one for Polish exports, amounting to 78% and 122% respectively over the period analysed. Environmentally-friendly products accounted for 10% of Polish exports in 2019.
→ Poland ranks fifth among EU exporters in terms of the value of exports of green
6
th products and 15
worldwide, accoun-
Poland has ting for 2% of global trade.
comparative advantages when it comes to the export of environmental goods in a
broad sense; their share in Polish exports is 24% higher than their average share in
global trade. For trade in products direc- tly related to the production of electrici-
ty from renewable sources, their share in
Poland's exports is 32% higher than the- ir share in global trade. This shows that
Poland has potential for the further deve- lopment of exports in this group of goods.
→ The export of green products has a positive effect on two of Poland's basic macroeconomic indicators: GDP and unemployment. Poland should support the production of environmentally-friendly
technologies and goods. This could help exporters make greater use of "green" export opportunities that have tangible benefits for the environment and the economy in the long term.
→ The structure of Polish exports shows that there are no clear export hits and that there are quite large differences between the main products, depending on the list selected. In terms of products related to energy from renewable sources, Poland is successfully building its export potential when it comes to batteries. Given its growing comparative advantages and the increase in these products' share in exports, Poland is well placed to attract further investment in environmentally-friendly sectors.
Introduction
"A green economy is defined as low carbon, resource efficient and socially inclusive. In a green economy, growth in employment and income are driven by public and private investment into such economic activities, infrastructure and assets that allow reduced carbon emissions and pollution, enhanced energy and resource efficiency, and prevention of the loss of biodiversity and ecosystem services. These green investments need to be enabled and supported through targeted public expenditure, policy reforms and changes in taxation and regulation" (UNEP, 2011). The debate on the green economy gained prominence after the financial crisis of 2008-2010, which highlighted economies' and societies' structural problems. The two key challenges for the future defined at the time encompass climate change and dependence on traditional energy resources (Szyja, 2015). The concept of the green economy was seen as a possible remedy for the multiple problems. The key features of the green economy are:
- improving material and energy efficiency (decoupling resource consumption from economic growth),
- the transition to a circular economy,
- shifting costs onto the actors responsible for pollution and greenhouse gas emissions,
- the energy transformation and replacing non-renewable sources with renewable sources (EEA, 2011).
Figure 1 presents the concept of the green economy in the context of sustainable development and identifies three main areas: the ecosystem, the economy and quality of life. In general, the green economy can be characterised by low emissions, resource efficiency and inclusiveness, understood as "social inclusion" (Szyja, 2015).
8
↘ Figure 1. The concept of the "green economy" in the context of sustainable development
Ecosystem
(natural capital)
Aim: to ensure “ecological
resistance” and
sustainable development
Quality of life
(social and human capital)
Aim: to increase social justice
and the inclusiveness of
development
Economy
(production and financial
capital)
Aim: to improve
resources’ productivity
Green
economy
Source: prepared by PEI based on: EEA (2011).
The idea of the green economy applies to virtually all sectors and affects the functioning of all of society (including the choice of transport). This is also indicated by the Sustainable Development Goals and Millennium Development Goals (UN, 2015), which complement this concept. The Global Green Economy Index™ (GGEI) is the first index that creates a system for assessing the development of the green economy. The ranking of 130 countries contains quantitative and qualitative indicators that reflect the extent to which assumptions in four dimensions have been implemented: leadership and climate change, efficiency sectors, markets and investments, and the environment. In 2018, European countries ranked the highest in the GGEI index. Among the top ten countries, there were five Nordic ones – Sweden (1 st ), Iceland (3 rd ), Norway (4 th ), Finland (5 th ) and Denmark (7 th ) – along with the three German-speaking countries
(DACHL): Switzerland (2 nd ), Germany (6 th ) and Austria (9 th ). The top 10 also included France (10 th ) and Taiwan (8 th ), which advanced the fastest compared to the previous ranking (the GGEI value increased almost 1.7-fold).
These countries are highly developed and have a relatively high standard of living. Poland ranks just 106 th out of 130 countries. In Europe, only Bulgaria (107 th ), Serbia (115 th ), Moldova (118 th ), Ukraine (121 st ) and Bosnia and Herzegovina (127 th ) rank below it. Despite regularly falling in the ranking, the value of the index in Poland increased slightly in 2014-2018. Chart 2 shows changes in the position of 55 selected countries for which the GGEI was calculated in 20142018. It is worth noting that, in 2018, the United States was overtaken by China for the first time. In China, the value of the index increased by 32% in 2016-2018, compared to 6% in the US. This was the highest increase, along with Taiwan.
9
9
↘ Chart 2. Changes in selected countries' position in the GGEI in 2014-2018
Sweden
Norway
Costa Rica
Germany
Denmark
Switzerland
Austria
Finland
Iceland
Spain
Ireland
New Zealand
France
Columbia
Portugal
Peru
Kenya
Brazil
Chile
UK
Netherlands
Uruguay
Mauritius
Zambia
Italy
Ethiopia
Rwanda
US
Canada
Taiwan
Mexico
Philippines
Israel
Malaysia
Tanzania
Australia
Czech Republic
North Korea
United Arab Emirates
Cambodia
Turkey
Japan
Thailand
Ghana
Belgium
Argentina
India
Slovakia
Panama
Mozambique
China
Poland
Senegal
Qatar
Vietnam
Sweden
Switzerland
Iceland
Norway
Finland
Germany
Denmark
Taiwan
Austria
France
UK
Columbia
Costa Rica
Ireland
Canada
Netherlands
New Zealand
Japan
Kenya
Uruguay
Zambia
Belgium
Italy
North Korea
Thailand
China
Peru
US
Brazil
Spain
Portugal
India
Chile
Ethiopia
Mexico
Mauritius
Israel
Rwanda
Philippines
Cambodia
Malaysia
Tanzania
Panama
United Arab Emirates
Turkey
Vietnam
Czech Republic
Qatar
Ghana
Slovakia
Senegal
Argentina
Mozambique
Australia
Poland
2014
2016
2018
Note: turquoise – the Nordic countries, dark grey – selected DACHL countries, green – the US, yellow – selected "Asian tigers", red – selected V4 countries.
Source: prepared by PEI based on: Dual Citizen LLC (2019).
International trade in environmentally-friendly products
Lists of "green" products
Trade can be a driving force in the move towards a "green" economy and sustainable development. As part of the growing importance of environmental and climate protection policies, countries are combining product exports with environmental opportunities to support economic development, and, at the moment, the economic recovery after the pandemic. Trade is a very important carrier of innovation, enabling the spread of low-emission technologies in different countries around the world (Mealy, Teytelboym, 2020).
reduce customs duties on these groups of goods to no more than 5% of their value. Since 2014, negotiations on an Environmental Goods Agreement (EGA) have been conducted under the auspices of the WTO (Bucher et al., 2014), but no comprehensive agreement has been reached in the WTO forum or in a narrower group of states.
The difficulty of defining the "green" economy affects assessments of its importance in world trade. The breadth the approach determines how many product groups are classified as goods with a positive impact on the environment and climate protection. Many "green" sectors enable the export of products, from organically grown fruit to clean and environmentally-friendly technologies (Brandi, 2012). International negotiators have been dealing with this issue since 2001 when, at the ministerial conference of the World Trade Organisation, there was an attempt to talk about customs liberalisation for trade in green products (Ambroziak, 2015). The only successful attempt to introduce facilitations so far is the list of 54 commodity codes classified in the Harmonized System (HS) that are related to environmental protection (www1). It was agreed on in 2012 at the Asia-Pacific Economic Community's APEC Forum (which will be referred to as "APEC List / Products"). The signatories undertook to
Moreover, as in many other international negotiations, the main divide is between developed and developing countries' interests. While the former mainly aim to include technologically-advanced products on the list, the latter would benefit from a very broad approach to green products and the inclusion of goods that are often more environmentallyfriendly substitutes for other products. This kind of list of products, sometimes called "environmentally preferred goods", would offer less developed countries greater benefits from customs liberalisation than the APEC list or the classifications proposed by developed economies as part of the EGA negotiations (www2).
The lack of a widely-used list of environmentally preferred goods means that the APEC list is the only one associated with a political decision to classify them. For this reason, it is the focus of the research in this report. To show trends in the most recognisable branch of the green economy, the production of electricity from renewable energy sources, a list of products directly related to its production was examined, too.
The list used here was prepared by the European Commission (Pasimeni, 2017) and contains 28 HS codes (which will be referred to as "RES list/products"). However, to include many more product groups and show the scale of the "green" economy broadly understood, a list of 255 HS codes
Global exports
In 2018, the value of international exports of environmental products (APEC list) amounted to USD 519.4 billion and accounted for 2.8% of global exports. Exports of devices directly related to the production of energy from renewable sources (RES list) were worth USD 144.7 billion and accounted for less than 1% of global exports. For comparison, in 2018, exports of products from the widest list of 255 commodity codes collected by the OECD were worth USD 1.461 billion, 8% of global trade. Compared to 2010, the value of exports of these goods increased by 32%, faster than growth in all global trade (25%). Interestingly, there were other trends in "green" trade in a narrower sense. In 2010-2018, exports of products from the APEC list increased by 9.5% in terms of value, while renewable energy exports
(OECD 2019) compiled by the OECD (OECD list/products) was also analysed. It is worth remembering that the estimates are based on commodity codes, which often go beyond products with a positive environmental impact. Some products, such as gas or steam turbines, serve various purposes, not just "green" ones.
fell by 4.4%. The technological and production revolution explains this lower growth in the trade of green products from these two lists. Technical progress has made energy generation more productive, for instance, and huge demand has made it possible to use the economies of scale in production, which pushed down prices (Kavlaka, McNerneya, Trancik, 2016). One example of this kind of product are photovoltaic panels. In 2009-2019, their market price fell by around 85% (Jäger-Waldau, 2019). Their exports decreased by 28% in terms of value (to USD 52 billion in 2018), but increased by as much as 52% in quantitative terms. The export dynamics of APEC and RES products were therefore strongly shaken by these products. However, the OECD's extended list of 255 products was resistant to them.
Source: prepared by PEI based on the WITS-Comtrade (2020) database.
In 2018, the EU was the world's largest exporter of APEC products (both in terms of internal and external trade). Exports of them amounted to USD 170 billion. Although the value of exports of APEC products increased by 15.9% compared to 2010 (USD 146.7 billion), their share in total EU exports decreased from 3.2% in 2010 to 2.9% in 2018. The reason for the relatively low growth was the collapse of photovoltaic panel exports; their value decreased from USD 17 billion in 2010 to USD 6 billion in 2018. Exports outside the EU alone amounted to USD 94.0 billion (22.4% more than in 2010). China was the second-largest exporter of APEC products. In 2018, it exported USD 85.8 billion worth of these products (14.6% more than in 2010), 3.4% of its exports. The US was third. The value of American APEC product exports amounted to USD 56.7 billion in 2018, 11.7% more than in 2010. The share of "green" goods in US exports in 2018 amounted to 3.4%, like in China's case. For Japan and South Korea, the next two countries in terms of the value of exports, products with a positive impact on the environment were more important than for the three leading exporters of these products. Their share in total exports was 5.4% in Japan and 5.3% in South Korea (down from 9.2% in 2010).
Source: prepared by PEI based on WITS-Comtrade (2020) data.
It is worth noticing two countries where the value of exports of environmentally-friendly products increased extraordinarily in 2010-2018: Macedonia (2445.6%) and Vietnam (1194.5%). In 2018, Vietnam was the 14 th largest export of APEC products and Macedonia was 24 th . The former has specialised in products related to solar energy, while the latter has specialised in air filters (not for the EU market). Although this big increase results from the low value in 2010 (Macedonia: USD 29 million, Vietnam: USD 477 million), it seems likely that this trend will continue, especially in the case of Vietnam.
In terms of combined internal and external exports, the EU is also the largest exporter of goods used to generate renewable energy. In 2018, the value of EU renewable energy exports amounted to USD 46.3 billion. The value of exports to other EU countries (EU intra, USD
25.8 billion) exceeded the value of exports to third countries (EU extra, USD 20.5 billion). Compared to 2010, EU exports (intra+extra) of this type of product decreased by 15.1%. There was a larger drop in the value of exports to other member states (-24%) than to those outside the EU (just -0.7%). The share of RES products in total EU exports also decreased, from 1.2% in 2010 to 0.8% in 2018. Taking into account only exports outside the EU, China was the largest global exporter; exports of RES products from there amounted to USD 26.7 billion in 2018 and decreased in value by 11.5% compared to 2010. In the US, exports amounted to USD 16.6 billion and were the only ones to increase by 5.7% compared to 2010. Other major RES exporters in 2018 included South Korea (around USD 7.0 billion), Japan (USD 6.9 billion) and Malaysia (around USD 5 billion).
↘ Chart 5. Largest exporters of RES list products in 2010 and 2018 (billions of USD)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
The geographical structure of exports of products from the OECD list is similar. Here, too, combined internal and external EU exports were the largest, accounting for 38% of global trade in these products. In terms of external trade only, which was worth USD 249 billion in 2018 and accounted for 18% of global exports, the EU came second, after China (USD 260 billion, 18%). The value of EU trade in green goods from the OECD list increased by 30% in 2010-2018, while the value of Chinese trade doubled. Interestingly, the export of these goods is equally important for both entities; it accounted for slightly over 10% of all their exports in 2018. The US's significance in the export of environmentallyfriendly goods from the OECD list is falling. In 2018, exports of them were worth USD 138 billion (9% of global exports). These goods also made up less of US exports – just 8 per cent. All the groups of "green" goods are characterised by a strong concentration of exports. The five largest export markets (EU, China, the US, Japan and South Korea) account for three-quarters of global exports of these products.
Source: prepared by PEI based on WITS-Comtrade (2020) data.
In 2018, the highest positive balances in trade in environmentally-friendly products from the APEC list were recorded by the EU (USD 65 billion, of which Germany accounted for USD 41 billion), Japan (USD 23 billion) and South Korea (USD 14 billion). The highest negative balances were recorded by the Russian Federation (USD 20 million) and India (USD 8 million). The largest surplus in trade in renewable energy products was recorded by China (USD 15 billion), the EU (USD 12 billion), Malaysia and South Korea (USD 3 billion each), while the largest deficits were recorded by India and Turkey (USD 4 million).
100 billion) and Japan third (USD 52 billion). The US recorded the highest deficit in trade in these products (USD 58 billion).
Similarly, in terms of trade in OECD products, China came first in terms of positive balance in 2018 (USD 110 billion). The EU came second (USD
An important measure of countries' competitive position is the revealed comparative advantages (RCAs) indicator. There is an advantage when a given product's share in a given country's exports is higher than its share in global exports. The RCA indicator points to an advantage when it is higher than one. The countries with the highest comparative advantages in trade in renewable energy products are Benin, Denmark, Pakistan, Slovenia and Malaysia. The top ten also includes Croatia, Tunisia, Moldova, Sweden and Vietnam. Poland ranks 17 th , with a score above one for RES products. Their share in Polish exports is 32% higher than their share in global exports.
↘ Chart 7. Comparative advantages when it comes to RES products in 2010 and 2018
Source: prepared by PEI based on WITS-Comtrade (2020) data.
The situation is different when we consider the wider range of environmentally-friendly goods on the APEC list. Macedonia has the largest revealed comparative advantage; the share of APEC products in its exports is four times higher than their share in the total global exports. When it comes to exports of these products, Bermuda and Denmark's share is double their respective share in global exports. The top ten also includes Japan, South Korea, Germany, Taiwan, Finland and Benin. Poland has no revealed comparative advantages in this product category, but – as in the case of RES – this indicator improved in 2010-2018.
↘ Chart 8. Comparative advantages when it comes to APEC products in 2010 and 2018
Source: prepared by PEI based on WITS-Comtrade (2020) data.
Apart from the small states with very high RCAs, Denmark, Germany and Japan had the highest comparative advantages for products on the OECD list. Romania, Hungary and Ethiopia's share in exports of these goods was also over 50% higher than their share in global exports. Poland's advantage was the same as South Korea's (24%), with an increase of 20 pp. in 2010-2018.
↘ Chart 9. Comparative advantages when it comes to OECD products in 2010 and 2018
Source: prepared by PEI based on WITS-Comtrade (2020) data.
The product structure of global exports reveals the leader in "green" trade: products related to solar energy, despite a 30% decrease in value in 2010-2018. In the broader APEC list, the most important export products are optical, liquid crystal and similar devices (code 901380), including heliostats used in the construction of concentric solar power plants. Their global exports were worth USD 54 billion in 2018. However, it is worth noting that such a high value for heliostats seems excessive; other optical or liquid crystal devices probably dominate in this product category. The second most important export goods in terms of value are photovoltaic panels and modules, as well as other photosensitive semiconductor elements (code 854140), which were worth USD 52 billion. The next two export products on the APEC list are machinery and equipment related to sorting, filtering, purifying, compressing waste (code 847989, USD 47 billion), and instruments and apparatus for automatic regulation or control (of electricity, pressure or humidity), which improve devices' energy efficiency (code 903289, USD 24 billion).
↘ Chart 10. Structure of APEC product exports in 2018 (%)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
In the export of goods from the RES list, photovoltaic panels came first again (USD 52 billion). Gas turbines for producing electricity from clean coal and gas (code 841199, USD 20 billion) were second and energy storage in the form of lead-acid batteries (code 850720, USD 11 billion) were third. Exports of RES commodities are much more concentrated: the four largest product groups account for 56% of exports. For the APEC list, the top eight product groups account for 51% of exports.
↘ Chart 11. Structure of RES product exports in 2018 (%)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
The leader when it comes to exporting panels and optical devices is China (accounting for 40% of the market); for waste and regulation and control devices, it is Germany; for gas turbines, it is the US; for batteries, it is South Korea. A broad approach to green trade product lists changes the top export goods. They are: control panels for the distribution of electricity not exceeding 1000V (code 853710, USD 62 billion), static electricity converters (code 850440, USD 58 billion) and electric cars for passenger transport, for example, at airports (code 870390, USD 54 billion). Extending the list to 255 products diversifies it considerably. Unlike with the RES or APEC list, the top ten products account for just 31% of exports of goods from the OECD list.
↘ Chart 12. Top goods exported from the OECD list in 2018 (billions of USD)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
Global imports
In imports, there was no decrease in value in 2010-2018, although the specific nature of the sector meant that the increases were slow. Imports of RES products increased by 2% and APEC ones by 14%. The EU is also the leader when it comes to the import of "green" goods, in particular renewable energy; imports of it to the EU account for 12% of global imports (28% if imports from other EU countries are included). The US is second with a share of 11% and China third with 9%. For the wider APEC list, the situation is similar. The EU is only the largest importer when it includes also supplies from other EU countries. In 2018, EU imports accounted for 24% of global ones. However, those only from outside the EU accounted for just 11%. In the latter case, China (18%) is the largest importer. For the broadest, OECD list of green products, the EU was again the largest importer in terms of intra-EU supplies. If only imports from outside the EU are considered, the US is first with a 14% share, China second (11%) and the EU only third. Significantly, the geographic differentiation of global imports of these goods is increasing. In 2010, three entities were responsible for 66% (RES) and 60% (APEC) of global imports. In 2018, this was 47% and 54 %.The geographical variation is similar for imports of goods from the OECD list; the top three countries account for 54% of global imports.
Source: prepared by PEI based on WITS-Comtrade (2020) data.
Source: prepared by PEI based on WITS-Comtrade (2020) data.
↘ Chart 15. Top importers of goods from the OECD list
The EU
Among EU member states, Germany is the undisputed leader in the export of RES and APEC products. In 2018, the value of exports of products from the APEC list amounted to USD 73.1 billion, an increase of 16.6% compared to 2010. These goods account for 4.7% of Germany's total exports. The country's RES product exports amounted to USD 13.0 billion, 30.3% lower than in 2010, which also translated into a decrease in their share from 1.5% to
0.8% in 2018. The resulted from the collapse of solar panel exports due to falling prices and competition from Asia, mainly China. Other major EU exporters of "green" goods are Italy, France, the Netherlands, Spain and Denmark. Among EU member states, green product exports are of the greatest significance for Denmark's exports; their share in the country's total exports in 2018 was 2.4% for RES products and 6.1% for ones on the APEC list.
↘ Chart 16. Exports of goods from the APEC list in the EU in 2010 and 2018
Source: prepared by PEI based on WITS-Comtrade (2020) data.
Source: prepared by PEI based on WITS-Comtrade (2020) data.
↘ Chart 18. Top exporters of products from the OECD list in the EU in 2010 and 2018
The structure of EU exports from the APEC list points to the dominance of machines and devices for sorting, filtering, cleaning and crushing waste (code 847989, USD 11 billion). Their value is twice that of the second group of goods, air measurement devices (code 903180, USD 6 billion). Export of specialised equipment, including for ensuring air humidity or compacting waste, and gas turbine exports, are worth slightly less (USD 5 billion).
↘ Chart 19. Structure of goods on the APEC list exported outside the EU in 2018 (%)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
The latter product is also the main product on the RES list exported outside the EU (code 841199.5 billion USD). In this product group, generators used by wind farms are in second place (code 850231, USD 3 billion), followed by heat exchange units (code 841950, USD 3 billion).
↘ Chart 20. Structure of goods on the RES list exported outside the EU in 2018 (%)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
As in the case of global exports, among OECD products exported from the EU, control panels for electricity distribution (code
853710, USD 13 billion) and pipe fittings, including thermostatic valves (code 848180, USD 11 billion) come first. The third product in terms
of export volume is the first on the APEC list: machinery and equipment for filtering, sorting and crushing (code 847989, USD 11 billion). Extending the list to 255 products makes it much more diverse. Unlike for the RES or APEC lists, the top ten products account for just 31% of exports of goods from the OECD list, which results from the list's much wider scope.
↘ Chart 21. Structure of goods on the OECD list exported outside the EU in 2018 (%)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
In intra-EU trade, the top products on the RES list were photovoltaic panels (USD 4 billion) and lead-acid batteries (USD 3 billion). The top product imported from outside the EU on both the APEC and RES lists are photovoltaic panels. In 2018, exports of them were worth USD 6 billion. The second product in terms of export value is machinery and equipment related to sorting, filtering, cleaning and crushing waste (code 847989, USD 4 billion). Gas turbines are third (USD 4 billion).
Poland
In 2010-2018, the value of Polish exports of RES products increased by 122.1%, to USD 2.7 billion. Exports of products from the APEC list grew slightly more slowly (77.9%), to USD 5.0 billion. The growth rate for both was higher than that for Polish exports overall, which amounted to 66.7% over the period analysed. For this reason, the share of these products in Polish exports increased. For RES products, it increased from 0.8% in 2010 to 1.0% in 2018. For products from the APEC list, it increased from 1.8% to 1.9%. Poland ranks 6 th among EU exporters in terms of the value of exports of RES products and 10 th in terms of the value of APEC products. From a global perspective, Poland is the 18 th and 23 rd largest supplier of these goods globally. For "green" products in the broadest sense, those on the OECD list, Poland did best in 2018: it is the 5 th largest exporter of these goods in the EU and 15 th globally. Exports of these products doubled in 2010-2018, to USD 26 billion. The exports of goods on the OECD list grew more slowly than that of RES goods, but exceeded that of Polish exports overall. Since 2012, Poland has recorded a positive balance in trade in these goods in 2018. The wider scope of the list means that these
products' weight in Polish exports is much greater; it increased from 8% in 2010 to 10% in 2020. As the 15 th largest exporter, Poland is responsible for 2% of global exports of these products.
↘ Chart 22. Poland's trade in goods from the APEC list in 2010-2018 (billions of USD)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
↘ Chart 23. Poland's trade in goods from the RES list in 2010-2018 (billions of USD)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
↘ Chart 24. Poland's trade in goods from the OECD list (billions of USD)
Source: prepared by PEI based on WITS-Comtrade (2020) data.
Poland has revealed comparative advantages (RCAs) in trade in products from the RES and OECD lists, but not the APEC one, although RCA for all three product lists improved compared to 2010. Analysis of the commodity structure of Polish exports confirms greater competitiveness when it comes to RES and OECD goods. The top Polish export goods on the APEC list are gas filtering devices (code 842139, USD 757 million), waste sorting and compacting devices (code 847989,
USD 633 million) and equipment for analysing gas or smoke (code 902710, USD 282 million). The following products had the largest share in global exports: wooden floor panels, whose eco-friendliness is based on the use of bamboo with a shorter renewable cycle (code 441872, 13%), parts for steam turbines and others (code 840690, 5%), and, at 4% each, equipment for analysing gas or smoke, non-electrical devices for heating water, and electric furnaces for the heat treatment of materials.
Source: prepared by PEI based on WITS-Comtrade (2020) data.
Analysing the Poland's specialness in exports of RES products points to a greater share of the global market, which may be associated with the country's strong revealed comparative advantages that point to these products' high competitiveness in exports. The most important export goods on this list are gas turbines with a capacity of less than or equal to 5,000 kW. In 2018, Poland exported USD 475 million worth of goods of this type, which accounted for 18% of global exports. In terms of value, leadacid electric batteries (USD 408 million, 4% of global exports) were second and insulating wool – slag, rock and other similar mineral ones – ($ 307 million, 12%) third. Poland also had a significant 11% share of global exports of multi-wall insulating glass (USD 216 million) and a 7% share for electricity meters (USD 261 million).
Source: prepared by PEI based on WITS-Comtrade (2020) data.
For exports of products from the OECD list, of which Poland is the fifth-largest exporter in the EU, other goods were the most important. Structures and structural elements made of cast iron and steel were first (code 730890, USD 2.363 million, 6% of global exports), followed by other steel or cast iron products (code 732690, USD 1.680 million, 4%), and parts for combustion engines with spark ignition (code 840991, USD 1.196 million, 4%). USD 1 billion worth of electric energy distribution control panels (code 853710, USD
1082 million, 2 percent), a global export hit, were exported. In terms of share of global exports, the top products, as in the case of the RES list, are gas turbines (18%), train and tram cars (14%, but an export value of just USD 89 million) and the already-mentioned insulating wools (12%). The commodity structure of Polish exports is slightly more focused on these products compared to that of EU exports. The top seven goods in terms of the value of exports accounted for 35% of exports from Poland. In the case of the EU, this was 25%.
↘ Chart 27. Polish exports of products on the OECD list in 2018
Source: prepared by PEI based on WITS-Comtrade (2020) data.
Analysis of the commodity structure of Polish exports points to a lack of unequivocal export hits and quite large differences among the main products, depending on the list selected. The narrowest collection of RES products shows Poland's
effective efforts to build batteries' export poten-
tial. With its growing comparative advantages and the increase in the share of these products in Polish exports, Poland seems ready to attract further investment in environmentally-friendly sectors.
The relationship between electricity production from RES and the value of exports of products from the RES list
The transformation of the energy mix is also conducive to the export of environmentallyfriendly goods. There is a correlation between the value of a country's exports from the RES list and production of electricity from renewable sources. We examined the relationship between RES products' share in exports and the share in the global production of electricity from renewable sources. The Pearson correlation coefficient, which checks the relationship between variables, was 0.77 in 2010. The values of the coefficient may range from -1 to 1. Values close to 0 mean no dependence; they closer they are 1 or -1, the stronger the dependence. The more electricity is
produced from renewable sources, the greater the value of exports from the RES list 1 . Of course, this is also related to the size of the economy, which makes it possible to expand the capacity installed in RES. In 2015, these relationships became stronger: the Pearson coefficient was 0.91. These dependencies show that the volume of electricity produced from RES has a positive impact on the development of the green economy in the renewable energy sources segment and, in this case, on the export of RESrelated products. Among large economies, the US is an example of lower exports of RES products than the potential resulting from the share of electricity produced from RES. Meanwhile, in 2010, China's share in exports of goods from the RES list was significantly higher than its share in the global production of electricity from RES. However, these imbalances decreased in 2015, when the production of electricity from renewable sources increased significantly in China, while, in the US, the share in the global production of this energy decreased markedly and more than export of related goods.
↘ Chart 28. Ratio between exports of RES goods and electricity produced from RES in 2010 (%)
Share of global electricity production from RES
Source: prepared by PEI based on WITS-Comtrade (2020) and World Bank (2020) data
1The R-square determination coefficient, which determines the significance of the factor examined in determining the second variable's value, was 0.59, and 0.84 in 2015.
↘ Chart 29. Ratio between exports of RES goods and electricity produced from RES in 2015 (%)
Source: prepared by PEI based on WITS-Comtrade (2020) and World Bank (2020) data.
The importance of the export of "green" products for the economy
The advantages of "green" sectors in the economy
According to the World Bank, industrial production accounts for up to 16.8% of global GDP. At the same time, the industrial sector is responsible for 24.2% of global CO2 emissions (Ritchie, Roser, 2018). The aim of climate and environmental protection policy is to reduce the use of natural resources in the production of finished goods; for example, by developing more energy-efficient production processes and reducing greenhouse gas emissions. Working towards this concept requires the involvement of entities at every stage of the production cycle and supply chain. It is worth noting that, in addition, an improvement in resource efficiency can lead to a competitive advantage and sustainable growth.
tion to emissions, expressed as GDP generated per unit of carbon dioxide emitted (USD/kg CO2). Poland's result is clearly below the EU and Visegrad Group average. The reasons include how Poland has the lowest variation in energy sources in the EU and the lowest share of energy from RES among the V4 countries in 2018.
For the areas in the "green" economy identified earlier, we prepared a summary of green growth indicators (OECD, 2011). Chart 30 presents selected countries' productivity in rela-
In addition, Poland is characterised by a lack of nuclear energy, as well as lower consumption of hydropower and natural gas (Rokicki, Perkowska, 2020). Among the selected countries, only South Korea, Estonia and China recorded a lower result. Chart 31 shows the ratio between the growth in productivity growth and growth in GDP per capita in 2010-2018. Highly developed countries are characterised by a gradually high change in the ratio of GDP to CO2 with low economic growth. Examples include the Scandinavian countries, where "green" production has developed the fastest, alongside Ireland, Estonia and Israel.
Source: prepared by PEI based on the OECD Green Growth Indicators (2020) database.
↘ Chart 31. Ratio of change in GDP per capita to change in productivity per unit of energy-related CO2 emissions in 2010-2018 (%)
10
Source: prepared by PIE based on the OECD Green Growth Indicators (2020) database.
Changing how people think about greening the economy requires in-depth analysis of the flow of benefits. According to research into the development of renewable energy and improving energy efficiency, it helps create many more new jobs than the development of the fossil fuel industry – almost three times more per million dollars spent (Garrett-Peltier, 2017). For example, low energy efficiency and the falling price of lowcarbon technologies could stimulate changes in the US energy system, which could reduce greenhouse gas emissions in the economy by 80% by 2050 compared to 2015. This scenario also provides for an increase in employment, in which, for 550,000 new jobs, over 75% are in construction and production (Ackerman et al., 2015). Analysis of input-output (I-O) flows for
Africa suggests a similar potential for job creation through the development of renewable energy – the implementation ambitious greenhouse gas emission reduction scenarios may be associated with a potentially lower average cost of creating a job (Cantore et al., 2017). Because initiatives concerning policies that reduce greenhouse gas emissions indirectly lead to the creation of a large number of jobs, it is reasonable to view them as potential foundations for the development of industry (UNCTAD, 2019). It is worth remembering that a significant part of the jobs created in the "green" economy are local; in construction, installation and assembly, and in the production of massive components, as in the case of wind turbines, which are too expensive to transport far (MOP, 2018).
The impact of trade in "green" products on macroeconomic indicators
Poland is a country that should support the production of environmentally-friendly technologies and goods. This will help exporters to take greater advantage of "green" trade opportunities. In the long term, this could have tangible benefits for the environment and the economy. The potential impact of trade in green goods in Poland was assessed using the impulse response of exports of green goods to GDP and the unemployment rate (in Charts 32 and 33, we systematised green products according to the Asia-Pacific Economic
Community (APEC) and, in Charts 34 and 35, according to OECD) with the help of the stimulus response function based on the Vector Error Correction Model (VECM) model over a ten-year period. Chart 32 shows the potential impact of green product exports from the APEC list on GDP. The stimulus response function shows that the increase in GDP already occurs one year after a unit increase in the value of green product exports. The impact is highest in the second year. It then declines and is negligible from the fifth year.
Note: the chart shows the impulse response of exports of green goods (as classified by the APEC) to GDP and the unemployment rate using the stimulus response function based on the VECM model, assuming three stable cointegrating relationships and one lag order. The impulses are unitary, not cumulative.
Source: prepared by PEI based on OECD data.
Note: see Chart 32.
Source: prepared by PEI based on OECD data.
Chart 33 shows the impact of exports of green products from the APEC list on unemployment. In the first year, there is a negative reaction to the stimulus. During the remaining period, an increase in exports of green products is associated with an increase in employment; the maximum impulse occurs during the third and fourth year.
Chart 34 shows the impact of exports of green products, as categorised by the OECD, on GDP (the cumulative volume is greater than that for APEC goods). The stimulus response function reaches the highest value in the fourth year and the impact increases again from the seventh year. The impact of the trade of OECD goods on the unemployment rate is similar to that of APEC goods: the situation on the labour market deteriorates in the first year and employment increases in subsequent years. The impulse is the highest in the fourth and fifth years after the increase in exports of green products.
Note: the chart shows the impulse response of exports of green goods (as classified by the OECD) to GDP and the unemployment rate using the stimulus response function based on the VECM model, assuming three stable cointegrating relationships and one lag order. The impulses are unitary, not cumulative.
Source: prepared by PEI based on OECD data.
Note: see Chart 34.
Source: prepared by PEI based on OECD data.
The export of "green" products has a positive effect on two of Poland's basic macroeconomic indicators: GDP and the unemployment rate. By financing trade, Poland should support the production of environmentally-friendly technologies and goods. This can help exporters make greater use of "green" export opportunities, which will lead to tangible environmental and economic benefits in the long run.
Security of supply chains for "green" trade – Rare Earth Elements
The green economy is susceptible to being influenced by political conditions and the availability of raw materials. The technology war between the US and China and limiting access to, for example, CPUs will also affect the environmental and climate sector. Part of the trade in products that limit humans' negative impact on the environment is particularly sensitive to turbulence related to the supply of raw materials. These include products manufactured with the use of Rare Earth Elements (REE), which are used in the fastest-growing fields related to green technologies: when creating solutions in the field of energy, especially wind energy, and in modern energy-saving solutions, such as in the production of LEDs. REE is the collective name for 17 elements. In the context of green technologies, the most important ones used to produce magnets, batteries and catalysts are: neodymium, dysprosium, holmium, praseodymium, lanthanum and cerium. These elements and their alloys are also needed in the electronics (for example, in the production of smartphones) and automotive (for example, in electric cars) industries, as well the precision, optical and defence ones. These industries' growing importance and the technological revolution mean that the demand for REE has been growing very rapidly since 1990.
Deposits of REE are relatively abundant and located in many countries. However, extracting them is a complex process and involves high environmental costs. The extraction and refining process is toxic and the exploitation of these metals, if carried out in an uncontrolled manner, can generate lasting pollution, because strong acids are used at different stages of separation. Moreover, REE are often found with radioactive substances. The cost of securing production in this area can be passed on to the producer – or the natural environment and local communities. As a result, although the supply of REE has been growing for years, it cannot change sharply, which means that their prices are subject to periodic fluctuations.
It is likely that, in the near future, technological changes in the energy sector – the transition from traditional to renewable energy sources and the rising popularity of electric vehicles – will be responsible for the increased demand for REE in an especially clear way. It is estimated that, with the current rate of extraction, the deposits will last for about a hundred years (Zhou, Li, Chen, 2017). According to forecasts published by the European Commission in 2020, the EU will need up to 60 times more lithium and 15 times more cobalt. Meanwhile, "demand for rare earths used in permanent magnets, e.g. for electric vehicles, digital technologies or wind generators, could increase tenfold by 2050" (European Commission, 2020, p. 5).
There is a risk that the availability of REE could become a barrier to the development of the electric vehicle market. Its rapid development means that future demand for certain metals (neodymium, dysprosium and praseodymium), which are used in the vast majority of engines
in electric vehicles, may be many times greater than today's production. In addition, the electric vehicle market also needs to compete for access to critical metals with several other
China's dominant role
The countries that extract the most REE are China, Australia and the US. Before 1990, the main producer of these raw materials was the US, which is currently responsible for a small share of global production. China has maintained its very dominant position since the start of the 21 st Century. According to official data, China is currently responsible for over 70% of world production; its actual dominance is likely to be even greater due to the large volume of illegal trade in REE. The EU's dependence on supplies from China is even greater: the country is responsible for 98% of the supply of REE to the EU. The scale of extraction in China is mainly associated with low labour costs and very liberal environmental standards. In addition, Beijing controls most of the world's processing plants, which means that even metals mined elsewhere are sent to China for refining.
↘ Chart 36. Production of REE in 2010-2019 (thousands of tonnes)
Source: prepared by PEI based on U.S. Geological Survey.
Such a high concentration of production makes REE particularly vulnerable to supply disruptions. In the past, China has used its dominant position in the REE market as a tool for political pressure. In 2010, due to a territorial dispute with Japan, it limited the export of some raw materials to that country. Although Beijing introduced export quotas for REE, it turned out that the restrictions are often bypassed by producers (www3). Illegal production and smuggling may account for as much as 15-30% of official Chinese production (Hwa Ting, Seaman,
39
applications. This is likely to be a stimulus for the more frequent use of technologies in electric vehicles that do not use REE (such as motors without neodymium magnets).
2013). However, these events contributed to a significant increase in prices. In 2014, the WTO found that Beijing had BUS breached free trade rules by introducing export quotas. As a result, China withdrew its restrictions (Gholz, 2014).
China's goal seems to be to expand and serve the domestic manufacturing industry, as well as to attract foreign investors in return for access to REE and other raw materials. The effective use of export quotas by China would give domestic producers of advanced technologies a cost advantage over foreign competitors. Beijing's strategy includes strengthening its position in the renewable energy sector's global value chains. Its clearly dominant position enables China to create problems for individual countries, especially in the short term. A certain barrier to using REE as a long-term tool for putting pressure on others is their fairly common occurrence in various countries. Introducing permanent restrictions would probably lead to investments in new extraction projects and would result in higher prices.
The sudden suspension of Chinese REE exports to Japan in September 2010 opened a new front in the international competition for natural resources and compounded the debate on excessive dependence on suppliers from China. Further stimuli of this type are the US-China trade war and the global trade crisis caused by the COVID-19 pandemic. The fact that REE exports could be used as an argument in the dispute with the US and other countries is visible in the Export Control Law adopted by China in October 2020, which introduces the possibility of banning the export of strategic and advanced technologies to specified foreign companies (www4).
The growing tensions in relations with China and concerns over the resilience of the supply chain in the aftermath of the COVID-19 pandemic have also given a new impetus to American efforts to rebuild its REE production potential, which are important for the US defence industry. On 30 September 2020, Donald Trump signed a decree assuming an increase in the country's production of rare earth minerals critical to military technology, while reducing the country's dependence on China (www5). Joe Biden's election as US president could slightly soften the tone of America's diplomacy towards Beijing, but there is bipartisan agreement in Washington regarding a more assertive policy towards China. Everything indicates that the new administration will continue its efforts to become independent of Chinese supplies in strategic sectors.
The escalation of the trade war with China could disrupt the supply of REE and products made using them to Europe, too. The key role of REE in many goods that can reduce humans' negative environmental impact means that decoupling from China could also hinder the green transformation, as China not only dominates the REE market, but also those of many products made using them due to price competitiveness. The development of lowemission technologies depends to a large extent on the low price of photovoltaic panels, among other things. An increase in the prices of these products will probably mean a slower transition to low-carbon technologies globally.
Security of REE supplies to the EU
Due to political issues, becoming independent from supplies from China is one of the most important goals in the trade policy of both the EU and the US. The growing demand for REE has led to a global search for new sources of these elements, so that supply chains for new technologies can be secured. For years, exploration projects have been carried out around the world (including in Kazakhstan, India, Australia and at the bottom of the Pacific Ocean), which EU countries are involved in, too. Rising labour costs and a growing environmental awareness in Chinese society mean that China is also participating in mining projects in other countries.
point of view, it is crucial to ensure unimpeded access to global raw material markets and, for this purpose, develop strategic partnerships with resource-rich countries, such as Australia and Canada. In opting for a green transformation, the EU is also trying to reduce its dependence on REE by introducing solutions that do not require their use in photovoltaic panels, energy storage or wind turbines.
It currently seems unlikely that China will impose an embargo on REE exports to the EU. However, cooperation between the EU and the US on an assertive trade policy towards Beijing will leave the EU more exposed the EU to this kind of situation. In a communiqué on resilience when it comes to critical raw materials published in September 2020, the European Commission stressed that Europe should aim for strategic autonomy in the field of REE, and that achieving security requires action to diversify supplies. The challenge, in the context of the EU's efforts to achieve climate neutrality, is to ensure that dependence on fossil fuels purchased mainly from Russia is not replaced by dependence on other raw materials, most of which are obtained in China and that are subject to increasingly clear global competition.
The European Commission's plan provides for efforts to diversify supplies, because – even in the long term – the EU will be forced to acquire raw materials from third countries. From the EU's
Since REE can be recovered (for example, from waste electronic equipment), the EU should also strive to save resources and introduce a circular economy. Although the EU is focusing on the recycling REE, the percentage of secondary production is currently negligible, mainly due to the complicated technology needed to recover them and the high costs (in the case of some products and elements, major losses of the recovered raw materials are difficult to avoid). However, due to technological progress in the field of REE recycling, the Commission believes that the transition to a circular economy could create 700,000 jobs in the EU by 2030 (European Commission, 2020).
Poland does not have significant deposits of REE but some have been found in the Sudetes and in the Białystok area (Całus Moszko, Białecka, 2012). The most promising development in Poland, in terms of the possibility of obtaining REE, seems to be the deepening of research and the development of technology for recovering lanthanide from used electronic equipment and power plant waste. The waste from hard coal combustion has been found to contain some REE. The dominant ones are: erbium, lanthanum, neodymium and yttrium (Latacz, 2017). However, technology for the efficient recovery of REE from mining waste is still being developed.
Summary
Escalating global trade tensions and the COVID-19 pandemic have left European supply chains vulnerable to threats. This also applies to products that reduce the humans' negative impact on the environment. The Strategic Review developed by the European Commission emphasises that the crisis has created a threat to the further dynamic growth of "green" trade. At the same time, it has highlighted the EU's over-dependence on third countries for the raw materials that are crucial to the technologies needed to achieve climate neutrality. REE, which are key to wind energy and some energy-saving technologies, were identified as the most at risk of interrupted supply chains.
The crisis could be an impulse to transform the economy into a low-carbon and less environmentally harmful one. It is estimated that this will create jobs: 1 million in the EU, according to the European Commission, and 24 million worldwide, according to the International Labour Organization. This will be fostered by the huge EU funds for helping rebuild countries' economies after the pandemic crisis, which are largely geared towards stimulating a "green transition". Moreover, many countries' commitment to achieving climate neutrality by the middle of the century create demand for products linked to renewable energy sources, energy efficiency, emission-free transport and environmental protection. As a result, an increase in the importance of trade in the environmentallyfriendly products sector is to be expected.
Poland is in a favourable position for the further development of this sector and an increase in share in the global export of goods linked to the "green" economy. With its strong links in global value chains with Germany, the largest EU exporter of these goods, Poland can benefit indirectly from rising global imports, too. The EU has adopted the most ambitious low-carbon transformation plans in the world. This makes it an attractive market for "green" goods, which Poland can also benefit from. This is already the case in some areas, such as the production of batteries for electric vehicles.
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,
UNEP (2011), Background paper for the ministerial consultations, Green Economy, Nairobi. Zhou, B., Li, Z., Chen, C. (2017), Global Potential of Rare Earth Resources and Rare Earth Demand from Clean Technologies, "Minerals", No. 7.
DATA SOURCES
OECD (2020), Green Growth Indicators, http://www.oecd.org/greengrowth/green-growth-indicators/ [accessed: 20.10.2020].
World Bank (2020), World Development Indicators, Electricity Production from Renewable Sources, Excluding Hydroelectric, https://databank.worldbank.org/source/world-development-indicators [accessed: 20.10.2020].
World Integrated Trade Solutions (WITS)-Comtrade (2020), https://wits.worldbank.org/ [accessed: 15.10.2020].
ONLINE SOURCES
(www1) https://www.apec.org/Meeting-Papers/Leaders-Declarations/2012/2012_aelm/ 2012_aelm_annexC.aspx [accessed: 20.10.2020].
(www2) https://voxeu.org/article/what-s-wrong-wto-s-environmental-goods-agreement [accessed: 2.11.2020].
(www3) https://www.nytimes.com/2010/09/29/business/global/29rare.html [accessed: 2.11.2020].
(www4) https://asia.nikkei.com/Politics/International-relations/US-China-tensions/China-
-passes-export-control-law-with-potential-for-rare-earths-ban [accessed: 2.11.2020].
(www5) https://www.defensenews.com/congress/2020/10/01/trump-executive-order-on-rare-
-earths-puts-material-risk-in-spotlight/ [accessed: 2.11.2020].
45
List of figures and charts
↘ Chart 33.
Potential impact of exports of green goods
exports on unemployment
The Polish Economic Institute
The Polish Economic Institute is a public economic think-tank dating back to 1928. Its research spans trade, macroeconomics, energy and the digital economy, with strategic analysis on key areas of social and public life in Poland. The Institute provides analysis and expertise for the implementation of the Strategy for Responsible Development and helps popularise Polish economic and social research in the country and abroad.
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Teaching & Learning Principles
Curriculum journey
The curriculum ensures meticulous sequencing within & across subjects, with careful consideration for prior knowledge & retrieval. Underpinned by subject integrity, this enables students to articulate their learning journeys & apply effective & lifelong study habits, including digital literacy, retention & revision strategies throughout the 7-year journey. All staff & students can articulate clearly defined curriculum endpoints. Key concepts are regularly revisited & students know & apply a wide range of strategies that are used to support long-term retention. Students can articulate their learning over time & as a result they understand how it connects to the wider context of the lesson & previous topics. Clear explanations & well-planned tasks consider cognitive load & help pupils learn more effectively. Metacognitive strategies, including thinking before, during & after, are taught explicitly, as a result, students have a deep understanding of how to learn & are self-regulated. Homework is valued & integrated into the curriculum. It enriches learning, develops independence, promotes super-curricular interests & effective revision. Students understand its purpose & are equipped with strategies to overcome challenges.
Assessment
Impactful formative assessment is at the core of every lesson & is used consistently & acted upon to reshape learning, ensuring lessons are pitched appropriately so that all students progress. Assessment is accurate, appropriate & accessible due to rigorous & regular moderation. Targeted questioning is routine & is used to check & help students' understanding. Timely assessment is used to track students' knowledge, skills & retention of key concepts & drives student progress. A variety of feedback methods are used that focus on the task, subject specific processes & pupil's self-regulation where appropriate. KS3 Curriculum & assessment is planned to provide opportunities for students to learn how to revise. Consistent feedback enables students to articulate their strengths & weaknesses. As a result, students know their strengths & weaknesses, how to improve & are given time to act upon feedback to show improvement. Regular marking impacts on progress, improves SPAG & means all students' work is high quality.
Communication Skills
Communication skills lie at the heart of effective teaching. There is a clear vision & approach to developing reading, writing, oracy, vocabulary across each subject & this is mapped across the 7 year journey culminating in P16 whereby students can communicate their ideas effectively in a professional & competitive context & demonstrate thoughtful engagement with academic reading. A culture of reading is valued, promoted & celebrated in curriculum & enrichment experiences. There is a consistent approach to developing students' reading habits & skills across the school & across all subjects through the use of reading strategies & subject specific reading. Students engage & reflect upon what they have read including texts which promote diversity & empathy. Because reading strategies, modelled with sentence starters, are embedded seamlessly across the curriculum students are confident & independent readers. All staff know student reading ages & plan appropriately. Throughout the curriculum, explicit vocabulary teaching & opportunities for reasoned argument & debate are planned for. Students communicate confidently in all contexts because of the structured development of communication skills throughout the 7y year journey. Students understand the importance of oracy & their writing reflects this.
Know your students
All staff know their students & use data, career aspirations & seating plans to inform their teaching, ensuring progress for all students & fostering inclusivity in the classroom. Belonging is carefully built through proactive support & attendance is everyone's responsibility. Staff know students' gaps because of missed lesson time & address these effectively. Specific adaptive teaching strategies including: modelling, dual coding & regulation of cognitive load support SEND students to learn in all subject areas. Student profiles are live & co-constructed; teachers use these skilfully & with impact in their subjects. Staff collaborate with colleagues to develop a range of strategies, which are informed by structured conversation targets, to be routinely used to support SEND learners. All staff know the interventions that support students & build on these. Regular structured conversations with SEND learners foster a shared ownership of learning. Colleagues have a deep understanding of how we choose to treat children & effectively use student voice to build relationships & develop trust & self-esteem. Through appropriate behaviour management strategies, equity is attained, ensuring that all students flourish & demonstrate PRIDE as learners. All staff are skilled in restorative conversations meaning that positive relationships are maintained.
Culture of excellence
The school is at the forefront of curriculum design & creates a culture of effective, bespoke & meaningful CPD. All staff share best practice through a culture of collaboration, co-planning, research, coaching, mentoring & co-observation. The schools' common approach to teaching & learning is embedded & underpinned by subject integrity. Coaching is responsive & habitual leading to sustainable improvement in T&L & leads to outstanding educational experiences. All colleagues regularly co-plan with others to reflect upon & improve subject knowledge & subject delivery & to ensure a deep understanding of the curriculum intent & its implementation. Learning evaluation occurs regularly including data driven learning walks & student voice. Feedback happens timely & routinely with impactful actions agreed.
The classroom & beyond
Students are empowered to flourish as aspirant & self-regulated learners with a clear vision for their future. Character development is at the forefront of our approach, taught through PRIDE as a learner & embedded in classroom routines, ensuring responsible behaviours are reflected upon & practiced. Our flourishing curriculum emphasis moral virtue, encouraging students to think, act, & feel with integrity, holding themselves & others accountable. Targeted enrichment activities & outstanding educational experiences enable all students to develop a lifelong passion for Sport, Performance & Academia, while strategic planning ensures they explore interests & develop talents across subjects. Academic enrichment challenges students to extend their understanding of subjects, fostering confidence & resilience in unfamiliar contexts with new people. Students live PRIDE in all contexts & are morally driven to serve their community, building capacity for positive & sustainable change through strategic partnerships & leadership opportunities both within the school & the wider community.
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Traumatic Brain Injury
RCC Fact Sheet
What is Traumatic Brain Injury?
Traumatic brain injury (TBI) is a blow or jolt to the head that disrupts the function of the brain. It is important to know that not all blows or jolts to the head result in a TBI. The severity of the TBI is determined at the time of injury and may be classified as mild, moderate, severe or penetrating.
Common causes of TBI in the military include blast exposures, bullets or fragments, falls, motor vehicle accidents, or other (blunt objects). Common physical symptoms in mild TBI (mTBI) are headache, dizziness, balance problems, nausea/vomiting, fatigue, visual disturbances, light sensitivity, and/or ringing in the ears. Cognitive deficits include slowed thinking, poor concentration, memory problems and/or difficulty finding words. Emotional symptoms include anxiety, depression, irritability or mood swings. Concussion is another word for a mild TBI. mTBI is not always obvious, and sometimes has a delayed presentation. It is the most common form of TBI in the military population. Moderate TBI often requires hospitalization with a transition to rehabilitation focused on return to duty or community reentry. Severe or penetrating TBI is an obvious injury that requires hospitalization and intensive rehabilitation and has potential for long-term care needs for the Service member. Education, support and advocacy across the continuum of care, recovery and spectrum of severity can help to mitigate negative outcomes and support positive functional outcomes for the Service member and family.
How does this issue affect wounded warriors and their families?
The effect of moderate to severe TBI can include changes in motor skills and balance, hearing, vision, speech, taste and smell, tremors and spasticity, fatigue and weakness, and seizures. Cognitive effects can include changes in memory, attention, concentration, processing, receptive and expressive language, executive functioning skills and self-perception. Personality and behavioral changes can include depression, difficulty with social skills, mood swings, emotional dyscontrol, inappropriate behavior, inability to inhibit remarks, inability to recognize social cues, problems with initiation, reduced self-esteem, and difficulty maintaining relationships or forming new relationships. All of these possible symptoms and changes can cause disruptions in school, work, and home environments often leading to marital and family separations, substance abuse, and engagement in risky behaviors resulting in judicial involvement.
00133-758
Families often become care-givers for their loved one with TBI and struggle with resources to address their needs. These physical, cognitive and personality/behavioral changes are of particular concern during periods of transition, such as moving from in-patient to out-patient status, returning to duty, etc.
How can knowledge of this issue help Recovery Care Coordinators?
Wounded warriors with TBI require identification, evaluation and support throughout the recovery process from injury to return to duty and/or reintegration into the community. Because of their access to the multi-disciplinary Recovery Team, Recovery Care Coordinators (RCCs) are well-positioned to support and connect the Service member to necessary care and resources. RCCs with knowledge of the effects of TBI can serve to identify Service members who may have sustained mTBI and connect them with the appropriate clinical care for TBI specific services. They can also support recovering Service members by providing increased contact during transitions from one level of care to the next, as this is when the Service member and families are most vulnerable. They can monitor missed medical, case management and/or support appointments; early discharge from medical care or case management due to behavioral problems; psychological or judicial involvement; anxiety; depression; irritability; mood swings; poor impulse control; substance abuse; marital and relationship problems; and trouble at work and provide early intervention and support services.
Where can I find more information?
DVBIC has a national network of programs providing subject matter experts on the continuum of care and recovery trajectory for TBI, educational resources and clinical care for recovering Service members, veterans and families dealing with TBI. As the Office of Responsibility for the surveillance of the incidence and prevalence of TBI in the DoD, DVBIC follows up with all symptomatic Service members and veterans with a diagnosis of TBI. More information can be accessed through the Web site at www.dvbic.org. TBI: A Guide for Family Caregivers of Service Members and Veterans is now available for caregivers of Service members with moderate to severe TBI.
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Grade 8
Task 1
1.
ՀԱՆՐԱՊԵՏԱԿԱՆ ՀԱՆՐԱԿՐԹԱԿԱՆ ԲԱՑ ՕԼԻՄՊԻԱԴԱ
2023-2024
Անգլերեն
c, 2. b, 3. a, 4. b, 5, d, 6. c, 7. b task 2
1 c 2 i 3 h 4 g 5 e 6 f 7 b 8 d
Task 3
1.e, 2-c, 3-d, 4-a, 5-b
1. Pillar of community
2. Bedroom community
3. Donkey's years
4. Rewrite the history
5. Winds of change
Task 4
1.
SERVANTS, 2. ELECTION, 3. RETIREMENT, 4. KNOWLEDGE, 5.
QUALIFICATION, 6. UNEMPLOYMENT, 7. INDEPENDENCE, 8. EMPEROR
Task 5
Mystery word: history
1. Church
2. Armenia
3. President
4. Century
5. Order
6. Culture
7. community
Task 6
1. b 2. c 3. a 4. c 5. a 6. a 7. a 8. C
Task 7
1. is being fed by
2. communicate with
3. told me about
4. must have been absent
5. could have made
Task 8
1. to
2. in
3. of
4. in
5. with
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Missing Words V - The Birth of Jesus Bible Quiz
To a virgin espoused to a man whose name was Joseph, of the house of David; and the virgin's name was ____. 1:
And it came to pass in those days, that there went out a decree from Caesar ____, that all the world should be taxed. 2:
And she brought forth her firstborn son, and wrapped him in swaddling clothes, and laid him in a ____. 3:
And there were in the same country ____ abiding in the field, keeping watch over their flock by night. 4:
For unto you is born this day in the city of ____ a Saviour, which is Christ the Lord. 5:
Glory to God in the highest, and on earth ____, good will toward men. 6:
The shepherds said one to another, Let us now go even unto ____, and see this thing which is come to pass, which the Lord hath made known unto us. 7:
Now when Jesus was born in Bethlehem of Judaea in the days of ____ the king, behold, there came wise men from the east to Jerusalem. 8:
Saying, Where is he that is born King of the Jews? for we have seen his ____ in the east, and are come to worship him. 9:
And when they had opened their treasures, they presented unto him gifts; ____, and frankincense, and myrrh. 10:
Bible Trivia Quizzes by bibletrivia.co.uk
Thank you for downloading and using our Bible quizzes. We hope that you have found them both enjoyable and enlightening. Our Bible quizzes are designed to enhance your knowledge of the scriptures, spark curiosity, and provide an engaging way to learn and reflect on biblical teachings. Whether you are using these quizzes for personal study, in a classroom setting, or as a fun activity for a church event, we believe they offer a meaningful way to connect with God's word.
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The Power of Grandparents
Grandparents Play an Important Role in Preventing their Grandchildren from Drinking and Using Drugs
Find out how to communicate better with your teenage grandchild; learn about the latest drugs; and discover how you can help keep your grandchild healthy.
The Power of Grandparents
Grandparents Play an Important Role in Preventing their Grandchildren from Drinking and Using Drugs
TABLE OF CONTENTS
1. The Power of Grandma and Grandpa
hildren have a very special relationship with Grandma and Grandpa. That's why grandparents can be such powerful allies in helping keep a kid off drugs. C
Grandparents are cool. Relaxed. They're not on the firing line every day. Some days a kid hates his folks. He never hates his grandparents. Grandparents ask direct, point-blank, embarrassing questions that parents are too nervous to ask:
"Who's the girl?"
"How come you're doing poorly in history?"
"Why are your eyes always red?"
"Did you go to the doctor? What did he say?"
The same kid who cons his parents is ashamed to lie to Grandma or Grandpa. Without betraying their trust, a loving, understanding, grandparent can discuss the danger of drugs and alcohol openly with the child he or she adores. And should.
As a grandparent, you hold a special place in the hearts and minds of your grandchildren. Share your knowledge, your love, your faith in them. Use your power as an influencer to steer your grandchildren away from drugs and alcohol.
[Excerpt from a print ad from the Partnership for Drug-Free Kids ©The Partnership for a Drug-Free America, Inc.]
2. It's All About the Grandkids
eing a grandparent is central to the lives of most older Americans. According to a 2009 Pew Research Center survey, 80 percent of those ages 65 and older have grandchildren, as do 51 percent of those ages 50-64. B
keep your grandchild safe. You'll learn factors that can lead a teen to develop a substance abuse problem – and what to do if you think your grandchild is using drugs or drinking. In addition, there's information and resources for grandparents who are raising grandchildren.
What do grandparents today value most? Spending time with their grandchildren.
And that's a great thing. Grandparents provide stability, security, guidance and support for their families. While parents are generally recognized as the most important and long-lasting influence on children, grandparents have a close and special bond and often serve as an inspiration to their grandkids. This unique relationship between grandparent and grandchild provides an ideal opportunity for sharing, connecting and discussing many important topics — including the dangers of drugs and alcohol.
In this guide you'll find suggestions on how to better communicate with your teenaged grandchild, ways to spend time together and how to use technology to keep in touch.
You'll find information on the latest drugs that teens are using and ways to
You play a very powerful role in the life of your grandchild.
Read on to learn more.
3. Ten Tips for Communicating With Your Grandchild
id you know that by strengthening lines of communication and letting your grandchild know you care, you're building protective factors — which helps you play an important role in deterring him or her from trying drugs and alcohol? Here are 10 ways to have healthy, productive conversations with your grandchild: D
1. It's important to talk with your grandchild. A lot. Take a walk or go for a drive with her. When there's not much eye contact, she won't feel like she's under a microscope.
2. Listen to your grandchild respectfully and without judgment. If you're less critical, he will feel he can trust you more.
3. Have conversations with your grandchild on a variety of topics — activities, friends, school, job, hobbies, current events, etc.
4. Strive for honest and direct communication.
5. Listen to your grandchild's cares and concerns. She will then feel more comfortable to open up to you when she needs your advice.
6. Take an active interest in the details of your grandchild's life.
7. Take time to learn about your grandchild's hobbies — and share your skills as well.
8. Give praise and positive feedback.
9. Offer encouragement for achievements — both large and small — and be sure to attend at least some of your grandchild's activities so he knows what he's doing is important to you.
10. Let your grandchild know that you are always there for him or her — no matter what happens. Make sure that he or she knows to come to you for help or information.
"I think it's a really essential part of children's upbringing to have other significant adults — such as grandparents — that they know they can be open and be themselves with. It gives them room to be real, to have the space to really express themselves, and to develop free from any judgment or fear of punishment."
— Dr. Jane Greer, Marriage and Family Therapist
4. Spending Time Together
he more involved you are with your grandchild and the more time you spend with him or her, the closer you'll be. T
So, take a walk, play a board game, shop, go to a concert, watch a baseball game or sightsee together. Use opportunities like family gatherings or inviting your grandchildren to stay over to show that fun doesn't require drugs or alcohol.
"Doing an activity with your grandchild — just the two of you — can be really special and help him or her to develop a sense of self-worth."
— Jay E. Berkelhamer, MD, FAAP, grandfather, pediatrician and past president of the American Academy of Pediatrics (2006-2007)
"Try doing what your grandchildren likes doing," suggests Dr. Bartell, psychologist, speaker and author on several parenting books. "Go to the movies, the mall, go shopping for clothes or take them to a show or a museum. Watch TV or do some cooking together — maybe it's the things that their parents don't have time to do with them."
And then you can move on to sharing things that you like doing. Activities that teens today don't often get to do such as gardening, jigsaw puzzles, building a model or baking a pie. Teach them to sew, fish or do a craft project — things you are good at. These are activities they may not do with their group of friends or their parent — but that they'll probably really enjoy.
Focus on the positive. Tell her how proud you are of her and talk about her life and her goals. "Showing interest in school work and offering positive feedback will boost her ego and she will want to spend more time with you," adds Dr. Bartell.
"Kids who have a complicated relationship with their parents will often enjoy spending time with their grandparents – it makes them feel good," explains Dr. Bartell.
Teenagers enjoy trying new things and it's a great way to bond — they're very receptive. And they often open up and talk during these activities — and that's how you'll find out what's going on with them. "I know a 14-year-old who loves to go to her grandparents' house to work in the garden, play cards and watch old movies together," says Bartell. "She loves it — it's a relaxing escape from her hectic life."
5. Grandparents Getting "Tech-y"
randparents are using technology more and more to keep up and connect with their grandkids. Whether they live across the country or across the street, grandparents are texting, emailing, video-conferencing and using social media like Facebook and Twitter with their grandchildren. G
ON LONG DISTANCE GRANDPARENTING:
Although kids are busy with their friends, homework and afterschool activities, they always appreciate getting a text or an email. Let them know you're thinking about them on a regular basis by sending a short note their way that says, "Have a happy week," "I'm proud of you!" or "I'm thinking about you." A simple "How was school today?" or "I love when you tell me stories about things you do with your friends" shows your grandchild that you want to know what's going on in his or her life.
Try emailing or texting your grandchild pictures or videos of something you both like or a project that you're working on — or something that made you laugh or reminded you of her or him.
"My grandkids live in Chicago and we're in Atlanta so we Skype. We also email with our 10-year-old granddaughter. But the telephone is our primary connection. We also take frequent trips to visit them. And last summer, our granddaughter came to visit us for a week.
— Jay E. Berkelhamer, MD
6. Learning about Drugs and Alcohol – and Talking About Them with Your Grandkids
In order to educate your grandchild about the dangers of drugs and alcohol, you need to educate yourself first.
Talk with others in your community and learn about the messages that kids are bombarded with everyday through peers, school and the media. It is up to adult family members, like grandparents, to help teens sift through those messages and decipher right from wrong. Grandparents should be aware of all the risks drugs and alcohol pose.
3. Talk regularly with your grandchild about the risks of drug and alcohol use — especially in opportunistic situations. You can use references in the news, movies, TV shows, etc. to spark up a conversation about substance abuse.
Research shows that brain development continues throughout the teenage years into the early '20s, and that drug experimentation during this time is more risky to the still-developing brain than previously believed. As a key influencer, you can help your grandchild avoid the dangers of drugs and alcohol and reinforce the benefits of healthy, drug-free living.
1. View our Drug Guide for Parents (pdf) to learn about the latest drugs.
2. Keep up-to-date on the latest research and drug trends — including the increased misuse and abuse of prescription drugs among teens. (See pages 8-9)
4. Try using "active listening" to get past the emotions and on to what's really bugging her. It works like this: You listen without interrupting (no matter what), then sum up what you heard, describing the emotions for her to confirm. (Example: "It sounds to me like you're feeling hurt and angry. Is that true?") In the end, you get clear on her problem and she feels understood.
5. State your disapproval of underage drinking and drug use. And state your position clearly and often. One of the major reasons teens decide not to use drugs is the fear that their parents or other family members will lose respect for them. Teenagers do not want to let down their families.
6. Instead of a boring lecture, let your grandchild know about the health and safety risks of teen drug and alcohol use. One way is to use "teachable moments" — using real events or storylines from pop culture to illustrate these risks. Teens who perceive alcohol and drugs as harmful are less likely to engage in underage drinking.
7. One way to begin is to ask your grandchild, "Have you ever been offered drugs or alcohol?" or "Do you know anyone who drinks or uses drugs?" In this way, your grandchild might be more likely to open up than if asked about his or her own personal use.
7. Understanding Teen Abuse of Prescription Drugs
very day, 2,500 teenagers use a prescription drug to get high for the first time. E
Why Are Some Teenagers Doing 3
They're accessing these drugs in the comfort of home; it can be as easy as opening a cupboard, drawer or a grandparent's medicine cabinet. The good news – there are steps you can take to help protect your grandkids from prescription drug abuse: monitor, secure and dispose. But first, let's learn more about teen prescription drug abuse.
What is Prescription Drug Abuse? 1
Prescription drug abuse is the use of prescription medication to create an altered state, to get high, or for reasons — or by people — other than those intended by the prescribing doctor.
How Many Teens Are Doing This? 2
According to research conducted by the Partnership for Drug-Free Kids (as well as other reputable national studies) as many as one in five teens say they have taken a prescription drug without having a prescription for it themselves. This behavior cuts across geographic, racial, ethnic and socioeconomic boundaries.
This? Teens abuse prescription drugs for a variety of reasons. To party and get high, in some cases, but also to manage or regulate their lives:
They're abusing some stimulants such as Ritalin and Adderall to give them additional energy and ability to focus when they're studying or taking tests.
They're abusing pain relievers like OxyContin and tranquilizers such as Xanax to cope with academic, social or emotional stress.
They're abusing prescription amphetamines to lose weight, or prescription steroids to bulk up.
What Are The Risks? 4
There are both immediate and longer term risks. In the short term, overdosing (especially on prescription pain relievers) can be fatal, as can mixing prescription drugs with over-the-counter medication and/or alcohol. In the longer term, prescription opioids (pain relievers) and other prescription medicines are potentially addictive. Coming to rely at a young age on prescription medicine (or any drug) to manage your life can lead to a learned, lifelong pattern of dependency and can prevent the learning of necessary coping skills.
Continued on page 9 »
8
7. Understanding Teen Abuse of Prescription Drugs
(CONTINUED FROM PAGE 8)
Where Are Teens Getting Prescription Drugs? The vast majority of teens abusing prescription drugs are getting them from the medicine cabinets of friends, family and acquaintances. Some teens traffic among themselves – handing out or selling extra pills of their own, or pills they've acquired or stolen from classmates. A very small minority of teens say they get their prescription drugs illicitly from doctors, pharmacists or over the internet. 5
What Should I Do With My Medicine? Here are three tips to help safeguard your pills and safely dispose of expired or unused medicines 6
MONITOR: Start by taking note of how many pills are in each of your prescription bottles or pill packets. Keep track of your refills. This goes for your own medication, as well as for your other members of the household. If you find you need to refill your medication more often than expected, that could indicate a problem. Encourage other family members to regularly monitor their own medicine cabinets.
SAFEGUARD: Keep prescription medicine in a secure place. Teens abuse prescription drugs because they are easily accessible, and either free or inexpensive. In fact, 64 percent of kids ages 12 to 17 who have abused pain relievers say they got them from their friends or relatives, typically without their knowledge. Approach securing
your prescriptions the same way you would other valuables in your home, like jewelry or cash. There's no shame in helping protect those items. The same holds true for your medications.
DISPOSE: Discard expired or unused prescription drugs when your grandkids are not around.
Unbelievable though it may seem, some teenagers will retrieve discarded prescription drugs from the trash. To help prevent this from happening, mix the medication with an undesirable substance, such as used coffee grounds or kitty litter. Put the mixture into an empty can or bag and discard. Unless the directions on the packaging say otherwise, do not flush medication down the drain or toilet.
To help prevent unauthorized refills and protect you and your family's privacy, remove any personal, identifiable information from prescription bottles or pill packages before you throw them away.
8. Knowing Your Grandchild's Risk Level
everal decades of research shows that some teens are more at risk for developing a substance abuse problem than other teens. S
4 Common Risk Factors Associated with Teen Drug and Alcohol Abuse
The more risk factors a teen has, the more likely he or she will abuse drugs or alcohol. However, it is important to keep in mind that risk factors do not determine a child's destiny. Instead, they provide a general gauge as to the likelihood of drug or alcohol abuse.
Addressing risk factors early and paying careful attention to children at higher risk can reduce that child's likelihood of a future problem with drugs or alcohol.
Understanding risk factors is also very important when a child with more risk has already experimented with substances or has a problem. In that case, you will have a clearer picture of why things might have happened and know how to get the right kind of treatment.
1. FAMILY HISTORY: Family history of drug or alcohol problems, especially when it is the parent's history, can place a child at increased risk for developing a problem. Children can inherit genes that increase their risk of alcoholism, so having a parent or grandparent with alcohol problems may indicate increased risk for the child. Inheriting the gene does not mean the child will automatically become dependent on alcohol.
If there is a history of a dependence or addiction in your family, you should let your child know since he or she is at a higher risk for developing a drug or alcohol problem. These conversations should take place when you feel your child is able to understand the information.
Continued on page 11 »
8. Knowing Your Grandchild's Risk Level
(CONTINUED FROM PAGE 10)
4 Common Risk Factors Associated with Teen Drug and Alcohol Abuse (CONTINUED)
2. MENTAL OR BEHAVIORAL DISORDER: If your child has a psychiatric condition like depression, anxiety or Attention Deficit Hyperactivity Disorder (ADHD), he or she is more at risk for developing a drug or alcohol problem. Although not all teenagers with these disorders will develop a substance abuse problem, the chances are higher when they have difficulty regulating their thoughts and emotions.
Therefore, children with psychiatric conditions should be carefully monitored for the possibility of drug or alcohol use. It is also a good idea to talk with your health care providers about the connection between psychiatric conditions and substance use. Managing and treating underlying psychiatric conditions, or understanding how emotional and behavioral problems can trigger or escalate a substance abuse, is important for preventing or reducing risk.
3. TRAUMA: Children who have a history of traumatic events (such as witnessing or experiencing a car accident or natural disaster; being a victim of physical or sexual abuse) have been shown to be more at risk for substance abuse later in life. Therefore, it is important for parents to recognize and address the possible impact of trauma and get help for their child.
4. IMPULSE CONTROL PROBLEMS: Children who frequently take risks or have difficulty controlling impulses are more at risk for substance abuse. While most teens understand the dangers of taking risks, some have particular difficulty resisting impulses to engage in risky behavior.
9. How to Help If You Think Your Grandchild is Using Drugs or Drinking
re you worried about the grandchild in your life? Then it's important that you talk to him or her. "If you are concerned that there is something going on, be very genuine and very open," suggests Dr. Jane Greer, Marriage and Family Therapist. A information," says Dr. Bartell. "'How much did you drink?' and 'Was this your first time?'" You'll need to tell the child's parent — and be sure to explain to your grandchild that you need to do this.
Dr. Greer suggests saying:
Hey, how are you doing? Is everything okay?"
"You seem a little not yourself. You seem a little low energy."
"Anything we can talk about?"
"How are things going with your friends?"
"If the child is not ready to talk," says Greer, "continue by saying, 'Okay, I'm just going to check in and, of course, you know I'm here.'" And then take the responsibility to make the phone calls, to send the emails and texts, to stop by for the visits so that she not only hears that you're there for her but really feels that you're there for her and sees it."
What should you do if your grandchild confesses to you that he or she drank or smoked? "The first thing is to ask your grandchild a lot of questions to collect
"Offer to talk to his parents with him or her — and role play how you'll tell them," says Dr. Bartell. "Explain to your grandchild, 'I love you and I want you to be safe and that's most important. If I don't tell your mom or dad there's a chance you could get in trouble or get hurt or die and I'd be responsible for that.' Your grandchild is telling you about his or her substance abuse for a reason — and you need to take it seriously."
If you're truly worried and feel there's a real problem, like drug use or depression, and your grandchild hasn't confessed anything to you — it's better to be safe than sorry. "While you want to maintain the trust you've developed with your grandchild," says Dr. Bartell, "his or her safety must come first. Contact his or her parent to share your concerns and see if there's any way you can help."
"When you do alert his or her parents, try to have specific examples," suggests Dr. Bartell. "For example, you could say 'I'm just wondering, but I noticed Johnny's grades have gone down, his friends are smoking, he's acting more disrespectful. And it's making me worried.'"
10. Grandparents Who Are Raising Grandchildren (As the Primary Caregiver)
ne in 10 children in the U.S. lives with a grandparent, according to the Pew Research Center. O
Legal Considerations
The number has continually risen over the last 10 years with the largest jump from 2007 to 2008, the first year of the recession. 2.9 million grandparents are legal guardians of grandchildren. Often they assume this responsibility with neither of the children's parents present in the home.
Dr. Kornhaber, psychiatrist, researcher and founder and president of the Foundation for Grandparents, reminds grandparents that despite various circumstances, raising a grandchild is complicated. "You will have to know about emotional, legal, financial, health and educational matters," he explains.
Emotional Considerations
"It can take a lot of emotional strength to raise kids," says Dr. Bartell. "So, grandparents in this situation should try to get help from others. You may need to assign an aunt or uncle or other family member who can be involved and who can be another set of eyes watching over and bonding with the child. When you're a grandparent raising a grandchild you need a big support system and there is no shame in asking for it."
"The legal status of children raised by grandparents can be tenuous," writes Dr. Kornhaber. "For example, many children who live with their grandparents because of intermittent parental substance abuse problems are often fearful because their parents still have legal custody.
"Bouncing back and forth between grandma's house and a frequently relapsing parent can be very disruptive to children," he explains. "Grandparents raising grandchildren should obtain some kind of legal custody for their grandchildren until they are assured the parent is able to be responsible."
For information and help when raising grandchildren (including financial, health and educational), please see the resources listed on page 14.
11. Snapshot: Grandparents Raising Grandchildren
or the most part, grandparent caregivers have very limited financial resources. Nearly one in-in-five (18%) are living below the poverty line while 47% have household incomes that fall between one- and three-times the poverty line. F
Overall grandparent primary caregivers are relatively young — more than two-thirds (67%) are younger than age 60, with 13% younger than age 45. This likely reflects the fact that younger grandparents are still physically able to take on the needs of grandchildren.
Some 62% of grandparent caregivers are women, and 38% are men. Two-thirds of grandparent caregivers are married, while 34% are not.
The majority of grandparents who care for their grandchildren have been doing so for quite a long time. More than half (54%) report that they have been the primary caregiver to at least one grandchild for three years or more, and 23% have been the primary caregiver to a grandchild for between one and two years.
Resources for Grandparents Who Are Raising Grandchildren:
Grand Families Guide (aarp.org/relationships/friends-family/info-08-2011/ grandfamilies-guide-getting-started.html)
GrandFacts: State Fact Sheets for Grandparents and Other Relatives Raising Children (aarp.org/relationships/friends-family/grandfacts-sheets)
Grandparents Raising Grandchildren (usa.gov/Topics/Grandparents.shtml)
Generations United (gu.org)
GAP (Grandparents as Parents) (grandparentsasparents.org)
12. Grandparents Play Many Roles
he more involved you are with your grandchild and the more time you spend with him or her, the closer you'll be. T
In his book The Grandparent Guide: The Definitive Guide to Coping with the Challenges of Modern Grandparenting, Dr. Kornhaber, MD has identified the following grandparental roles:
ANCESTOR – "You function as an ambassador to the past, a powerful figure in the present, and a role model for the future."
BUDDY – "You're a pal, secret confidante, and at times, even a light-hearted conspirator."
HERO – "The fact that you have lived in times and places so far removed from your grandchild's everyday experiences imbues you with heroic qualities."
HISTORIAN – "Sharing your own life experiences as well as those of your ancestors will give your grandchild a sense of continuity and belonging."
MENTOR – "You are a cheerleader firing her imagination, inspiring her dreams, nurturing her spirit, and encouraging her intellectual growth while giving her a sense of self-worth."
ROLE MODEL – "Your actions show your children and grandchildren how they should behave as grandparents of the future."
SPIRITUAL GUIDE – "Acting as a spiritual guide involves teaching your grandchild to harvest such fruits of the spirit as love,
tolerance, compassion, reverence, joy, peace, gentleness, faith, and kindness."
TEACHER – "As a grandparent, you have the right and the responsibility to run your own classroom about life, to develop your own curriculum, and to pass on your wisdom, knowledge, and life experience."
STUDENT – "Just as you teach and inspire your grandchild with your knowledge, she can teach and inspire you with her knowledge of contemporary times across generations and motivate you to jumpstart your capacity to grow and change."
WIZARD – "Activate your own wizardry and be your grandchild's companion in the preternatural world of make-believe and illusion, of dreams and surprises. Fly together on the wings of fancy and enjoy the flight!"
13. Experts Weigh In
ARE TEENS DIFFERENT TODAY? TWO EXPERTS WEIGH IN
"In general, it's important to know kids and teens today live in a highly-pressured world with academics, peer pressure and technology. The way kids are raised has dramatically changed. Their life experiences and the pressures they face are different. How do these pressures manifest themselves? In alcohol and drug use, anxiety, depression and selfabusive behaviors, which can be confusing for grandparents." — Dr. Susan Bartell
"In my mind, teens today are not that different from the way teens have always been. Teens experience rapid periods of development; unpredictable behavior; interest in the approval of peers; a desire to achieve more independence; yet they often want to go back to kinder, simpler time when they were younger; they can be implosive and irrational at times. But the majority of the time they work through it and come out of teen years as well-adjusted young adults that can make important contributions to society. But there is a period of three or four years where you wonder if they've left the human race. Just the same as in the past. There can be complications with substance abuse which is not new but there are different substances to abuse today (such as prescription drugs) — and all the new technology at their fingertips." — Jay E. Berkelhamer, MD
OFFER RESPITE "Ask the parents how you can help them raise their teenager. Be available to your family during crises. Be objective; do not take sides. Monitor how the parents and teenager are getting along. If appropriate, get involved in a helpful, loving, and compassionate way. Offer respite to all."
— Arthur Kornhaber, MD The Grandparent Guide
14. Snapshot: Grandparents Today
et's take a look at grandparents living in the U.S. today:
The numbers of grandparents are at record highs and still growing at more than twice the overall population growth rate. There were an estimated 65 million grandmothers and grandfathers in 2010. By 2020, they are projected to reach 80 million, at which time they will be nearly one-in-three adults.
L
[Source: U.S. Census Bureau's nationwide Survey of Income
ON BEING A MODERN GRANDPARENT "The greatest challenge grandparents face is the need to keep up with the changes that are occurring in the world. They must adapt to changes and cope with them. It means having a positive, flexible, energetic attitude toward understanding, learning and personal change."
and Program Participation (SIPP), 2001 and 2004]
A majority of grandparents today are Baby Boomers ages 45 to 64 years old. As a result, today's grandparents are more likely to be college graduates and fully employed than at any time in the past.
About one in five grandparents are AfricanAmerican, Hispanic or Asian compared to two in five young adults, indicating that grandparents will become more diverse in the future.
Among those ages 65 and older who have grandchildren, 39% say they have helped their adult children with childcare in the past 12 months. These grandparents are more likely to have given their adult children money over the past year (50%), and somewhat less likely to have helped their kids out with errands, housework or home repairs (31%). [Source: 2009 Pew Research survey]
— Arthur Kornhaber, MD The Grandparent Guide
15. Snapshot: Teens Today
W hat's it like being a teenager today?
Teens are Giving Back and Enjoying Family Time
According to the U.S. Census Bureau, there are about 42.2 million pre-teens and teens (aged 10- 19) in the U.S. That's approximately 14% of total population.
Remember how moody you were as a teen? And how frustrating it was at times trying to express yourself? Your teenage grandchild is in that boat now. So when he has an outburst, cut him some slack. It's normal.
Teenagers Are Busy
64% of teens (13-19) participate in a sport
61% of teens are involved in non-athletic extracurricular activities
21% of students spend more than 10 hours per week on homework
79% of students feel pressured to get good grades [Source: Horatio Alger Association, The State of Our Nation's Youth, 2009]
They Spend A Lot of Time Online
95% of children 12-17 are internet users and 70% of these users go online daily
76% of online teens use social networking sites like Facebook or Twitter (93% of these social media users have a Facebook account)
[Source: Pew Research, 2011]
52% of teens do volunteer work (girls are more likely than boys – 57% v. 48%)
94% of teens spend free time after school with a parent
68% of teens agree that "I really like to do things with my family"
62% of teens agree that "Helping make the world a better place and doing things for others is very important to me"
What Do Teen Think About Drugs and Alcohol?
32% of teens are concerned about drinking and driving
92% believe that drugs are an issue that exist in society
82% of teens feel they can talk to at least one parent openly, honestly and with detail about serious issues like drugs, sex and drinking [Source: TRU]
Happy Grandparent's Day!
National Grandparent's Day was established in 1978 and is celebrated every September on the Sunday after Labor Day.
16. Resources for Parents and Grandparents
HERE ARE HELPFUL RESOURCES FROM Partnership for Drug-Free Kids:
The Parent Toolkit (theparenttoolkit.org): A drug and alcohol prevention resource for parents and grandparents (in English and Spanish).
Rx Fact Sheet: A guide to the legal drugs kids are using and abusing.
Drugfree.org/prevent: Learn how to prevent your child or grandchild from getting involved with drugs and alcohol.
The Medicine Abuse Project (medicineabuseproject.org): Learn more about the steps you can take to help protect your grandkids from prescription drug abuse.
Warning Signs (drugfree.org/resources/is-your-teen-using-signs-and-symptoms-ofsubstance-abuse/): Find out the signs and symptoms of teen drug and alcohol abuse.
Interventions e-book (drugfree.org/resources): What to do if your child is drinking or using drugs.
Get Help (drugfree.org/think-child-using/your-first-step-ask/): How to tell if your teen is using — and how to take action to intervene.
Treatment e-book(drugfree.org/resources):
How to find the right help for your child with an alcohol or drug problem.
Get Focused (drugfree.org/know-child-using/i-know-my-child-is-using/): Support for parents and caregivers of a child struggling with alcohol or drugs.
Toll-Free Helpline (drugfree.org/get-help/helpline): Speak to a Specialist about your teen's substance abuse problem. We're here to help you: 1-855-DRUGFREE (1-855-378-4373)
ADDITIONAL RESOURCES
AARP (aarp.org)
The Grandparent Guide: The Definitive Guide to Coping with the Challenges of Modern Grandparenting by Arthur Kornhaber, M.D. (Contemporary Books, 2002)
Grandmotherhen.com
The Modern Grandparent's Handbook: The Ultimate Guide to the New Rules of Grandparenting by Dr. Georgia Witkin, (New American Library, 2012)
17. Acknowledgments
The Partnership for Drug-Free Kids is grateful to the following people who shared their time, experiences and expertise:
Dr. Susan Bartell, psychologist, speaker and author of several books on parenting
Jay E. Berkelhamer, M.D., FAAP grandfather, pediatrician and past president of the American Academy of Pediatrics (2006-2007)
Dr. Jane Greer, Marriage and Family Therapist
Arthur Kornhaber, M.D., a practicing psychiatrist, researcher, medical writer and the Founder and President of the Foundation for Grandparenting and author of The Grandparent Guide, (Contemporary Books) www.grandparenting.org
www.drugfree.org
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Accessibility Policy and Action Plan
| Approved by: Dave Farley, COO | Date of approval: September 2024 |
|---|---|
| Due to be reviewed: August 2025 | Date of review: |
Contents
| 3 | Context |
|---|---|
| 4 | Aims |
| 4 | Legislation |
| 4 | Definitions |
| 4 | Duties |
| 5 | Equality Objectives |
| 5 | Accessibility Action Plan |
| 6 | Monitoring Arrangements |
| 6 | Links with other Policies |
| 7 | Appendix 1 - Accessibility Action Plan 2023-2026 |
Context
The White House School is an Independent Specialist school. We are part of an ethical and progressive organisation that believes it can achieve real change for pupils and their families.
The White House School is situated within BCP local authority and offers a specialist learning provision which emphasises the development of core academic understanding, encourages creativity, celebrates outdoor learning and promotes the growth of essential life skills. We aim to establish a safe, creative and vibrant environment where children feel challenged and supported in their learning, achieving high levels of wellbeing and academic success. We aim to nurture and develop mutual respect, tolerance, teamwork, perseverance, kindness and good manners.
We adhere to the values of ARC:
* Ambition
* Resilience
* Community
The White House School operates within the SPELL framework. SPELL is The National Autistic Society's framework for understanding and responding to the needs of children and adults on the autism spectrum. It focuses on five principles that have been identified as vital elements of best practice in autism and emphasises ways to change the environment and our approaches to meet the specific needs of each person.
SPELL stands for Structure, Positive approaches and expectations, Empathy, Low arousal, Links:
| Structure | | Structure makes the world a more predictable, accessible and |
|---|---|---|
| | | safer place. We can support people on the autism spectrum in |
| | | creating structured environments using visual information. |
| | Positive | |
| | (approaches and | |
| | expectations) | |
| Empathy | | We must try to see the world from the standpoint of the autistic |
| | | child or adult, knowing what it is that motivates or interests them |
| | | but importantly what may also frighten, preoccupy or otherwise |
| | | distress them. |
| Low arousal | | Approaches and the environment need to be calm and ordered in |
| | | such a way so as to reduce anxiety and aid concentration. |
| Links | | Autistic people, their parents or advocates should be seen as |
| | | partners. Open links and communication will reduce the risk of |
| | | misunderstanding, confusion or the adoption of fragmented, |
| | | piecemeal approaches. |
Aims
Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:
* Increase the extent to which pupils with disabilities can participate in the curriculum
* Improve the physical environment of the school to enable pupils with disabilities to take better advantage of education, benefits, facilities and services provided
* Improve the availability of accessible information to pupils with disabilities
* To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, and prospective pupils, with a disability.
Legislation
This policy meets the requirements of the following legislation and guidance:
* Schedule 10 of the Equality Act 2010
* Guidance for schools on the Equality Act 2010
Definitions
The Equality Act 2010 defines an individual as disabled if they have a physical or mental impairment that has a 'substantial' and 'long-term' adverse effect on their ability to undertake normal day to day activities.
Under the Special Educational Needs and Disability (SEND) Code of Practice, 'long-term' is defined as 'a year or more' and 'substantial' is defined as 'more than minor or trivial'. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.
Schools are required to make 'reasonable adjustments' for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a pupil with disabilities faces in comparison with a pupil without disabilities. This can include, for example, the provision of an auxiliary aid or adjustments to premises.
Duties
Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind. Our vision for our children, who all have Special Educational Needs, is to design and deliver our curriculum and extra-curricular activities around their needs. Inclusion is at the heart of our school community and curriculum framework. We aim to empower our pupils to recognise and harness their strengths, gifts and talents. The school recognises its duties under the Equality Act 2010:
* Not to discriminate against pupils with disabilities in their admission and exclusions, and provision of education and associated services
* Not to treat pupils with disabilities less favourably
* To take reasonable steps to avoid putting pupils with disabilities at a substantial disadvantage (the 'reasonable adjustment' duty) in matters of admission and education
* To have and regularly to update an Accessibility Plan which meets the statutory requirements by being in writing and covering the three strands over time.
Equality Objectives
The school is committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues. The Lion Works School's equality objectives are:
* To promote the awareness between students, staff and parents of the protected characteristics as set out in the Equality Act throughout all aspects of the curriculum and within targeted sessions of PSHE/RSE
* To foster good relations between people who share a protected characteristic and those who do not
* To robustly challenge inappropriate language and behaviour amongst any group within the school and community; taking any opportunity to educate against hate
* To build/continue to develop an environment where everybody feels safe and safe to challenge others where their behaviour falls short of what is expected within The Lion Works School and the wider community.
Accessibility Action Plan
The school will consult a range of stakeholders in the development of this accessibility plan, including pupils, parents/carers/guardians, staff and members of the School Board. In formulating the policy and plan, the Senior Leadership Team (SLT) may co-opt additional members whose expertise in any field would be of assistance; the school supports any available partnerships to develop and implement the plan. SLT's terms of reference are:
* To review the school's policies, procedures and facilities as they are likely to affect pupils and prospective pupils who are disabled
* To make decisions with a view to improving the accessibility of its education in its many aspects, to pupils or prospective pupils with disabilities, by means of reasonable adjustments and to implement, evaluate, and continue to review the effectiveness of any measures taken
* To continue to review the school's Equal Opportunities Policy
* To continue to review the school's Accessibility Action Plan.
The Accessibility Action Plan is written with three key sections in mind. These are:
SECTION A: Increase the extent to which pupils with disabilities (including those with special educational needs) can participate in the school's curriculum.
SECTION B: Improve the physical environment of the school in order to increase the extent to which pupils with disabilities are able to take advantage of education and benefits, facilities or services provided or offered by the school.
SECTION C: Improve the delivery to pupils with disabilities of information that is readily accessible to pupils who are not disabled.
The plan will be made available online on the school website, and paper copies are available upon request. The school's complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, the complaints procedure sets out the process for raising these concerns.
Monitoring Arrangements
This document will be reviewed yearly by the Headteacher, but may be reviewed and updated more frequently, if necessary. This policy will be approved by an Executive Director before being published.
Links with other Policies
This policy and Accessibility Plan is linked to the following policies and documents:
* Equal Opportunities Policy
* Equality Information and Objectives
* Special Educational Needs and Inclusion Policy
* Risk Assessment Policy
* Health and Safety Policy
* Supporting Pupils with Medical Conditions Policy
Appendix 1 - The Accessibility Action Plan 2024 - 2025
PERSON
PERSON
DATE TO
DATE
mixed-age class to
meet the needs of
Key: In the Resources and Cost column, the following code is used: £ = £0 to £50, ££ = £51 to £500, £££ = £501 to £5000, ££££ = over £5000
and dyscalculia
The White House School
Ensure dyscalculia
friendly classroom
can access all
| We match the skills and attributes of our support staff appropriately to our pupils to ensure maximum learning potential. | As the pupil cohort grows, recruit experienced and qualified support staff. | SENCO/SLT | EV | Ongoing | ££££ | Highly effective support staff are in place to support all pupils. |
|---|---|---|---|---|---|---|
| To continue to develop a CPD programme to ensure staff are kept aware of the need to offer resources in alternative formats where necessary, and are knowledgeable of the needs of pupils with disabilities and strategies to support them. | Staff training requirements identified (Appraisal) Staff training in staff meetings, guest speakers, link professionals, INSET training. | SENCO/SLT | EV | Ongoing | £££ | Staff are confident and conscious of the need to ensure effective learning resources are in place. |
Further
Pupils can
Research and
| Create further data analysis of attainment to reflect the achievements of different pupil groups. | Ensure all teachers have updated the ‘Pupil Snapshots’ on each SOW to reflect the needs of all pupils. Staff to ensure their PPT document is kept up to date so termly analysis by the SLT can be conducted | Class Teachers/SLT | EV | Ongoing | £ | Attainment analysis provides meaningful data, where trends can be spotted and support measure quickly put in place. |
|---|---|---|---|---|---|---|
| Ensure targets are set and reviewed regularly to allow opportunities for progression. | All staff to ensure targets are being recorded on the central tracking sheet so they can be reviewed by SLT. | Class Teachers/SLT | EV | Ongoing | £ | All pupils are familiar with their meaningful targets. SLT are able to monitor pupil progress towards these. |
relate to the
Key: In the Resources and Cost column, the following code is used: £ = £0 to £50, ££ = £51 to £500, £££ = £501 to £5000, ££££ = over £5000
| Ensure regular HOD/SLT meetings take place to review the curriculum. | Schedule these on to the staff meeting and training programme. | SLT/HODs | EV | Ongoing | £ | There is a commonplace practice of reviewing and improving the curriculum |
|---|---|---|---|---|---|---|
| | | PERSON | PERSON | DATE TO | | |
| | ACTIONS TO | | | | RESOURCES | SUCCESS |
| OBJECTIVES | | RESPONSIBLE | RESPONSIBLE | COMPLETE | | |
| | BE TAKEN | | | | AND COST | CRITERIA |
| | | FOR ACTION | FOR SIGN OFF | ACTIONS BY | | |
high contrast
| Ensure that new / newly renovated spaces remain in keeping with this calming environment. No use of red or bright, harsh colours within the school or grounds. | To be taken into consideration and acted upon as new spaces are developed. | Proprietor | EV | Sept 23 | | Our environment is calm and conducive for all pupils. |
|---|---|---|---|---|---|---|
| As the cohort grows, provide a bank of sensory resources in each classroom, or at least in each Nurture Space. | Source and order sensory resources, as required. | SENCO | EV | Sept 23 | ££-£££ | Pupils following both curriculum pathways have easy access to sensory resources. |
PERSON
PERSON
DATE TO
DATE
CURRENT GOOD
ACTIONS TO
COMPLETE RESOURCES SUCCESS
Key: In the Resources and Cost column, the following code is used: £ = £0 to £50, ££ = £51 to £500, £££ = £501 to £5000, ££££ = over £5000
ACHIEVED
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Putnam, Elsie M. (1864-1949) Diary. South Deerfield, Mass., Jan. 1- Dec. 31, 1888
1vol. manuscript 21cm
Record of family matters, social activities, and church services.
Note: Putnam moved with her parents (Elbridge and Emily Melendy Putnam) from Cleveland, Ohio, to South Deerfield at the age of two. She lived the remainder of her life in the town. Her diary, kept while she was a single woman, primarily records family matters, social events, and church services. Putnam taught school at the Green River School in Greenfield at the time of the diary, but mentions it infrequently. She appears to also have worked as a laundress. Occasionally she traveled, and describes a trip to New York City and a visit to a cotton mill in Webster, Mass. Putnam led an active life. She was a member of the Congregational Church, the Women's Club, the Ladies Aid Society, and the Garden Club – although only her church activities appear in the diary. In 1902, she became a founding member of the South Deerfield Needlework Club, and served as its first Secretary/Treasurer. The Club's record book, kept by Putnam and others, is stored in the Deerfield Town Papers, Societies & Associations, Box 10. Putnam also served as correspondent for the Springfield Republican and Springfield Daily News. She married late in life, becoming Mrs. Edwin Fairbank in 1914. She is buried in Brookside Cemetery, South Deerfield.
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Proposed Investigation/ Reporting Thresholds and Outbreak Definition for COVID-19 in Educational Settings
BACKGROUND
Educational institutions are common congregate settings for youth and young adults and may also serve as large employers within a community. Public health investigations within these settings can be complex. It can be difficult to distinguish between transmission within the school versus detection of community cases, particularly in areas experiencing substantial community transmission as defined by state or local jurisdictions.
This document is based on available scientific resources and expert opinion and is intended only as guidance. Educational settings are broadly defined, and include but are not limited to: youth camps, youth programs, childcare centers, preschools, primary through secondary schools, vocational schools, colleges, and universities.
For individual COVID-19 cases, including those in an educational setting, public health authorities should initiate prompt case investigation and contact tracing to prevent transmission and to ensure early outbreak detection. When multiple cases are identified, additional public health assessments in partnership with school officials may be required to determine if the cases meet the definition of an outbreak. Since outbreak investigations require significant resources, prioritization may be necessary. The criteria provided below are intended as guidance for public health authorities to help prioritize investigations within educational settings. In certain settings determined to be high-risk, a single COVID-19 case may warrant additional public health measures.
Criteria to Consider for Further Investigation
Consider the following criteria when determining the need for and type of outbreak investigation:
* Size and characteristics of student and staff population (e.g., population includes individuals with special healthcare needs and/or who are at higher risk for severe illness 1 )
* Setting characteristics and environmental factors that affect transmission (e.g., length of school day, intensity of hands-on instruction, ability to maintain social distancing, need for/sharing of common equipment, physical spacing in classrooms, movement through buildings, proportion of time spent outdoors, involvement in activities that may be more likely to generate aerosols)
* Possibility of spread to others, including to additional individuals outside of the facility (e.g., exposures at large assemblies, on field trips, at extracurricular activities that include students from other schools, on school buses that transport riders from multiple schools)
* Involvement or possibility of spread to affiliated congregate, residential settings (e.g., residence halls, fraternity and sorority houses)
* High suspected number of cases or greater case rate within the educational setting compared to the case rate in the community
Council of State and Territorial Epidemiologists•2635 Century Parkway NE, Suite 700, Atlanta, GA 30345•770.458.3811•www.cste.org
* Additional indicators (e.g., increased absenteeism) that might suggest undiagnosed or unreported COVID19-like activity among students or staff
Additional guidance for managing investigations during COVID-19 outbreaks is available from Centers for Diseases Control and Prevention (CDC) 2 .
OUTBREAK DEFINITION
Outbreak Definition
Two or more * laboratory-confirmed † COVID-19 cases among students or staff with onsets ‡ within a 14-day period, who are epidemiologically linked § , do not share a household ** , and were not identified as close contacts †† of each other in another setting during standard case investigation or contact tracing.
Outbreak-Associated Cases
Confirmed and probable secondary cases among students or staff in the educational setting should be classified as outbreak-associated. Individual cases outside of the educational setting that resulted from secondary transmission from an outbreak-associated case (e.g., a family member of a student or staff) should not be included in the outbreak case count.
Outbreak Resolution
No new confirmed or probable COVID-19 cases 3 identified after 28 days (two incubation periods) have passed since the last known school exposure ‡‡ from a case.
PUBLIC REPORTING
The need to publicly report a COVID-19 outbreak in an educational setting should be determined by each public health jurisdiction and must balance the need for public disclosure and maintaining patient privacy. Public reporting of outbreaks of significant size or risk to public health should be prioritized.
Health departments may consider a higher threshold for defining an outbreak if there is a high case rate in the community (community transmission). *
Detection of SARS-CoV-2 RNA in a clinical specimen using a molecular amplification detection test 3 . †
Use symptom onset date whenever available. If symptom onset date is unknown or if a case is asymptomatic, use specimen collection date for the first specimen that tested positive. ‡
Health departments should verify to the best extent possible that cases were present in the same setting during the same time period (e.g., same classroom, school event, school-based extracurricular activity, school transportation) within 14 days prior to onset date (if symptomatic) or specimen collection date for the first specimen that tested positive (if asymptomatic or onset date is unknown) and that there is no other more likely source of exposure (e.g., household or close contact to a confirmed case outside of educational setting). §
May not apply to investigations in educational, residential settings (e.g., boarding school, dormitories), where cases within shared dwellings may be included. **
Close contact is defined as being within 6 feet for at least 15 minutes. Data are insufficient to precisely define the duration of exposure that constitutes prolonged exposure and thus a close contact. For updated definition of a close contact, please refer to CDC Contact Tracing Plan Appendices website at https://www.cdc.gov/coronavirus/2019-ncov/php/contact-tracing/contact-tracing-plan/appendix.html#contact ††
If last known exposure cannot be determined, the onset date or specimen collection date (whichever is later) of the last identified case should be used. ‡‡
Council of State and Territorial Epidemiologists•2635 Century Parkway NE, Suite 700, Atlanta, GA 30345•770.458.3811•www.cste.org
REFERENCES
1. Centers for Disease Control and Prevention. People Who Are at Increased Risk for Severe Illness. Available at https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-at-higher-risk.html.
2. Centers for Disease Control and Prevention. Managing Investigations During an Outbreak. Available at https://www.cdc.gov/coronavirus/2019-ncov/php/contact-tracing/contact-tracing-plan/outbreaks.html.
3. Centers for Disease Control and Prevention. Coronavirus Disease 2019 (COVID-19) – 2020 Interim Case Definition. Available at https://wwwn.cdc.gov/nndss/conditions/coronavirus-disease-2019-covid-19/casedefinition/2020/.
ADDITIONAL RESOURCES
* CDC Guidance For Childcare, Schools, and Youth Programs: https://www.cdc.gov/coronavirus/2019-ncov/ community/schools-childcare/index.html
* CDC Guidance For Colleges, Universities, and Higher Learning: https://www.cdc.gov/coronavirus/2019ncov/community/colleges-universities/index.html
* CDC Considerations for Youth and Summer Camps: https://www.cdc.gov/coronavirus/2019-ncov/ community/schools-childcare/summer-camps.html
* CDC Considerations for Youth Sports: https://www.cdc.gov/coronavirus/2019-ncov/community/schoolschildcare/youth-sports.html
* U.S. Department of Education. Coronavirus Disease 2019 (COVID-19) Information and Resources for Schools and School Personnel. https://www.ed.gov/coronavirus
AUTHOR INFORMATION
Primary Author Meghan Weinberg, PhD, MPH Epidemiologist - Region 1 Michigan Dept. of Health and Human Services 333 S. Grand Ave, P.O. Box 30195 Lansing, MI 48909
Email: firstname.lastname@example.org
Contributors
* Sara McNamara, MPH, MT (ASCP), CIC Antimicrobial Resistance Epidemiologist Michigan Dept. of Health and Human Services 333 S. Grand Ave, P.O. Box 30195 Lansing, MI 48909
* CSTE Outbreak Workgroup
Email: email@example.com
2635 Century Parkway NE, Suite 700, Atlanta, GA 30345•770.458.3811•www.cste.org
Council of State and Territorial Epidemiologists•
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Brush Elbows
1. Start in "Hold the Ball" on the Right.
2. "Pre-load" to the right turning your torso to the right. At the same time, bring your right elbow down so that your left hand is cupping the elbow.
3. Step forward with your left foot. As you shift your weight forward, square up your hips to the front while letting your left hand sweep up your right forearm.
4. Facing front, bring you right hand down to cup your left elbow. Sink back, turning your torso to the right again while letting your right hand sweep up your left forearm.
5. Cup your right elbow with your left hand. Shift your weight forward and square your hips to the front again sweeping up your right forearm with your left hand.
6. Return to "Hold the Ball" on the Left side by bringing your left in to the left shoulder to form the top of the ball, right hand down to support the bottom of the ball and bringing your right foot up to rest on the ball of the foot.
Sorry, no photos of this move yet.
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2 Year Old Child Important Points
Diet:
* After 24 months, whole milk is no longer recommended. The American Academy of Pediatrics recommends 16-24 ounces of skim or 1% milk. Soy is only recommended if you are vegan. Other forms of "milk" don't have enough protein.
* Children grow in spurts at this age and their body tells them whey they are hungry and when they are full. We are taught to over eat, so good rule to follow is to not use the statements to your child such as "just one more bite" or "if you do not finish your broccoli you will not get your ice cream".
* Mealtime is the time to teach your child the kind of table manners and behavior you want them to learn.
Behavior:
* The hallmark of this age is STUBBORNESS! Try to be patient and firm. Give a couple of choices to give them some control but be firm.
* Positive reinforcement is the most effective form of discipline. Spanking is never okay.
* At this age, children often say "no" or refuse to do what you want them to do, teach and lead, have as few rules as necessary and enforce them.
Potty Training:
* You may introduce the concept of potty training, but most kids aren't able until 2 ½ or 3 years when they are aware and able to negotiate the clothes and pull ups. Have a relaxed approach and don't let them think it's important to you or they'll resist. Always let them poop in a diaper if they are scared. You want to avoid constipation and stool withholding. They all figure out it's not cool to poop in a diaper sooner or later!
* Being dry at night isn't a training issue. Our brain makes a hormone at night to keep our kidneys from making urine until morning. This happens usually between 3 and 6 years. Wait until your child is dry for a few months before getting rid of the pull ups.
* Praise your child for letting you know they are wet or soiled or if they tell you they need to use the potty.
Safety:
* Never leave a child alone in a bathroom with a filled bathtub and keep toilet seats down.
* Keep your child facing backwards in their car seat until they meet the height or weight limit of the car seat (usually until 40 inches or 40 pounds).
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Created by Simple Icons from the Noun Project
PRESS RELEASE
All you need is batteries
By youris.com GEIE http://www.youris.com
Researchers and industry representatives have discussed the development of new battery technologies. The goal? Turning Europe into a key player in the global energy market
Researchers and industry representatives have discussed the development of new battery technologies. The goal? Turning Europe into a key player in the global energy market
"All you need is love", the Beatles used to sing. No doubt, love is an essential part of our lives. However, other ingredients other than love also play key roles in our rapidly changing society. One example is our ever-changing batteries. They are certainly less poetic than love but they have become the fundamental pillars of our current habitual lifestyle. Its growing importance was highlighted during an EU workshop on Future Battery Technologies for Energy Storage, held in Brussels on January 10, 2018.
The workshop was organized by the European Commission services to bring together representatives from academia and the industry to talk about one thing --- on how to let Europe join and, later on, play a key role in the "battery technology" challenge taking place all over the world. During the workshop, they debated on the next initiatives to be undertaken. As it turns out, they recognised the importance of the EU Future and Emerging Technologies (FET) funding programme as it serves as an optimal framework to embrace such a vital challenge of developing batteries using an environmental-friendly approach.
Moreover, they paid special attention to what they call, the "post lithium-ion batteries". These are fuel cells that are made out of chemical elements and ions other than the lithium-ion batteries commonly used today. Why are these new kinds of batteries so important? It's because these batteries have higher efficiency and are less toxic in comparison to the lithium-ion batteries. In addition, they may also ease the transition from fuel to electric mobility, thus leading to a "greener revolution" in the transport sector.
The importance of this challenge was underlined by the development of an EU Battery Alliance. Their roadmap will be presented at the Clean Energy Industrial Forum, which will be organised during the EU Industry Days in Brussels on February 22 and 23.
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Constitution of the Community Christian School Society
of Pease, Minnesota
Preamble
Believing that it is our duty and privilege as Christian parents to provide Christian education for our children and believing that this can best be accomplished by concerted action, we do hereby make and adopt the following articles of association, to-wit:
Article I Name
This Organization shall be known as the Community Christian School Society of Pease, Minnesota, for the Christian Education of our children.
Article II
The society is founded on God's Word interpreted in accordance with the standards of the Reformed Churches.
Article III
The purpose of this society is to erect and maintain schools where instruction is given in accordance with the ideas expressed in Article II.
Article IV
This Article and Article II and III may not be amended. All the other articles may be amended at a general meeting by a majority vote.
Bylaws of the Community Christian School Society of Pease, Minnesota
Bylaw I Basis
The Community Christian School is not church owned or governed but is self-ruling according to the following principles.
1. The Bible: Both the Old and New Testaments are the inspired Word of God. In the Bible, God reveals Himself and directs man in his relationship and activities. This revelation also guides His people in the education of their children.
2. The Trinity: God, Creator of all things, infinitely perfect and eternally existing in three persons: Father, Son and Holy Spirit.
3. Jesus Christ: Jesus is the true God and true man, having been conceived by the Holy Spirit and born of the Virgin Mary. He died on the cross, a sacrifice for our sins, according to the Scriptures. He arose bodily from the dead, ascended into heaven where He is now our Advocate. Through Him, there is renewal of our educational enterprise, because He is the redeemer of, and the Light and the Way for our life in all its range and variety.
He is true and co-eternal God with the Father and Son. He convicts men of sin, regenerates the believing sinner, guides, instructs and comforts. Through the work of the Spirit, we are guided in the truth and recommitted
4. Holy Spirit: to our original calling.
5. Creation: God, the Father, of nothing made the heaven and earth and their contents and in their education, children must learn that the world and man's calling in it, can rightly be understood only in their relation to the Triune God who restores, governs and directs all things to His ultimate glory.
6. Sin: Man's sin, brought upon all mankind the curse of God, alienates him from his Creator, his neighbor and the world, distorts his view of the meaning and purpose of life and also corrupts the education of children.
7. Schools: The purpose of Christian Schools is to educate children in a Christian environment with the goal of preparing the student to live in the world, not sheltering him from it. As image-bearers of God, their calling is to know God's Word and His creation, to consecrate the whole of life to Him, to love their fellow man and to be stewards in their God-given
vocations.
8. Parents:
9. Teachers:
10. Pupils:
The primary responsibility for education rests upon parents to whom children are entrusted by God. Christian parents should accept this obligation in view of the covenantal relationship, which God established with believers and their children. Classroom education should be geared toward supplementing the family's educational role and Christian parents should seek to implement their obligation through school association and boards, which engage the services of Christian teachers in Christian School.
Christian teachers both in obedience to God and in cooperation with parents have a unique responsibility, while educating the child, to develop the whole person in Christ.
Christian schools must take into account the variety of abilities,
needs and responsibilities of young persons. The talents and calling of young persons as God's image-bearers and their defects as sinners require that learning goals, discipline and curriculum be selected as will best prepare them to live as obedient Christians and only with constant attention to such instruction, will education be truly Christian.
11. Community: God's covenant embraces not only parents and their children, but also, whole Christian community to which they belong. Christian education contributes directly to the advancement of God's kingdom and it is the obligation not only of the parents but also of their Christian community to establish and maintain Christian schools, to pray for, work for, and give generously in their support.
12. Educational Christian Schools, organized and administered in accordance with legal Freedom: standards and provisions for day schools should be fully recognized in society as free to function according to Christian principles.
Bylaw 2 Purpose
The Purpose of this society is to maintain a school for the daily instruction of our children, with such instruction to be in accordance with the preceding twelve principles and a goal of academic excellence as achieved by an emphasis on meeting individual student needs and a close working relationship among teacher, pupil, and parents, directed toward the end that these children may occupy their places worthily in home, church, society, and state.
Bylaw 3 Memberships
1. All parents and guardians of children attending the school who are in agreement with Articles II and III of their Constitution and with Bylaws 1 and 2 may be members of the School Society.
2. All other persons who are in agreement with Articles II and III of their Constitution and Bylaws 1 and 2, are 18 years or older, and contribute no less than $5.00 per year to the organization may be members of the Society.
3. New members may be eligible to vote at the meeting following School Board or School Society meeting at which they joined.
4. Membership includes the privilege of voting and a willingness to participate in activities of the Society.
5. Any member forfeits their rights of membership upon being unfaithful in conduct.
The Constitution and Bylaws of Community Christian have been amended as follows:
Bylaw 4 Meetings
1. The society shall hold two meetings annually.
2. A spring meeting will be held to:
a. Elect new board members for the following year
b. To discuss the budget for the coming year
3. A second meeting shall be held at the beginning of the school year for the purpose of discussing and approving a budget for the ensuing year.
4. After board member nominations have been presented to the society, the society will vote for the number of candidates needed to fill the vacant board member positions.
5. Special meetings may be called at any time by the School Board or if requested in writing, by at least one-fourth of the members. Such request must state the reason(s) for calling the meeting. Notice of a special meeting must also include a statement of the reason(s) for calling such a meeting.
6. The presence of 20 Society members at a meeting shall constitute a quorum to transact business.
Bylaw 5 Board of Directors
1. A board of directors consisting of 7 – 9 members shall be chosen by the Society from its membership or parents of CCS students at the spring meeting. The members of the Board are chosen for an initial term of three years. After the three-year term, the board member will have the option to continue on a yearly basis for up to three additional years with board endorsement.
2. The Board shall maintain a minimum of two members with Christian Reformed Church membership. (By Law changed approved April 2019)
3. The Board shall seek nominations of two candidates for each vacancy. Nominations from the floor are acceptable.
4. Vacancies occurring during the year shall be filled as soon as is reasonable possible by appointment by the School Board. Qualified candidates will be presented by the Executive Committee and the new Board member determined by a drawing after a prayer is offered asking for the Spirit's guidance.
5. The board shall hold regular meetings as scheduled, not less than six times per year.
Bylaw 6 Duties of the Board
The Board of Directors shall perform the following duties:
a. Determine school polices in harmony with the Constitution and Bylaws in accordance with Society decisions.
b. Select an administrator and teaching staff who are qualified to carry out the education programs and policies of the school
c. The Board reserves the right to reject or expel any student or hinders of disrupts the cause of Christian education.
d. The Board shall devise ways and means of obtaining the necessary funds for operating the school, maintain accurate records, and determine how these funds shall be distributed.
e. Appoint one of its own members to visit the school each month to assure itself of the faithful carrying out of the school's educational program and policies, unless public health or safety measures prohibit such visitation.
f. Promote Christian education in the community by means of public meetings, literature, advertisements, etc.
g. Appoint out of its membership such committees as it may deem necessary for performance of its duties. When appropriate, school board members may serve on said committees, and otherwise act as liaisons to all committees. The Board shall determine appointments annually, based on skills and strengths of board members. Additional committee members may be appointed from the membership of the society.
h. The Board shall complete an annual self-evaluation, individually and collectively.
Bylaw 7 Officers of the Board and Their Duties
Section 1. a. The newly elected Board members shall attend the Board meetings prior to taking office in August.
i. At the first regular Board meeting in July, the Board should elect the following officers: President, Vice-President, Secretary and Treasurer. These officers will take office in August. Incoming Board members are allowed to vote for Officers of the Board. Prior to that time, they will observe and assist the retiring officers in order to make an orderly transition of executive duties.
ii. Before starting their term, board members will participate in an orientation held during the summer months.
iii. All board members are required to participate in ongoing board training coordinated by the board chair and the school administrator.
Section 2. It shall be the duty of the President to preside at all meetings of the Board and of the Society and to enforce the provisions of the Constitution and Bylaws. The President shall act as a visionary for the board, keeping the board focused on the future while creating and casting a vision. The board President will also work closely in coordination with CCS administration and staff.
Section 3. The Vice-President shall assist the President whenever possible in the discharge of his/her duties. In the absence of the President, the Vice-President shall take his/her place.
Section 4. The Secretary shall take care of the official documents of the organization; he/she shall conduct all correspondence, and enter into the records of the organization the minutes of all meetings of the Society and Board after they have been approved.
Section 5. The Treasurer will serve as a liaison between the Bookkeeper and the Board. The Treasurer shall report regarding the finances of the organization at the Board meetings and assist the Bookkeeper in reporting finances at the stated meetings of the organization as herein previously defined.
Bylaw 8
Committees of the Board and Their Duties
Section 1. Education Committee
– this committee shall:
a) Consist of at least one chairman and three members from the Society.
b) Consider all matters relative to the educational program and policies of the school and make recommendations concerning same to the Board.
c) Investigate the qualifications of candidates for administrative and teaching positions and make recommendations concerning such candidates to the Board for appointment.
d) Keep itself informed in regard to the scholastic quality and Christian character of the instruction given, the course of study, discipline, equipment, etc. and make recommendations concerning these and allied matters to the Board.
Section 2. Building Committee - this committee shall:
a) Consist of at least one chairman, and two other members from the Board or Society.
b) Make periodic visits to the school in order to determine physical needs and maintenance requirements of the school building and grounds.
c) Concern itself with all phases of the proper care, maintenance and adequacy of the physical equipment of the school, and make recommendations to the Board concerning these matters.
d) Make recommendations to the Board concerning the appointment, work and salary of the custodian.
Section 3. Promotions Committee – this committee shall:
a) Consist of at least one chairman and other members from the Board or Society.
b) Recommend to the Board a program of action, which will strengthen and advance the cause of Christian education.
c) Make the necessary arrangements for carrying out such a program.
d) Expose CCS to new families in the area through promotional events.
Section 4. Finance Committee – this committee shall:
a) Consist of at least one chairman and other members from the Board or Society.
b) Oversee the budget development process
c) Review salary and compensation package for CCS staff and make recommendations
d) After receiving a recommended budget from the principal, bring the budget to the board for approval.
e) Present a proposed tuition schedule to the board.
f) Be the body to which all fundraising groups of the school answer.
g) Have a representative present at all interviews of bookkeeping and development staff.
h) Bring an annual financial report to the association
i) Develop and implement a tuition collection policy.
Bylaw 9
Order and Procedure at Monthly Board Meeting
a) Order and Procedure at the Monthly Board Meeting Devotions and Prayer
b) Roll Call
c) Confirmation of distributed minutes
d) Treasurer's Update
e) Administrator's Update
f) Necessary Committee Updates
g) Consideration of Unfinished Business
h) Consideration of New Business
i) Review Visionary Progress
j) Adjournment and Prayer
Bylaw 10 Finances
The funds necessary for the operation of the school shall be obtained primarily from the payment of tuition by the parents of the children in school. Tuition fees shall be due and payable according to the method chosen on the signed CCS Family Covenant Agreement. The budget adopted by the Society shall serve as a guide to the Board in its determination of the annual tuition rate per child.
Young people, newly married couples, families with no children, and families whose children are not now in school shall be encouraged to share in the financial, moral, and prayerful support of the school.
In the event tuition receipts do not meet the requirements of the budget, monies shall be raised by special donations, church offerings, fund drives, contributions from organizations and by other means consistent with the basis and character of the organization.
Bylaw 11 The Staff
Section I. The Board shall appoint the principal and teachers after careful consideration of their spiritual, academic, and physical qualifications. They shall be appointed for such terms and with such salaries and other conditions the Board may determine.
Section 2. All administrators and members of the teaching staff must declare their unconditional agreement with Articles II and III of this Constitution and Bylaws 1 and 2, must be scripturally sound in their teaching and must lead exemplary Christian lives. All members of the teaching staff must be a member of a reformed church.
Section 3. Should a situation arise in which a member of a reformed church is not available to fill a teaching position, the Board may hire qualified persons who are in agreement with Articles II and III of this Constitution and Bylaws 1 and 2, are scripturally sound in their teaching and lead exemplary Christian lives.
Section 4. All teachers as well as the Board shall abide by the terms of the contract entered into by both parties. The terms of such contract become null and void when either party fails to abide by these terms. The Board has the authority to dismiss a teacher who proves to be unfit for the work because such teacher's instruction or personal life conflicts with the basis and purpose of the organization.
Section 5. The Board shall determine the school term and such holidays and vacations shall be allowed as may be decided upon by the Board.
Section 6. The principal as the expert in all school matters shall be a non-voting member of the school Board and serve in an advisory capacity to its standing committees.
Section 7. The substance of this article shall be made part of all contracts entered into with members of the teaching staff.
Bylaw 12 Amendments
These bylaws may be amended by two-thirds vote at any regular meeting or by the organization provided that two weeks previous notice has been sent to each member stating the desired change. Bylaws 1, 2, 11 sections 2 and 3, 12, and 13 are not subject to change.
Bylaw 13 Dissolution
In case of dissolution of the Society, the property and monies belonging to the organization shall be donated, upon liquidation, to the Christian Reformed Church of Pease, Minnesota, to be used in the interest of Christian education.
The Constitution and Bylaws were revised in their present form by a unanimous vote of the Community Christian School Society on April 25, 2013, October 30, 2018, April 25, 2019, and October 29, 2020. Bylaws 7.5, 8.4.g, 10 approved April 22, 2021
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IDEA GENERATORS
Use this tool to generate as many ideas as possible - act them out for a fun IMPROV!
Tell me:
2. Ways to avoid lightening or thunder
1. Ways to avoid spilling your coffee/pop while driving
3. Things to do in a dark room
5. Things not to say to an Eskimo
4. Things you'd say to the president of the United States
6. Ways to tell if someone is a vampire
8. Ways to provoke a ghost
7. Things to look for from a plane window while flying
9. Ways to prevent shivering on a cold day
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13. Ways to remember your dreams
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17. Non-uses of sunglasses
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28. Why gold costs more than lead
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32. Reasons for having justice
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35. Reasons for having laws
34. Why men should not be free
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39. Ways to prevent sunburn
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47. Important news items of your lifetime
46. Ways to produce electricity
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49. Non-sport uses for a football
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53. Reason for hiding in a home by the lake
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54. Ways to move a vehicle without an engine
56. Things never to say to a truck driver
55. Ways to avoid stepping on ants
57. Reasons why pygmies are short
59. Famous people you've always wanted to meet
58. Uses of bamboo
60. Uses for dust
62. Things never to throw out
61. Places in the world you'd never want to visit
63. Reasons why handkerchiefs are square
65. Why fish die after exposure to air
64. Why books are usually printed on white paper
66. Sensations you would have if you were scuba diving at 100 ft. below sea level
68. Ways to tell a basketball player from a football player
67. Non-dietary uses of cheese
69. Ways you can tell a dog from a cat if you can't see it
71. Reasons not to have a pet
70. Foods never to order for lunch
72. Reasons not to have the Olympic Games
74. Reasons why dogs should run loose
73. Reasons for having a pet dog
75. Things never to say to a dentist
77. Reasons why we have gates
76. Reasons why we shake hands
78. Reasons why cars have brakes
80. Ways to carry 10 wooden coat hangers
79. Reasons not to wear a helmet while riding a motorcycle
81. Reasons not to follow road signs
83. Why rainbows cannot be seen at night
82. Ways to light a pipe without a match
84. Name colors you've never seen
86. Why some people make more money than others
85. Reasons for wearing lipstick
87. Reasons to eat three meals a day
89. Ways to prevent a candle from burning down
88. Reasons for coughing
90. Things we couldn't do if we didn't have fingernails
92. Ways to prevent swallowing sea water while swimming 93. Why police cars have sirens
91. Ways to prevent the red dye in pistachio nuts from getting all over your fingers
94. Ways to prevent ice cubes from melting
96. Things you can see when you close your eyes
95. New uses for cellophane tape
97. Reasons for not having computers
99. Feelings you have when you see a policeman following you
98. Why some people have never played chess
100.Why most paintings are more expensive than photographs
102.Reasons for picture frames
101.Reasons not to use postage stamps
103.Things found in most wallets
105.Non-dental uses of toothpaste
104.Reasons why three month old infants can't walk
106.Things impossible to lasso
107.Why policemen should not wear badges
109.Reasons why we have "baby teeth"
108.Places never to surfboard
110.Ways to eat without utensils
112.Things never to put in bread
111.Ways your life would change if you became blind
113.Ways to communicate with someone who doesn't speak your language
115.Why we use envelopes
114.Reasons for having teeth
116.Things never to feed an elephant
118.Uses for newspaper
117.Uses for a rolled up sweat sock
119.Why some men wear a mustache
121.Uses for a pencil
120.Why some nationalities wear jewelry on their nose
122.Reasons why we eat tuna fish
124.Why the sky is blue
123.Reason for not having a two cent piece
125.New names for children's cereal
127.Things you always wanted to stop doing
126.Reasons why crickets sing
128.Reasons for not taking drugs
130.Reasons why most headaches stop after taking tow aspirins
129.Things never to say to a bartender
131.House plants nobody wants
133.Reason for not brushing your teeth
132.Things to think about while driving at night
134.Things to do if you are thirsty and there is nothing to drink
136.Ways to get a waitress's attention
135.Reasons why jogging is popular
137.Ways to start a conversation with a farmer
139.Famous people whose initials are "A" and/or "T"
138.Why some people are afraid on a roller coaster
140.Ways to go to sleep when you are not tired
142.Why a bee sting hurts
141.Ways to prevent shoplifting
143.Reasons to fake fainting
145.Ways to get a bus drivers attention
144.Why someone would want to be president of the U.S.
146.Ways to make yourself less attractive
148.Why fish don't talk
147.Ways to make yourself physically stronger
149.Reasons not to pluck the feathers from a chicken
151.Consequences of doing away with waiting rooms
150.Reasons for not visiting a physician
152.Reasons for being turned down on a bank loan
154.Reasons why some children become scared at night
153.Reasons why titles are important
155.Ways to keep a license plate clean
157.Reasons for not watching daytime T.V.
156.Ways to tell whether your brake lights are on
158.Reasons for desk blotters
160.Reasons for buying stale bread
159.Consequences of an eight foot blizzard
161.Reasons not to buy life insurance
162.Characteristics of your ideal space monster
163.Things never to store in a closet
165.Reasons for awarding the Nobel Prize
164.Reasons to postpone a vacation
166.Uncommon uses for a large rubber band
168.New uses for yellow Jell-O
167.Reasons you want to grow old
169.Reasons not to have IQ tests
171.Reasons for not having filing cabinets
170.Reasons to burn white toast
172.Thoughts that come to mind when you hear the word "shell"
174.Reasons for not flying a kite
173.Reasons for not having a pencil sharpener
175.Reasons for having more than one religion
177.Reasons for not having tow trucks
176.Reasons why a live dinosaur will never appear in Central Park
178.Reasons why some people lie all the time
180.Reasons for not wanting to be a sports reporter
179.Reasons for not having curtains
181.Reasons for being outside in a hail storm
183.Why food labels are colorful
182.Why most adults don't drink milk
184.New rules of baseball if there were 5 bases
186.Reasons for not having bookends
185.Ways to spend $1 million in 24 hours
187.Uses for crushed ice
189.Reasons for turning the pages of a book ten at a time
188.Reasons not to live in Iowa
190.Reasons for driving a car in reverse at 60 miles an hour
192.Ways to earn money to go to world finals
191.Petty annoyances that everyone experiences
193.Reasons to issue a $3 dollar bill
195.Uses for paper clips
194.Things you can use a pine tree for
196.Things to say to a banana
198.Name things that are round and yellow
197.Name collectors and what they collect
199.Things a giraffe might say
200.Name something that is contained in something
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Issue Brief
February 2014
Dental Care Access for Children in California: Institutionalized Inequality
by Edward Schor, MD, Lucile Packard Foundation for Children's Health
Introduction
Use of Dental Care by Children
Oral health, too often neglected in discussions of children's health and health care access, is the single greatest unmet need for health services among children. In California, the disparity in oral health between poor and affluent children is among the worst in the US.
The consequences are severe, both for the children and for our society. Nearly half a million children a year miss school due to a toothache or other oral health problems. School performance by children with poor oral health suffers by comparison to their peers.
This disparity reflects the shortcomings in our social safety net of publicly funded health care services. Dental insurance coverage is less available than medical insurance. Even when children have dental insurance, finding a dentist who is willing to see them, especially for children with public insurance, is difficult. Children from low-income families and those living in rural communities have special difficulty accessing dental care.
Data on dental care use by children in California varies markedly depending on its source, but shortfalls in dental care are evident in all studies. In general, trend data show that the state has made little progress in affording access to dental care for children from low-income families. i In the decade of 2000-2009, according to various research studies, the proportion of children enrolled in Medi-Cal who received dental care may have risen slightly (depending on the source of data) but by 2009 it had increased to only 38.9%. ii
Rates of dental services utilization by children reported by the State of California were substantially higher than those reported by other researchers. The state reported that in 2009 49.2% of children – still less than half – had a dental visit.
Understanding the scope of oral health problems among children in California and the system of care that is available to them can help practitioners and policymakers design approaches to improving access to, and quality of, pediatric dental care.
More recently, data from a 2011-12 survey based on parent report found that 69.7% of California children ages 1-17 with public insurance had a preventive dental care visit during the previous year. In comparison, 83.4% of children with private insurance and 46.4% of uninsured children had a preventive visit during that timeframe. iii In general, it is expected that utilization data based on parent recollection and reporting will be higher than the actual rate, and data based on billing claims will be lower.
Dental Care Access for Children in California: Institutionalized Inequality
Children with special health care needs (CSHCN) in California, as identified by a number of criteria, had higher rates of preventive dental care than other children (83.1% vs. 77.5%), as reported by parents. iv These rates are not substantially different from those reported nationally by parents of CSHCN. v
Measures of untreated dental decay present a somewhat less optimistic picture of the dental health of children in California than rates of dental care access. One analysis of a 2005 survey found that nearly 25% of children in California have never been to a dentist. vi A 2011-12 survey found that 10.3% of children ages 2 to 11 and 1.4% of children ages 12-17 had never had a dental visit. vii Survey data from 2007 found that overall 23.5% of California children had decayed teeth or cavities within the past six months; 30.2% of uninsured children, 27.8% of publicly insured children and 16.8% of children with private health insurance had an oral health problem in the previous 12 months. viii
Public Health Approaches
ess for Children in California: Institutionalized Inequality Children's oral health can be improved and their need for professional care reduced through a variety of public health approaches. Fluoridation of drinking water is perhaps the most costeffective way to reduce dental caries. California mandated fluoridation in 1998, and in 2000 approximately 28.7% of people in the state were receiving fluoridated water. ix Since that time, additional legislation was enacted x , and as of 2010, 62.5% of the population in California is using fluoridated water, which ranks the state 37 th nationally. xi Numerous localities have rejected opportunities to fund fluoridation and continue to provide unfluoridated water. In addition, reliance on alternative sources of water (e.g., bottled water) in communities where public fluoridation is present can reduce its potential impact.
Percent of California Population Provided with Fluoridated Water
Source: Water Fluoridation Statistics, U.S. Centers for Disease Control and Prevention
The public is generally unaware that tooth decay is an infectious disease that often is transmitted from mothers to their infants. The disease is typically established in the first few years of a child's life, with teeth being susceptible to decay soon after they first appear in the mouth. Thus, one goal of public health policy should be to improve the oral health of pregnant women. xii Pregnant women with Medi-Cal insurance generally have coverage for dental care, though their rate of utilization of that service is not known.
Associations between obesity and oral health have been noted by many researchers. It seems most likely that both conditions share some common origins related to poverty, nutritional habits and other health behaviors. Public health efforts to improve food choices, along with encouraging good health behaviors such as exercise for weight management and maintaining good oral hygiene for tooth decay prevention, have been shown to have positive effects for children.
Oral Health Care
Although fluoridation of drinking water can reduce dental caries by about 25%, access to appropriate and timely oral health care, especially preventive care, is essential to substantially reducing caries and tooth decay. Medical and dental health professionals can promote good oral hygiene by teaching and encouraging parents to make wise decisions about their children's food and to regularly floss and brush teeth. Professional evaluation of oral health should be part of well child care in the doctor's office, and regular preventive dental care should begin in early childhood.
Application of fluoride varnish and dental sealants has been shown to be an effective preventive service for children. In addition, regular appointments to clean children's teeth are recommended. When oral health problems are identified early, appropriate treatment can minimize their consequences.
Access to Dental Care for Children in California
s for Children in California: Institutionalized Inequality In California, the gap between the oral health of children from low income families compared to that of children from more affluent families is worse than any other state except Nevada.
Children with publicly financed insurance are more likely to have oral health problems not only when compared to those who are privately insured, but also when compared to those without health insurance xiii ; perhaps uninsured families have fewer risk factors contributing to poor oral health or they may be paying out-ofpocket for dental care.
Insurance Coverage
Private dental insurance is less frequently offered by employers than health insurance. Medicaid/Medi-Cal is nearly unique among health care financing programs in that it covers both medical and dental care for children, applying the same eligibility criteria. Healthy Families – California's SCHIP program – covered dental care through contracts with four dental health care plans until recently, when the program enrollees were incorporated into MediCal and were required to obtain their dental care through Denti-Cal providers.
Medi-Cal provides coverage for dental services in most of the state through the Denti-Cal program, which pays dental care providers on a fee-for-service basis. In Los Angeles and Sacramento counties, Medi-Cal executes contracts with managed care plans to provide dental care, but these contracts appear to have reduced rather than increased access. Targeted attention by the state's Department of Health Care Services led to improved utilization of these plans between 2011 and 2012.
In 2009, dental care for adults, except for those developmentally disabled or living in nursing homes, was deleted from Medi-Cal benefits. Dental benefits will be partially restored May 1, 2014, to provide basic oral health services. Parents, especially mothers, usually are responsible for making appointments for care. When parents have a regular source of dental care, so do children. Consequently, the loss of adult dental benefits may have the unintended consequence of reducing of the number of children accessing dental care as well.
Under the Affordable Care Act, dental insurance will be available through the state's new health
3
insurance marketplace, but currently dental plans are sold separately from health insurance policies and thus are not eligible for subsidies. This policy of separating coverage has made some stand-alone dental plans unaffordable. Fortunately, California plans to include dental coverage as part of health insurance plans purchased through the marketplace starting in 2015. Medical insurers may see this change as an opportunity to increase the provision of some aspects of preventive dental services within medical care settings, and to coordinate dental care with other health care services.
Access to Dentists
California has about 31,520 dentists licensed to practice in the state, about 26,465 of whom are in active practice; about 450 full-time equivalent dentists work in community clinics, generally in underserved areas. xiv Compared to other states, California has more dentists per capita. Specialists in children's oral health are much less available. The California Society of Pediatric Dentistry claims slightly more than 700 members statewide to serve about 9 million children ages 0-18 years.
Federally qualified health centers (FQHCs) are the dental safety net for many low-income families. Dental care is available in about threequarters of FQHCs, but many of these clinics have difficulty recruiting sufficient numbers of dentists to meet existing needs. Federal law allows FQHCs to contract with private dentists to provide services to clinic patients at fair market rates, xvi though few clinics in California have taken advantage of this option. In addition, many counties and county First 5 programs support dental clinics that serve low-income families, including their children. These clinics usually apply income eligibility ceilings, accept Medi-Cal (Denti-Cal), and offer a sliding fee scale for self-pay patients. Other safety net providers include dental schools and dental training programs, and non-FQHC community clinics. The total number of individuals served by these dental safety net providers in the state is not known.
ess for Children in California: Institutionalized Inequality The distribution of dentists in the state, however, is uneven, and many communities do not have enough dentists available to meet the need. The federal government designates certain communities as dental health professional shortage areas, based on a ratio of the number of people who live in those areas and the number of dentists available locally to serve them. Just fewer than 4 percent (3.9%) of Californians live in these shortage areas, and it is estimated that it would take approximately 388 additional dentists serving in these areas to alleviate the shortage. xv
Even where the number of dentists is adequate to serve the population, children, especially those whose dental care is paid for by the state, have a hard time obtaining dental care. A 2012 report supported by Liberty Dental Plan and Health Net found that over half of California dentists do not accept children as patients until they are at least 3 years old, and 90% of general dentists report that it is somewhat or very difficult to refer Denti-Cal funded children to pediatric dentists. xvii
This study found that only about one-quarter of dentists in California participate in Denti-Cal, and most of them limit Denti-Cal enrollees to a small (5-15%) proportion of their practice. The participation of dentists in the Denti-Cal program has been declining; 40 percent of California dentists reported accepting Denti-Cal
patients in 2003, but in 2007 participation was down to 24% of private practice dentists. By comparison, nearly 57% of physicians in California are accepting new Medi-Cal patients. xviii More than half of the dentists reported that if Denti-Cal reimbursement were
Only about onequarter of dentists in California participate in Denti-Cal, and most of them limit Denti-Cal enrollees to a small (5-15%) proportion of their practice.
raised to be more comparable to marketbased rates, they would be at least somewhat likely to serve those children. However, additional barriers, including the need for interpreters, distance to a dental office, and limited office hours, are likely to remain. Recent reductions in the rates paid by Denti-Cal are likely to aggravate problems with access to dental care.
s for Children in California: Institutionalized Inequality Children with special health care needs require more frequent use of medical services and, in general, are more likely to obtain them. The same holds true for dental care. In California, although 31% of children with public insurance were reported as not having had preventive dental care in the past year, 17% of children with special health care needs did not receive preventive care – a number that still is high, though about equal to the proportion of children with private health insurance who did not have a preventive visit.
On the other hand, perhaps because they have more oral health problems, children with special health care needs were more likely to have had unmet dental care needs than other children (6.5% vs. 2.6%). xix As previously noted, rates based on parent reports tend to present a more favorable health picture than those obtained from more objective sources.
Finances of Dental Care
Nationally, state Medicaid programs pay dentists 60.5% of dentists' median retail fees for equivalent services. California Medi-Cal/DentiCal pays slightly more than half that rate, reimbursing dentists at 32.8% of retail fees. The California Denti-Cal fee schedule lists a preventive dental visit for a child at $30, though this can be augmented substantially by applying fluoride varnish or dental sealants at the same visit. Recently, these fees were cut by 10 percent. For comparison, the Medi-Cal rate for a pediatric well child visit for a school age child is $47.13; less for preschool children and more for adolescents. These rates also can be higher when various screenings and immunizations are provided. Although market-based fees vary, Medi-Cal generally reimburses about one-third of the retail rate for pediatric office visits.
In general, health care professionals in the US are well-paid compared to their peers in other countries, and well above the median income of US families. Data on professional salaries vary by source and by the location and type of practice. In 2012 the Bureau of Labor Statistics reported that the annual mean wage for a general dentist was $163,240, and for a dental hygienist was $70,700. A survey conducted by National Salary Trend found that on average pediatric dentists could expect to earn $193,000 a year. For comparison, general pediatricians had a mean income of $167,640, and nurse practitioners averaged $91,450, though pediatric nurse practitioners likely earned somewhat less. xx Unfortunately, since Medi-Cal (DentiCal) reimburses dental care providers at rates well below usual/retail charges, as well as below other states' Medicaid programs, there is little financial incentive for serving children covered
5
by that public program, especially when a private paying patient can be seen in their stead.
Health Homes
The American Academy of Pediatrics has long advocated for the creation of medical homes for children, especially those with chronic health problems. Originally, medical homes were primary care practices that were accessible, family-centered, coordinated, comprehensive, continuous, compassionate and culturally effective. The definition has evolved into a concept in which team-based care integrates, or at least coordinates, the variety of resources on which children's health and well-being depend. When mental or behavioral health services or oral health services are included, especially when they involve co-location of mental health or dental professionals, the model of care is referred to as a health home. There are organizational, professional, financial and administrative hurdles to creating health homes, but there is strong policy support in some states to achieving them in the hope of improving quality and reducing costs.
Direct Access to Dental Hygienists
ess for Children in California: Institutionalized Inequality The shortage of dentists in California able and willing to serve children, especially children covered by Denti-Cal, is a serious barrier to improving access to oral health care and to improving the oral health of children. In 2007, legislation was passed that allowed dental hygienists working in federally qualified health centers to bill Medi-Cal (Denti-Cal) for their services, thus allowing dentists to focus on other services requiring their advanced skills. Still, low reimbursement rates limit the potential impact of this option. Another potential, partial solution to this problem advanced by the American Dental Hygiene Association is to train advanced dental hygiene practitioners who would provide diagnostic, preventive, restorative and therapeutic services. xxi Such advanced practice dental hygienists might practice within or affiliated with a dental practice or, as has been done in Colorado since 1987, practice independently, especially in underserved areas and in schools. Alternatively, these hygienists could practice within pediatric offices.
California's gap in oral health status between children from rich and poor families is nearly the most profound in the country. Pilot projects testing expanded roles for dental hygienists began in California in the early 1980s, and their success led to enactment of supportive legislation to expand the role of dental hygienists. Today, dental hygienists who have a baccalaureate degree (or the equivalent) and have completed an approved continuing education course and passed a state licensure examination can practice independently in underserved settings, including hospitals, homes, residential care facilities and other public health settings. They must have a dentist with whom they can consult and to whom they can make referrals, but generally can practice independently. These registered dental hygienists in alternative practices have played an important role in expanding oral health services in these new venues of practice and thus are improving access to care. xxii On a related note, in 2013, dental hygienists in alternative practices were allowed to operate mobile dental clinics in areas with poor access to services. Whether alternative practices are able to provide comprehensive care for high risk children or simply serve as a bandage to cover up substantial systemic problems remains to be seen.
Dental Therapists
Dentists have long employed allied providers such as dental assistants and hygienists to increase the efficiencies of their practices. Another type of allied provider is a dental therapist who is trained to deliver routine dental care, including education, prevention and restorative services. Several Commonwealth countries (i.e., Great Britain, Canada and New Zealand) have decades of experience using dental therapists. In the US, dental health aide therapists have been working in Alaska with underserved indigenous communities and in Minnesota in underserved areas and safety-net settings. The program in Alaska, which provides a two-year training program, has been extensively studied and has enhanced access to dental care and dental health in often isolated tribal communities.
s for Children in California: Institutionalized Inequality A study by researchers at the University of Connecticut examined the potential impact of dental therapists on services provided by federally qualified health centers. They found modest cost saving and increases in capacity, and greater potential gains in school-based programs. xxiii The study suggested that expansion of such programs could raise Medicaid-enrolled children's utilization rate by nearly 20 percent. However, in states such as California, where fewer than half of low-income children receive dental services, it will take more than a 200% improvement, statewide, to reach all of them.
In California in 2012, a Senate bill (SB 694) was introduced that would have authorized a project to explore new workforce training and delivery models with the goal of providing oral health care to underserved children. The legislation, which was not enacted, was supported by the California Dental Hygienists' Association and by child advocates, but strongly opposed by the dental community. Legislation that has the potential to modify the scope of professional practice, regardless of the profession, typically stirs considerable interest in maintaining the status quo, regardless of documented shortcomings of existing systems and approaches.
Discussion
Dental caries remain the most prevalent, treatable chronic disease of childhood; early childhood caries are on the rise, and dental care represents the greatest unmet health care need. Depending on the data source, children in California may be only slightly less likely to receive dental care, including preventive dental care, than other children in the US, but the gap in oral health status between children from rich and poor families is nearly the most profound in the country.
Children without health insurance in California and elsewhere are equally unlikely to access dental care; however, probably because of the state's low reimbursement rates, California's children who have publicly funded dental insurance are less likely than similarly insured children in other states to see a dentist. This reflects the institutionalization of barriers to better dental access and better oral health.
7
Fluoridation has significantly reduced the likelihood that children will develop cavities,
California lags behind other states in taking full advantage of auxiliary oral health care providers such as dental hygienists and dental therapists.
but over a third of California's population is not provided with fluoridated water. Despite California having the nation's highest ratio of dentists to population, large numbers of children do not receive regular dental care.
This problem with access reflects a maldistribution of dentists within the state, reluctance of general dentists to see young children, and the very high proportion of dentists who do not accept public insurance due to low fees.
California also lags behind other states in taking full advantage of auxiliary oral health care providers such as dental hygienists and dental therapists whose services, if expanded, could greatly improve children's access to care. The reluctance on the part of the state government to invest more funds in children's health and dental care, and inter-professional disagreements about modifying scope of practice laws, augur poorly for overcoming access problems in the near future. The mandated inclusion of pediatric dental coverage in health insurance plans offered through the state's marketplace will likely increase dental care for a portion of children, though not necessarily for those at highest risk.
ess for Children in California: Institutionalized Inequality
Recommendations for Policymakers
Numerous actions could be taken to improve the oral health of children in California, many of which would require regulatory and/or statutory changes by the state. The following list summarizes them:
More actively educate the public, especially parents, about the value and availability of professional preventive dental care and importance of good personal oral health behaviors.
Tailor public dental health educational programs to address barriers created by low health literacy, culture, and poverty.
Continue to actively promote fluoridation of drinking water.
Incentivize child health care providers to perform oral health screenings and apply fluoride varnish during well child care visits, and encourage routine assessment and referral for other preventive dental services.
Enhance school-based preventive dental services by dental hygienists and others including screening, cleaning, application of fluoride varnish and dental sealants, preventive education, and structured referral processes for children needing additional services.
Provide incentives for health homes that integrate dental care and other child health care services.
Allow more independent practice by dental hygienists and encourage the creation of programs to train dental therapists.
Educate general dentists in the provision of care for young children.
Increase dental services in FQHCs by facilitating contracting with private dental care providers.
Integrate dental insurance into medical insurance, especially within managed care systems, to facilitate referrals and access, and to potentially address the barriers created by low reimbursement rates for children's dental care.
Increase reimbursement for dental health care providers.
In partnership with key stakeholder groups, establish statewide goals for oral health and
oral health care access and implement the strategies above to achieve them.
Standardize measuring and monitoring of oral health and oral health services and regularly report data publicly.
Edward Schor, MD, is senior vice president at the Lucile Packard Foundation for Children's Health.
For the most recent available data on children's dental health in California, visit http://www.kidsdata.org/topic/50/dentalcare/summary
i Exhibit B. Percentage of Low-Income Children Receiving Dental Services, State By State. Medicaid Utilization for Children Ages 1-18, Federal Fiscal Years 2000-2009. The State of Children's Dental Health: Making Coverage Matter. Pew Center on States, May, 2011.
iii 2011/12 National Survey of Children's Health
ii Hakim RB, Babish JD, Davis AC. State of dental care among Medicaid-enrolled children in the United States. Pediatrics, 2012; 130(1):5-14
iv 2007 National Survey of Children's Health
vi Pourat N, Finocchio L. Racial and ethnic disparities in dental care for publicly insured children. Health Affairs, 2010;
v QuickStats: Percent of children aged 2-17 years with a dental visit in the past year, by age group and health status – National Health Interview Survey, United States, 2011. Morbidity and Mortality Weekly Report. August 2, 2013/62(30);615615
s for Children in California: Institutionalized Inequality vii Child dental care in California. Kidsdata.org based on the California Health Interview Survey, 2011-2012. http://www.kidsdata.org/topic/50/dental-care/summary (accessed 8/15/13)
ix 2000 Water Fluoridation Statistics. Centers for Disease Control and Prevention. http://www.cdc.gov/fluoridation/statistics/2000stats.htm (accessed 8/15/13)
viii 2011/2012 National Survey of Children's Health
x In 1995 AB 733, the Fluoridation Act, provided for fluoridation of water systems with 10,000 service connections or more. In 2004 additional legislation (SB96) was enacted to help deal with legal issue arising from efforts to fluoridate public systems.
2010 Water Fluoridation Statistics. Centers for Disease Control and Prevention.
xi http://www.cdc.gov/fluoridation/statistics/2010stats.htm
(accessed 8/15/13)
xiii How SKH, Fryer AK, McCarthy D, Schoen C, Schor EL. Securing a healthy future: The Commonwealth Fund state scorecard on child health system performance, 2011. February, 2011; The Commonwealth Fund, NY.
xii Strategies for Sustaining and Enhancing Prevention of Childhood Tooth Decay During Challenging Times. Trend Notes. National Oral Health Policy Center. Washington, DC. April, 2010.
xiv Pourat N, Nicholson F. Distribution and characteristics of dentists licensed to practice in California, 2008. UCLA Health Policy Fact Sheet. UCLA Center for Health Policy Research. June 2009.
9
xv US Department of Health and Human Services, Health Resources and Services Administration, Designated HPSA Statistics Report, Table 4, Health Professional Shortage Areas by State, Detail for Dental Care Regardless of Metropolitan/NonMetropolitan Status as of December 6, 2010.
xvii Without Change It's the Same old Drill: Improving access to Denti-Cal Services for California Children Through Dentist Participation. Barbara Aved Associates. October, 2012
xvi Partnering California's Health Centers with Private Dentists: Why and How? A Care Delivery Innovation for California FQHCs: A Companion to the FQHC Handbook. Children's Dental health Project. Washington, DC.
xviii
xix Data Resource Center. Data from 2011/2012 National Survey of Children's Health and 1009/10 National Survey of Children with Special Health Care Needs.
US Centers for Disease Control and Prevention (as cited by California Budget Project).
xx May 2012 National Occupational Employment and Wage Estimates. US Department of Labor, Bureau of Labor Statistics. http://wwbls.gov/oes/current/oes_nat.htm#29-0000 (accessed 8/15/13)
xxii Mertz E, Glassman P. Alternative practice dental hygiene in California: Past, present and future. Journal of California Dental Association. 2011; 39(1):37-46
xxi Policy Manual. American Dental Hygienists' Association. Chicago, IL., July 30, 2012
xxiii Expanding the Dental Safety Net: A first look at how dental therapists can help. The Pew Center on States. The Pew Charitable Trusts. July 2012.
ess for Children in California: Institutionalized Inequality ABOUT THE FOUNDATION: The Lucile Packard Foundation for Children's Health works in alignment with Lucile Packard Children's Hospital and the child health programs of Stanford University. The mission of the Foundation is to elevate the priority of children's health care through leadership and direct investment. The Foundation is a public charity, founded in 1997.
CONTACT: The Lucile Packard Foundation for Children's Health, 400 Hamilton Avenue, Suite 340, Palo Alto, CA 94301 email@example.com (650) 497-8365
Dental Care Access for Children in California: Institutionalized Inequality
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GEOGRAPHY AT INGOLDISTHORPE C of E VA PRIMARY SCHOOL
Implementation
We aim to implement geographical knowledge and skill sets by planning lessons that are informed and aligned with the national curriculum with strong cross curricular links between Geography and other curriculum subjects. All are laid out in our rolling curriculum plan that ensures progress and deepening of understanding throughout the duration of primary education. We have strong links to our local area to enhance local knowledge and provide us access to high quality school visits to locations such as local wetlands and beaches. Great consideration is given into the progression of children's learning in Geography as well as support for our SEND children to ensure an inclusive curriculum for all. We use a rich range of resources such as relevant reading materials, atlases, photographs, geographical tools, and access to technology for research purposes and to support learning. Outcomes are closely monitored to assess understanding, extend learning and ensure progress for all.
Intent
At Ingoldisthorpe, our Geography intent is to plan and teach engaging lessons that are informed and aligned with the national curriculum. Our aim is to equip pupils with a rich knowledge about diverse places, people, natural and human environments, together with a deep understanding of the Earth's key physical and human processes. To develop contextual knowledge of the location of globally significant places. To communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. Children are equipped with transferable skills t support and progress their learning throughout their primary school education.
Our progression maps
| Geogra phy | EYFS | | | |
|---|---|---|---|---|
| | Africa Hot/C old places Map skills | Key knowledge: -where the hot and cold places are on globe/ conditions -what is climate change and how can we help -introducing maps and first atlas | Geography Skills & Field Work Atlases, large scale maps of the world, continents, Australia | Key knowledge: |
| | | | | - How to use an atlas and read |
| | | | | large scale maps |
| | | | | -know the 7 continents |
| | | | | -facts about Australia and the |
| | | | | reason for bush fires. |
| | | | | - the effect of climate change on |
| | | | | the planet |
| | | Key skills: -to recognise colours on maps mean different things -make own simple map | | Key skills: |
| | | | | -Use an atlas and large scale map |
| | | | | -Identify continents |
| | | | | -draw a simple map of the local |
| | | | | area using a key |
| | | SEN/G&T: -visual resources, simplified instructions, adult support -details on maps – continents, use of a simple key | | SEN/G&T: |
| | | | | -adult support, differentiated |
| | | | | resources, visual resources |
| | | | | -extend knowledge to countries |
| | | | | and make comparisons. |
| | | | | Extended vocabulary |
| | Year 3/4 | | | Year 4/5 | | |
|---|---|---|---|---|---|---|
| Place knowl edge / map work Field work/l ocal study | Place | Key knowledge: | Ancient Egypt In depth study of countri es and location al knowled ge in the contine nt of Africa | Ancient | Key knowledge: -identify longitude/ latitude, equator, hemispheres, tropics/arctic circle, poles and differences in time zones -locate continents, countries, cities -use 6pt or 8pt grid references to locate places on maps, symbols / keys -map skills of Africa and locational knowledge | Key knowledge: |
| | knowl | -Naming countries in Europe | | Egypt | | -identify longitude/ latitude, equator, hemispheres, |
| | edge | -Identifying key Stone Age | | | | tropics/arctic circle, poles and differences in time |
| | / map | sites/settlements | | In | | zones |
| | work | -physical geography (countries, | | depth | | -locate continents, countries, cities |
| | Field | counties, woodland, hills etc) | | study | | -use 6pt or 8pt grid references to locate places on |
| | work/l | -Human geography (types of | | of | | maps, symbols / keys |
| | ocal | settlement) | | countri | | -map skills of Africa and locational knowledge |
| | study | The water cycle (evaporation, | | es and | | |
| | | condensation, precipitation) | | location | | |
| | | Key skills: | | al | Key skills: -to use maps, atlases, globes to describe countries and features, compasses -to build knowledge of world map -to build knowledge of grid referencing | |
| | | -using digital maps and atlases | | knowled | | |
| | | -using a key | | ge in | | |
| | | -Using ordnance survey maps of | | the | | |
| | | the local area | | contine | | |
| | | -studying the local area | | nt of | | |
| | | -knowing differences between | | Africa | | |
| | | human and geographical | | | | |
| | | features | | | | |
| | | SEN/G&T: | | | SEN/G&T: -simplified maps, globes and differentiated work, peer or 1:1 work -8 point grid references, symbols, keys, scales and use of detailed ordnance survey maps, peer support | |
| | | -adapted maps | | | | |
| | | -adult and peer support | | | | |
| | | -extending vocabulary – | | | | |
| | | transpiration, ground and | | | | |
| | | surface flow | | | | |
SEND in Geography
All of our learners are included in all of our lessons where appropriate, and adaptations are made to enable our learners to access the learning. All teachers at Ingoldisthorpe Primary School have extensive knowledge of their students and are able to make reasonable adjustments to enable children to participate and learn with their peers. Reasonable adjustments will be made in communication with parents and always at an appropriate stage for each specific child.
Adjustments may include:
* Adapted objectives and learning resources to meet a child's cognitive ability.
* 1:1 session with a trusted adult
* Small group sessions
* Peer work
*
Support in class with an adult
* Coloured and adapted visual resources
* Hands on activities and sensory breaks where needed.
Most able children in Geography
At Ingoldisthorpe Primary School we set high expectations and ensure all pupils are provided with the opportunity to reach their fullest potential. Through our knowledge rich, topic-based curriculum and our extensive knowledge of all students, we are able to identify and foster the gifts and talents of all our children. Adjustments will be made to further challenge learners.
Adjustments may include:
* Additional writing and reasoning tasks
* Opportunities to lead group tasks
* Supporting peers in partner work
* Communicate further understanding to the peers and adults
* Use of further questioning
Impact of Geography
At Ingoldisthorpe, we obtain high outcomes in Geography that reflect our knowledge rich curriculum. The impact of our Geography curriculum is evidenced in the following:
* High outcomes in end of topic teacher or child assessment.
* High outcomes in our English lessons and other curriculum subjects, reflecting our strong cross curricular and transferring of skills and knowledge.
* Children demonstrating use of key vocabulary in their talk evident when consolidating knowledge and revisiting prior learning.
* Children's personal interest in geographical topics, evident in their choice of reading and library books also demonstrating a level of understanding and passion for the subject.
* Children sharing their learning with pride in our weekly sharing assemblies.
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MYWEB (Measuring Youth Well Being) Grant agreement no: FP7-613368
WP4: Direct engagement with children and young people (CYP)
Deliverable 4.1: Country level reports on interviews and focus groups from delivery partners
| Editors | | Kristina Vacharadze, Mariam Kobaladze and Tamar Khoshtaria | |
|---|---|---|---|
| Version | | 1.0 | |
| Date | | 15th January 2015 | |
| Work Package | | 4 | |
| Deliverable | | D4.1 | |
| Dissemination level | | PP | |
| WP Leaders | | Mariona Ferrer-Fons (UPF= | |
| Deliverable Date | | Month 10 | |
| Document history | | | |
| Version | Date | Comments | Modified by |
| 1.0 | | | |
MYWEB: FP7-613368
Deliverable 4.1: Country level reports on interviews and focus groups with CYP from delivery partners
MYWEB
Contents
1. Introduction
The CRRC-Georgia report for MYWEB WP4, "Well-being and Happiness, as Seen by Children and Young People" summarizes the results of four focus groups and twenty interviews conducted between November 12-20, 2014 in Tbilisi, Georgia with children aged 10-12 and young people aged 15-19. Contact was made with children from public school and young people aged 15-16 from private school. Young people aged 17-19 were selected based on their social involvement and participation in clubs, volunteer organizations, art and music circles, etc. A second group of young people were also selected based on non-involvement in extra-curricular activities.
The main topics explored in the research project include children and young people's understandings and definitions of well-being and happiness, levels of satisfaction with life and understandings of the needs and wishes society has for young people and children.
Although discussed separately, well-being and happiness were described in similar terms and often used interchangeably or as constituents of each other. For children 10-12, well-being centred on parents and school. Unlike children, young people prioritized friends, health, financial stability and freedom as major domains of wellbeing.
While children had modest requirements for feeling happy such as spending time with their parents, having fun with their friends and enjoying toys and candy, young people reported that they need the company of friends and people they enjoy being with, success in the world of work and self-fulfilment through doing things they love in order to be happy. Young people are quite positive about their age and appreciate it for being full of energy, for having abilities to study more easily, for being free and carefree more generally, for having more opportunities than in the past, and for having more time not only for everyday matters but more time to shape and start their futures. Young people university students in particular feel a greater sense of independence, but they also demonstrate an understanding of the responsibilities that come with age and independence including more significant demands on them in terms of studying and accountability for their lives and actions.
The future is commonly viewed as something positive. Respondents of all ages picture themselves having families and children in the future, being healthy, having jobs and careers, and taking care of their own children. Notably, this is what they report well-being looks like at their parents' age.
Most of the focus group and interview participants expressed satisfaction with their lives. They have the things they need and are surrounded by people they love and people who support and take care of them. Studying is their main task, and they realize the importance of what they do now as it relates to their futures. This concerns not only studying, but also gaining life experience. At the same time, even though respondents generally say whatever they do is valuable and they use time on the 'right' things, many focus group and interview participants pointed out computer games, social networks and entertainment as time-stealers that distract them from spending time acquiring invaluable knowledge.
Satisfaction with life is not overwhelmingly high among focus group and interview. Some focus group participants claimed that the standard of living in Georgia does not meet their needs, and this resonates with their dissatisfaction in life. For instance, respondents cite young people's lack of access to many things, when discussing poor standards of living. They say there are very many talented young people, who might not be able to continue their studies at university, because they cannot afford it. Therefore, they report that they have little chances of self-realization. This leads to dissatisfaction with life among some young people.
Additionally, teenagers are unhappy with the way people in Georgia treat those who are different including representatives of other ethnic groups and migrants with different skin colours. Sadly, dissenting opinions are often criticized and condemned by society. Of all groups researched, teenagers expressed the idea that the society does not understand them most frequently. They also disapprove of gender discrimination in the form of more intensive criticism of girls than boys for the same behaviours.
This report provides details on fieldwork and respondents, results summarizing understandings of well-being and happiness among children and young people, as well as satisfaction with life and society hearing children and young people's voices. Focus group and interview summaries are brought to life by illustrative quotes from focus group and interview participants. The report also explores the difficulties in operationalizing well-being and differences in understandings of well-being and happiness based on several factors. Finally, the report provides suggestions for subsequent rounds of research.
2. Fieldwork characteristics
2.1. Fieldwork
For MYWEB's WP4, CRRC-Georgia conducted four focus groups and twenty interviews with children and young people between November 12 and 20, 2014. For the fieldwork, CRRC-Georgia selected two contrasting schools in Tbilisi: a public school (#82), which is located in the suburbs of Tbilisi and a private Waldorf Free School, located in the centre of the city.
In order to organize focus groups and interviews at the schools, the CRRC-Georgia team met with the school principals, teachers and children one week before fieldwork to introduce them to the project, its goals and objectives.
Public School #82 (PS82) is located about 1.5 hours from the city centre by public transport, and generally is quite well organized. The school building was recently renovated and is quite large. It has a large yard. The principal of the school and teachers were friendly, enthusiastic and ready to help with organizational issues. They assisted CRRC-Georgia in obtaining parent permission and provided all documentation in time for fieldwork. In addition, they prepared warm and comfortable rooms for the focus group and interviews. In PS82, the focus group participants and interview respondents were aged 10-12. In total, CRRC-Georgia conducted one focus group with nine participants and five interviews in PS82.
The Waldorf Free School is a private school located in a central district of Tbilisi, about 15-20 minutes from the city centre by public transport. It is easily accessible. The Waldorf Free School building is relatively small and has not been renovated recently. Teachers were also friendly and helpful, but less organized than in PS82. They experienced difficulties in attempting to provide the CRRC-Georgia team with rooms to conduct interviews, and the interview process was interrupted several times as the interviewer had to change rooms. Parent permissions were obtained in time for fieldwork activities. In the Waldorf Free School, the focus group participants and interview respondents were aged 15-16. In total, CRRC-Georgia conducted one focus group with five participants and five interviews in the Waldorf Free School.
In both schools, focus groups and interviews were conducted after classes in order to avoid interrupting the teaching process.
Apart from schools, the CRRC-Georgia team conducted one focus group and five interviews with young people actively engaged in extracurricular activities and one focus group and five interviews with young people not engaged in extracurricular activities. These focus groups (2 in total) and interviews (10 in total) were conducted
MYWEB: FP7-613368
at the CRRC-Georgia office, located in a central district of Tbilisi. The snowball method was used in selecting participants and respondents.
CRRC-Georgia staff members 1 conducted focus groups and interviews. All of the interviewers and moderators have worked with CRRC-Georgia for a minimum of three years and have experience working on similar projects. Prior to fieldwork, they worked together to review documents and guidelines provided by MYWEB, participate in the translation process, and make final logistical preparations.
Information on focus groups and interviews are provided in the tables below. All focus group and interview participants received incentives.
Table 1. Focus group participants and interview respondents
| | Interviews |
|---|---|
| Pupils from primary school | 5 – 10-12 years old 2 girls, 3 boys 5 – lived in the neighbourhood of the school (in the suburbs of Tbilisi) 4 ethnic Georgians, 1 – ethnic Armenian. |
| Pupils from secondary school | 5 – 15-16 years old 2 girls, 3 boys 5 – lived in different parts of Tbilisi including central districts and suburbs All ethnic Georgians. |
| Non-organised young people | 5 – 17-18 years old 4 girls, 1 boy All ethnic Georgians. All high school students, in their last year of school. |
1 Keti Chubinishvili, Kristina Vacharadze, Mariam Kobaladze and Tsisana Khundadze.
2 The focus group composition changed on the day it was carried out. Two selected participant girls became ill and were substituted with boys by the teacher.
2.2. Methodological differences between interviews and focus groups
Differences between focus group and interview results among young people aged 15-16 and 17-19 were very modest. Focus group participants touched upon a broader variety of subjects, whereas interview respondents were more focused on specific questions. In interviews, respondents often shared opinions based on their personal experiences, while in focus groups answers were often more general.
In regard to children aged 10-12, the focus group had a distinct leader who seemed quite smart, well rounded, and apparently enjoyed the trust and respect of his peers. Whatever this participant said, everyone agreed and repeated. In interviews, children mentioned their personal experiences more often than in the focus group. However, it was sometimes difficult for the children to think of and formulate answers.
In focus groups, participants often pointed out that they had not thought of these issues before, but found them very interesting and would probably continue thinking about the issues further. They also mentioned they were now more motivated and prepared to participate in further research, be it a survey or another focus group discussion.
3. Main empirical findings
3.1. Understanding and measuring well-being among children
Global understanding/definition of well-being Major domains
Well-being among young children, according to focus group discussions and interviews, is associated with good academic performance and positive relationships with parents, friends and teachers. As one student stated, "When I get good grades and I spend time with my family" (Focus group, Tengiz, male, 11 years old). Other children agreed with this sentiment. When discussing feeling well when spending time in the company of family and friends, another student stated, "It is when you spend time with your family, friends and relatives" (Focus group, Zaur, male, 11 years old). Moreover, parents are the most important people in children's lives and having a good relationship with them means almost everything to the children. As one child noted, "My parents are the most important people for me. I love them a lot. They are the ones who bring me up and take care of me" (Interview, Mzia, female, 12 years old).
Children also associate well-being with their own health and the health of family members – "When you and your family members are healthy" (Interview, Duru, male, 10 years old).
One interview respondent particularly stressed the importance of mutual respect and love in society as an important part of her well-being. She stated, "Well-being is when you love and respect the people around you, and they also respect you" (Interview, Makvala, female, 10 years old).
Participants acknowledge that children's well-being is not equally provided for in the country. Some participants noted that many children do not have families, which negatively affects their well-being. For instance, one child noted "There are children in the community who do not have parents, and there is no one who can take care of them. I do not think they are happy" (Interview, Makvala, female, 10 years old). Also, there are children who have health issues, which prevent them from gaining an education. Some of them may be handicapped and insulted as a result of their disabilities. One participant noted, "I think that handicapped children do not feel as happy as healthy children. Especially, if handicapped children are [insulted for being different]" (Focus group, Darejan, female, 12 years old).
Families and relatives are important in the lives of young people in Georgia as well, but, unlike young children who consider family to be the primary source of their well-
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Deliverable 4.1: Country level reports on interviews and focus groups from delivery partners being, teenagers prioritize personal relationships, financial stability, and independence. As one student noted, "For me well-being is independence, doing what I want. I feel well because no one restricts me from doing the things I like" (Focus group, Lazare, male, 16 years old). In addition, being a full-fledged member of society is an essential component in their sense of well-being. One teenage respondent noted, "Well-being is when you feel comfortable, when you are a part of a community and can freely express your opinions/feelings" (Interview, Tinatin, female, 16 years old).
However, with time, understandings of well-being may change as a focus group participant noted, "It has changed a lot. In the past it was very important for me that mom was at home at 6:30 pm" (Focus group, Nestan, female, 17 years old). Nonetheless, some key values remain the same regardless of age. An interviewee noted, "Important things have not changed. My parents, siblings and relatives made me happy in the past and they make me happy now" (Interview, Tinatin, female, 16 years old).
Young people are often unhappy with the way people in Georgia treat those who are different. Sadly, dissenting opinions are often criticized and condemned by society. This affects the well-being of teenagers, as they struggle to establish themselves in society.
We are all different here, but we have never faced problems at school in this regard. However, as soon as we leave the school building, the situation changes dramatically. There is a big problem in our society. You cannot freely say what you think or behave the way you want, because you may be criticized for this and may even lose [a] close friend. People in Georgia do not respect different opinions (Focus group, Ia, female, 16 years old).
Happiness
Children report that celebrating birthday parties, getting presents and spending time with friends make them happy, as one boy stated, "I am happy when I have a birthday party at the [celebration] centre, and I have a good time with my friends" (Focus group, Kakha, male, 11 years old). They also love going to amusement parks and vacationing at sea resorts with their families. Consequently, the best days of their lives are mainly associated with such events. As one girl stated, "My best day was last summer when my parents took me to the amusement park Tsitsinatela in Kobuleti" (Interview, Mzia, female, 12 years old).
Unlike other children, one interview respondent, noted that the best day in her life
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was when she helped a stranger and was appreciated for it. She stated, "One day I saw how a kid fell down and hurt her leg. I helped her to get up and brought her water. She was very grateful, and told me that I was a good person. I felt very happy" (Interview, Makvala, female, 10 years old).
Children view it negatively when parents interfere in their relationships with friends. As one focus group participant stated, "It is bad when parents intervene in your relationships with friends and may forbid you to be friends with somebody" (Focus group, Kakha, male, 11 years old). They also become upset when parents break promises. As another focus group participant noted, "It is bad when parents do not keep their promises. For example when they promise to take you somewhere and afterwards change their mind" (Focus group, Darejan, female, 12 years old).
Children believe that a lack of monetary resources can affect happiness. As one noted, "It is really sad when you meet a very poor family on your way to Wendy's (a fast-food restaurant)" (Focus group, Demna, male, 11 years old).
Children associate their worst days with pain, accidents and death. The death of a loved one was identified as one of the most negative events in life. As one student noted, "The most horrible thing is when you lose a person who you love a lot" (Interview, Lazare, male, 10 years old). Another noted:
Once, I was spending my summer time in Mangilsi. One day something horrifying happened. I heard a gun shooting, and when I came out, I saw that our neighbour killed a dog that gave birth to several puppies several days ago. I felt very sorry for these puppies, because no one would take care of them (Interview, Mzia, female, 12 years old).
Older participants believed that being a teenager nowadays is great. One noted, "I am happy that I am a teenager now and not in the '80s" (Focus group, Nestan, female, 17 years old). They are full of energy, are relatively free, have fewer obligations and have lots of opportunities to make life choices. One noted:
I am young and I am relatively free, because I do not have many obligations. I can spend lots of time with my friends and have fun. Also, it is great that you have the right to choose what you want to do in the future (Interview, Asmat, female, 16 years old).
Negative sides of being a teenager include bullying and the fights among friends that often happen in this period. "It is bad when you make fun of someone, and it often happens at our age" (Focus group, Nestan, female, 17 years old). It also upsets them that because of their age, sometimes, people do not take them seriously. As one respondent noted, "It is bad when people do not take you into account, because you
are not old enough" (Interview, Tinatin, female, 16 years old).
One of the focus group participants expressed strong concern about the possible return of a "street mentality" among Georgian teenagers. She stated:
It is sad when I see that the old mentality is coming back. I see guys standing in the streets and doing nothing. When I was reading a book "Dogs of Paliashvili Street" by Aka Morchiladze, I thought that everything described there was in the past, but unfortunately, I see such things happening now (Focus group, Ia, female, 16 years old).
Life-satisfaction
Children who participated in the focus group discussions and interviews appeared quite satisfied with their life. Life satisfaction for them was associated with having loving parents and good relationships with their siblings, classmates, and teachers. Academic success was also important. One young person stated:
I am happy, because I have great parents, relatives and very good friends and teachers at school. When I was little, I had only parents and relatives, and now I am happier, because I have lots of friends at school (Focus group, Genadi, male, 11 years old).
Negative facets of their lives centred on problems with friends. One student noted, "Once I had problems with one of my friends. When I was telling her something in secret, she was not keeping [the secret]. This made me very sad and angry" (Interview, Mzia, female, 12 years old). Also, financial difficulties and the death of a family member or relative are troubling. One boy stated, "I do not like when I lose people that I love. First my grandpa died, [and] then my uncle died" (Interview, Lazare, male, 10 years old).
Life satisfaction among young people is influenced by factors similar to those given by children. Factors provided included having a good school, family, and friends. A student at the Waldorf Free School noted:
I am very pleased with my life. I have great friends and family. Also, I go to the best school. The school plays a big role in my life. This school made me what I am now, and I am really sorry for children who have not studied in the Waldorf Free School. (Interview, Asmat, female, 16 years old).
They are happy with the fact that they can explore a variety of opportunities and
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have the time as well as the freedom to determine their own futures. The same student above noted that, "I am happy that I have more time now to choose the direction of my life. I am deciding now what I want to do in the future" (Interview, Asmat, female, 16 years old). One interview respondent noted that playing the violin is a very important thing which affects his life satisfaction:
I am satisfied with the fact that I play violin. There was a time when I wanted to give it up, but everybody assured me that I would regret it in the future. They were right. I continued playing, and I am very happy now (Interview, Tariel, male, 16 years old).
Some teenagers were concerned that they often lacked dedication to studying, reading books, and quitting smoking. One teenager noted, "I do not have the willpower to sit and read or do my homework. I spend more time with friends having fun than studying. This I do not like" (Focus group, Elza, female, 16 years old; Interview, Tariel, male, 16 years old).
One interview respondent appeared troubled by Georgian society's inability to accept people who do not follow established norms:
I think society in Georgia is very critical and cannot accept different/unusual people. I have many friends who look different. They dress up in a different way or behave differently and society does not understand them. If I had power, I would change this (Interview, Misha, male, 16 years old).
Surveyed teenagers think that, generally, young people in Georgia are satisfied with life. Still, they recognize that some people are depressed, do not study well, or want to leave the country and/or emigrate. One teenager noted that, "Some of my friends are quite depressed, because they take everything too seriously. They cannot relax and enjoy life. Also, lots of young people want to leave Georgia and emigrate" (Interview, Tinatin, female, 16 years old).
Psychological well-being
Children think that what they do is worthwhile. Parents and teachers play important roles in this process, because they are the ones who educate children. As one student noted, "I learn everything about life from my parents and teachers" (Interview, Mzia, female, 12 years old). Sometimes, children learn from their own mistakes as well. One boy stated that, "From time to time, I learn from my mistakes. I make mistakes and then realize that I should not have done this" (Interview, Lazare, male, 10 years old).
When asked whether they were better or worse three years ago, most of the children said there was not a significant difference, although there were some who felt better in the past. They provided the following reasons for feeling better in the past: having parents make their wishes come true more often; not going to school; having lots of free time; and parents having a better paid job. One boy noted, "I was better three years ago, because my father had a better job and a better salary" (Interview, Lazare, male, 10 years old).
All of the children were positive about their future, and they think that the future holds better things for them. When they grow up and reach their parents' age, they think they will have families of their own. One boy stated that "First of all having a wife and children will play a big role in my well-being" (Focus group, Bondo, male, 10 years old). They also believe that successful careers will largely determine their wellbeing. One child noted, "When I become a businessman and own my own firm [my well-being will be high]" (Focus group, Kakha, male, 11 years old).
Teenagers also think that what they do is worthwhile, and that this period in their life is very important as they are not just studying, but gaining life experience. On student noted:
I think what I do now is worthwhile for my future. I mean not only studying, but also the experience that I gain. I feel that this period is the most important in my life, because what I choose now will be my life (Interview, Tinatin, female, 16 years old).
Sometimes, young people report not taking advantage of their time and spending it in vain. One teenager noted that, "Sometimes I do not spend time properly. I spend too much time on social networks, when I could be reading a book or doing my homework" (Interview, Asmat, female, 16 years old).
Interviewed teenagers did not identify any actors or factors negatively affecting their ability to achieve their goals. However, the focus group participants identified fear of being misunderstood as a potential factor. A number of students agreed on this point, and one noted "Fear of freely expressing your views, because you feel the negative attitude of society" (Focus group, Nestan, female, 17 years old). They also note inferiority complexes and a closed minded society as factors negatively affecting their success in life. One young person noted, "Our Society is closed. Such a society may also interfere in achieving your goals" (Focus group, Ia, female, 16 years old).
Just like young children, teenagers also think about having families of their own and about their friends. One teenage boy noted, "Family and friends will be very important for my wellbeing" (Interview, Misha, male, 16 years old). They also believe that a successful career will determine their well-being in the future. A teenage girl noted, "[My] job will be the most important [thing] for me when I grow older. I am a very job-oriented person, and do not think much about family and [finding true love]" (Interview, Asmat, female, 16 years old).
3.2. Understanding and measuring well-being among young people
Global understanding/definition of well-being
Young people aged 17-18 have similar perceptions of happiness and understandings of well-being whether or not they are involved in extracurricular activities. Generally, well-being and happiness are largely used as interchangeable concepts. For them, well-being means happiness and happiness implies well-being. A 17-year-old boy from Tbilisi described well-being as a state "when there are no problems; happiness" (Focus group, Shalva, male, 17 years old, involved).
In addition to the overall answer of happiness, participants of both focus groups with 17-18 year olds identified the following constituents of well-being: their own health and the health of those around them, professional success, and financial prosperity. A young woman stated, "Well-being is health, being with people you love who are well and healthy, a good job, and career success" (Focus group, Eter, female, 19 years old, non-organized). When explored further, these groups brought up the environment including the people around them as some of the most important determinants of well-being. One student noted that, "Being in a comfort zone is wellbeing for me. Relations with people that I enjoy, the environment, people around me" (Focus group, Teoline, female, 18 years old, involved).
Interview respondents generally shared the opinions of focus group participants. However, they also add some aspects to the definition of well-being that show signs of their personal experience. One 18-year-old girl, for example, stated that wellbeing means "cosiness in the family. There should not be conflict situations in the family so that a person, especially a child feels good" (Interview, Dodo, female, 18 years old, non-organized). Another teenage girl understands well-being as independence – "The ability to fulfil your dreams without the help of others and doing what you want without your mother and father" (Interview, Natia, female, 17 years old, involved). An employed teenage boy spoke about the necessity "to do the job that you love, treat your job with responsibility [so as] to feel good and to make the people around you feel good as well" (Interview, Grisha, male, 18 years old, involved).
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A few other definitions of well-being include peace and stability, spending time in nature, having friends, and freedom of choice. Otherwise, a quote from a female interview respondent summarizes the main definitions of well-being shared by the majority of focus group and interview respondents: "Well-being is probably having a normal rhythm of life, [i.e.] a nice family, a job, and achieving what I want now" (Interview, Martha, female, 18 years old, involved).
Even though focus group participants share many of the same definitions of wellbeing, some highlighted that understandings and perceptions of well-being are different for different people. One focus group participant noted:
Well-being is a very individual concept. It is subjective. For some, wellbeing might be having a dog [while] for others [it might be] being alone and not socializing with society – just walking around listening to music in their ears (Focus group, Emma, female, 18 years old, non-organized).
This is also true, according to an 18-year-old female participant from the involved focus group, because people live in different environments, and they often do not have equal access to financial resources and define well-being differently. Financial prosperity was named as one of the factors, which leads to inequality of well-being. On teenager stated, "There is no equality in well-being as some have more [financial] abilities, others less. Those who have less, have lower chances of [maintaining/reaching] well-being" (Interview, Natia, female, 17 years old, involved).
Moreover, one participant noted that one's understanding of well-being can change. She noted:
Well-being is not a constant concept, even for one person. For me the meaning can change as well. Health was mentioned… As soon as the issue of health comes up, then well-being might start and end with health, and I may not have other demands for well-being (Focus group, Teoline, female, 18 years old, involved).
On the other hand, an 18-year-old female interview respondent reported infrequently coming across individual ideas about well-being among young people. In her view, they just copy each other's opinions. She said, "It is rare for a person to have specific individual ideas and not be afraid to speak up. Well-being means more or less the same [thing] for everyone" (Interview, Martha, female, 18 years old, involved).
Major domains
All focus group and interview respondents agree that parents, family and friends have a significant influence on well-being. For some, parents are natural influencers as they transfer their qualities while raising their children. At the same time, parents can be the ones to look from the outside and say if a person did something wrong. One teenager noted, "They look at me from the outside, and I am the type of person who prefers to be told when I make a mistake" (Interview, Rusudan, female, 17 years old, involved).
While all of the focus group and interview participants acknowledged parental influence on young people's well-being as significant, some indicated that the influence can sometimes be negative and that it differs case by case. As one student stated:
For me, they [parents] have the influence. For some it might be very important, for others, not so important. Some might have a parent that they don't want to have any relations with, or not have one of their parents at all (Focus group, Guram, male, 18 years old, involved).
One 18-year-old female participant from the non-organized focus group shared how much it affects her if she argues with her parents and how strongly she desires their trust:
Parents have a very big influence. On a day when I have an argument with [my] parents, [it] might be followed by feeling bad [for an] entire day. There [have been] few moments when we [haven't] come to an agreement, and I am very happy that they trust me fully (Focus group, Emma, female, 18 years old, non-organized).
For the majority of both the involved and non-organized focus group and interview participants, friends are identified as equally and sometimes even more important for well-being than parents since "friends have a big influence on shaping you as a personality" (Focus group, Guram, male, 18 years old, involved). Moreover, "friends' opinions and ideas, as well as their advice are very important" (Interview, Grisha, male, 18 years old, involved).
Inequality in terms of finances and social status was named by the non-organized focus group participants as an influence on well-being. They specifically mentioned preferential treatment in relation to either of the above statuses as problematic. A 19-year-old female participant of the non-organized focus group provided the example of a teacher from her school who gave preferential treatment to a well-off schoolgirl, and this offending the children around them. She stated:
Social status [is an important influence on well-being]. I will provide one example. A teacher in my school gave preferential treatment to one of the girls who was well off. After classes, the teacher talked to the girl about clothes [and] travel. Others in our class did not have so much money and children in that case are very offended. It hinders their wellbeing! (Focus group, Eter, female, 19 years old, non-organized).
The influence of the location of young people's neighbourhood (i.e. in the suburbs or in a central district) was also mentioned. Students pointed out that "attitudes and ways of thinking" are different in central and peripheral districts (Focus group, Shalva, male, 17 years old, involved). One of the participants enjoys the suburbs more as people are closer to each other. One young person voiced his disapproval with the central district in which he lives. He stated "I live at Marjanishvili Square. When I go out and it is noisy and crowded, it affects me. It irritates me and spoils my mood" (Focus group, Iason, male, 18 years old, involved).
In the non-organized focus group, one respondent with three siblings outlined the importance of their relationships and influence on one another. For example, he discussed how he used to try to hide his smoking so as not to provide a bad example to the younger siblings:
I have three brothers and sisters. We are radically different people but we have achieved a high level of mutual understanding. For my younger brother, I am a role model. Therefore, I would not like to show him something that will have a negative influence [on him], e.g. smoking (Focus group, Omar, male, 18 years old, non-organized).
The environment was considered an important domain in relation to well-being. Environment was understood quite generally and often referred to the situation in the streets and beggars encountered in the street. One student stated "If you go out in the street and the situation is bad and everyone is sad, it will affect you" (Interview, Natia, female, 17 years old, involved). The cleanliness of the streets and environmental pollution were identified as important influences on moods and therefore well-being. One student stated, "When the environment is polluted and [there is litter everywhere], it has a bad influence on well-being. These factors affect people's moods" (Interview, Rezo, male, 18 years old, involved).
Some of the respondents stress more individual factors. For example, a 17-year-old dancer and actress said that partaking in her profession is the most important domain for her well-being and happiness. She stated "At that time, I feel like transiting to a different world, a surreal world, being away from this reality at least for some time and it feels great!" (Interview, Rusudan, female, 17 years old,
involved).
An interesting and quite different domain mentioned by an interview respondent is common language and trust between people. "People should manage to find common language to feel good. They should have trust for each other" (Interview, Grisha, male, 18 years old, involved).
Differences in perceptions of well-being are largely similar between teenagers and children and among the involved and non-organized focus group participants. In their childhood, candy, toys, playing games with friends, watching cartoons, missing school, sleeping in, hugging parents, and going on holidays were the factors that constituted well-being. Some of these such as spending time with friends and having pets remain unchanged between childhood and the teenage years but, for the most part, demands for well-being become more sophisticated. For example, playing with toy cars is replaced with driving real cars. Moreover, with age, respondents note greater responsibilities. Comfort also becomes important. As one respondent noted, "When you are little, you don't think of many things, such as how to pay tuition fees. Then you grow up and think [about] how to pay communal fees. Well-being is having some comfort" (Focus group, Mimoza, female, 18 years old, involved).
In addition, in getting older, they understand different aspects of the world such as war better. This adds questions and concerns to their life. One student noted "I was happier as a child as I did not understand many things… wars for example. Now I understand [and] reflect on it – what, how and why, I have more questions" (Interview, Martha, female, 18 years old, involved).
One interview respondent noted that prohibitions and instruction received from parents was something that she perceived very negatively in childhood, but very constructively and positively now, as she understands that it was done for her wellbeing. One change in perceptions about well-being is a shift from thinking only about oneself in childhood to thinking about the people around the young adults today (such as their parents).
Happiness
Happiness was largely discussed when elaborating on well-being. In fact, responses of young people show similar understandings of well-being and happiness. While describing specific situations, from real life when the young people felt happy, within the previous week or so, the first things that came up were spending time with friends, going to birthday parties, on holidays, celebrations, dancing, having fun, having free time, and listening to music. An interviewee noted, "Last week there was one moment that made me happy. I met with friends. We danced and played"
(Interview, Martha, female, 18 years old, involved). A focus group participant stated, "[I feel] good when I have free time and can be calm and listen to music" (Focus group, Vika, female, 18 years old, non-organized).
Young people associate negative and sad feelings with being alone and remembering bad situations when they placed others in poor situations or parents heard complaints from their schools. One focus group participant noted, "Feeling bad when I broke a glass at school, and they summoned my father and my mother and [it] complicated their day because of me" (Focus group, Shalva, male, 17 years old, involved). Other negative feelings include situations when young people failed to meet family members' hopes, hear bad news about someone close, have no Internet, have too much to study in a limited time, watch a favourite football team lose, or are in situations where one does not belong.
Participants of the involved group mentioned that the determinants of happiness and sadness also depend on individual situations, e.g. parents, social status, financial situation. One cannot ask people living in poverty to have fun with friends, as they may not have heating at home during the winter. A focus group participant noted:
[It] depends on the social status. In Georgia, there is no middle class, and unfortunately, for happiness-sadness financial well-being is very important. There are people who live below the level of poverty. You cannot tell them, go and have fun with your friends. They might have no money to have heating at home (Focus group, Mimoza, female, 18 years old, involved).
Some of the focus group participants agree that, different people have different understandings and measurements of happiness as was the case with well-being. They report that it largely depends on self-perception. A focus group participant noted, "People judge other people's happiness based on their own understanding, but there are different things that make people happy" (Focus group, Teoline, female, 18 years old, involved). An interview respondent recalled her success on a hard exam as one of the happiest moments in life.
Interview respondents and focus group participants perceived the advantages and disadvantages of their age in a similar manner. They are quite positive and inspired by their age, saying it is the most important period in a person's life – "Now we have the opportunity to learn, and everything good lies in the future. [We hope that] we will use our knowledge and education, and it will be rewarded" (Focus group, Mimoza, female, 18 years old, involved). Young people mention being full of energy and carefree are positive aspects of being young. They also note the opportunity and available time which they can use to define their own futures.
The advantages of being young are more opportunities, more time… I don't mean being or not being busy, just having more time ahead and the ability to define your future. You have the right to choose how to live (Interview, Martha, female, 18 years old, involved).
Other positive aspects of being 18 were related to greater freedom, including freedom from parents, for which becoming a university student was an important benchmark which came with additional rights including using banks, drinking alcohol, obtaining a driver's license, being old enough to enter casinos, etc. One respondent noted, "I turned 18, and I gained some rights. I am getting a driver's license, for example. I opened a bank account, not to mention alcohol and cigarettes" (Interview, Rezo, male, 18 years old, involved).
At the same time, more limitations and responsibilities come with the freedom and rights named by the participants. A focus group participant noted, "More responsibilities are added. For example, studies – I am a student now and have more work to do. There is more people demanding [things] of you now, both family members and everyone" (Focus group, Vika, female, 18 years old, non-organized). While previously, parents were in charge, now they have to take responsibility for their lives. Generally, respondents reported that life becomes more complicated at that age. As a focus group participant noted:
Sometimes this age is not so cool. You get tired of all these things and responsibilities. Childhood was great when you had nothing to worry about. You did not hear all the bad news and did not care about many things (Focus group, Guram, male, 18 years old, involved).
It all gets worse when people have their own families and children. Responsibilities skyrocket and freedom is lost. An interviewee noted, "When you have a job and children, you have much more responsibilities and are not free anymore" (Interview, Nestan, female, 18 years old, non-organized).
In addition to responsibilities and limitations, generally concerns increased at the age of 17, 18, 19. According to an 18-year-old female focus group participant, life becomes complicated, because it opens up the uncertainty of the future. She noted:
When you turn 18, life becomes more complicated. Before that, you can somehow locate yourself and know what you should do, i.e. you are in a comfort zone. When you turn 18, life is not so simple any more. There is more entertainment and freedom, but I don't think it outweighs that (Focus group, Teoline, female, 18 years old, involved).
Among disadvantages, lack of life experience and, thus, an increased probability of
Deliverable 4.1: Country level reports on interviews and focus groups from delivery partners making more mistakes were named. Respondents noted lacking the wisdom to use all opportunities to study and grow in preference to having fun instead. One participant of the non-organized group spoke negatively about the young generation being dependent on technologies and the changing values which resulted.
Life-satisfaction and psychological well-being
Most of the young people aged 17-18 indicated that they are satisfied with their lives overall. They say that they have everything they need, are doing what they please and are supported by people they love. Respondents claim that they are happy and satisfied with their friends and families, as they do not constrain, but rather support them in any way they can. One student stated that, "I am satisfied with my life, because I have everything I want, for sure, and I also have support from everyone, and I am happy about that. This has a positive influence on me and encourages me" (Interview, Natia, female, 17 years old, involved). However, some respondents say that they are not very satisfied with their lives. This was largely due to the fact that they could not choose a profession that they wanted to pursue. Some respondents had to give up on hobbies such as acting or sports, which they cannot follow due to the fact that they have no time to allocate to them due to the studying that is required of them. An interviewee noted:
In our country, there are no opportunities in regard to sports. To achieve something in this field, you have to be one of the best and very lucky. In contrast, studying is always valued everywhere. In your country and also abroad, where there are a mass of opportunities (Interview, Rezo, male, 18 years old, involved).
In addition, some focus group participants claimed that the quality of life in Georgia is not satisfactory, and therefore they are not satisfied with their lives.
Young respondents also talked about others around them and said that in general terms the young people around them are satisfied with their lives. However, some pointed out that their friends are going through hard times, which is caused by either problems in their families (separated parents) or issues related to financing their education 3 . Some focus group participants claimed that young people often do not think about whether they are happy or not, but rather they just live their lives without analysing it. One participant stated:
For example, one of my friends has problems in the family. He/she 4 is
3 Tertiary education requires tuition fees in Georgia. The fees are beyond the reach of many families.
4 Georgian pronouns do not indicate gender, and hence, a clear gender is not identifiable in this context.
not very well, because his/her parents have a conflict, and he/she is very worried about that at this age, that they are getting divorced and therefore he/she cannot be satisfied with his/her life the way I am now. And things like that happen to many [people]. The rest is ok [laughs]. (Interview, Natia, female, 17 years old, involved).
Some respondents stated that young people lack many things in general. According to them, there are very many talented young people, who might not be able to continue their studies at the university, because they will not receive scholarships and cannot afford tuition. They note that studying at the university is expensive, and without 100% funding they might not be able to study. Due to these issues, some young people do not feel satisfied with their lives.
Interviews and focus groups demonstrate that young people believe the things they do in life are worthwhile. Most of them talk about the importance of studying and about the projects they are involved in. Some are proud to play in a band, while others are happy to do whatever is required from them at their age. In addition, most of them think that they are taking advantage of their time and distributing time in an appropriate manner. One student stated, "Yes. I try to do everything I can. I try not to waste time and to distribute it in a way that I can manage [to do] everything I want to" (Interview, Rusudan, female, 17 years old, involved).
Only a few participants indicated that they are not using their time appropriately, because they are spending it on the computer or with friends, instead of studying, which should be a priority at this point in their lives. One student noted:
I think I can do more, but as I already said, I am lazy…I waste my time mainly with computers….I have time, and I could study for exams, but there are many temptations in our epoch. [There is] internet and television… (Interview, Martha, female, 18 years old, involved).
A few of the focus group participants pointed out that they could do more good or useful things than sitting on the computer using Facebook for two or three hours a day. Instead of spending time browsing the internet and posting on Facebook, respondents regret not allocating more time to reading and studying.
The issue of computer use also came up when young people discussed factors and actors that make their goals in life more difficult. Some respondents mentioned that "sitting at the computer for a long time hinders them from [achieving] their goals in life. I love watching movies, and I often think that instead of spending one or two hours on Facebook, I could spend it on something else. For example, on studying or exercise or anything else that would add something to your life" (Interview, Rezo, male, 18 years old, involved). More broadly, young people also talked about economic conditions and the low level of education in the country as obstacles to achieving their goals. A student noted, "I think that the economic situation in the country [is a factor which hinders me from achieving my goals]. And the level of education is not high enough to satisfy me" (Interview, Martha, female, 18 years old, involved).
Some of the focus group participants mentioned that in Georgia, there are only a few possibilities for self-realization. One student noted, "In my opinion, the country I live in [is an obstacle]…there are [little or no] prospects…less chances for selfrealization…and less appreciation" (Focus group, Teoline, female, 18 years old, involved). On the other hand, some focus group and interview respondents mentioned that they themselves and their laziness are the most important hindrances that keep them from reaching their goals. One student noted:
My goal is to be successful and to have a nice job. This is my aim at this stage in life and what can keep me from that goal is myself, [especially] if I do not do what needs to be done and even more. I don't think anything else hinders me, because I think my future depends on my actions (Interview, Natia, female, 17 years old, involved).
One member of the focus group said that the opposite sex could keep her from her goals. According to her, falling in love and getting married could hinder her from studying and making her career. She points out that, at her age, love can get in the way of professional development.
When talking about future well-being and factors related to this, most respondents associate this with building a family and having children. Some of them mention health and future careers as important determinants of their future well-being. One student noted:
It all depends on who I will be at that time. If I will have a family, the well-being of my children will be most important. If I follow my career and do not have a family, then progress in [my] career will be important….But I think combining these two [family and career] is a little difficult (Interview, Martha, female, 18 years old, involved).
In addition, respondents say they want to 'have more' when they reach the age of their parents. Focus group participants also mentioned self-realization and being valued as determinants of future well-being. One teenager noted:
Of course, children are the most important [for well-being]. I hope everyone will have children and their well-being is important and also, most important will be self-realization, when you will be valued and
MYWEB: FP7-613368
when you achieve something in your profession…that is very important (Focus group, Mimoza, female, 18 years old, involved).
Young people also talked about their requirements, desires and needs, and how these are considered by the society they live in. In general, respondents think that young people are different from the older generations which are considered full members of the society. A student noted:
I think that young people generally have different thoughts, and the society [consists of] elder generations, and they have difficulties understanding young people, because there are new tendencies now. Young people have very different interests compared to what society had before, and society finds it hard to understand and to consider (Interview, Martha, female, 18 years old, involved).
Young people report having different views on many issues, and that the older generation finds it hard to understand them. Some respondents claim that society is quite strict in regard to the youth. Furthermore, the society often criticizes the youth for being different. A respondent noted:
At some point, I think that the society is very strict, because if a child of my age has, for example, blue hair or a piercing, it causes aggression in the society and I do not like this because, first of all, it all has an influence on the youth. They are suppressed, and people waste time to say bad things about others and this is very bad. The pressure is on [a teenager] who is different, [who] either dresses differently or is visually different. Society says bad things about them (Interview, Natia, female, 17 years old, involved).
Furthermore, focus group participants claim that the older generation does not accept the independence of young people in Georgia. They spoke about how mothers always want to take care of their children, even when these children are already grown-ups. A respondent noted:
For whatever reason, people who are 18 are still considered children in Georgia. It is understandable that for parents their children are always too little or something like that… but abroad, there are also mothers, but they do not think this way. When someone turns 18…they give [them] the opportunity to move out, to live separately. I have a friend who has an apartment, but does not live there. It is not like they are renting the apartment out… It is just that his/her mom does not want him to live there [separately]. She thinks that he/she is still little, even though he/she is already 20, and [hence] they live together. I don't
MYWEB: FP7-613368
know what it is. It is an issue of mentality (Focus group, Mimoza, female, 18 years old, involved).
3.3. Remarks on the definition and operationalization of 'wellbeing' in the fieldwork
The concept of well-being was hard to operationalize for respondents, and interviewers/moderators often had to repeat and rephrase questions to get respondents talking. Often, concepts of happiness and well-being were used interchangeably. Happiness was always mentioned when defining well-being and well-being was a constituent of happiness.
An interesting observation was that some of the domains of well-being, such as health, financial prosperity, and friends and family were unanimously recognized as very important. However, there was a deep understanding that well-being was an individual and subjective concept which largely depended on a person's particular circumstances including issues related to having or not having parents, being rich or poor, suffering or not suffering from health problems, etc.
Parental influence, for example, was taken as something very natural, almost something that one would never say no to. However, in the involved group of young people aged 17-19, factors influencing their well-being was directly understood as factors and actors shaping their personality, e.g. parents, friends and the environment in which they lived.
4. Differences in the understanding of well-being depending on certain factors
Participants of focus groups and interview respondents were of both genders, aged 10 to 19, and lived in Tbilisi. Children aged 10-12 were public school students, in the fourth grade. Young people aged 15-16 were private school students in the ninth and tenth grades. In the groups of young people of 17-19, several were university students and several were in their final year at school. Only two focus group participants were employed. Except for one school student, all respondents and participants were ethnic Georgians. None of the participants or respondents was physically or mentally disabled. Therefore, differences in understandings of wellbeing can be analysed based on two main factors – gender and age.
In terms of gender, focus group and interview results revealed no differences in the understanding of well-being or its major domains. There are common factors, shared by both genders that are considered "most important" including health, success, family, and friends. No significant difference of opinions was found even in the pastfuture perspectives of well-being. In the past, it was parents, toys, and games, while in the future, it is family and children, jobs and professional accomplishments.
When it comes to respondents of different age groups, there are certain differences. Children of 10-12 years described the same priorities for well-being at the current moment as young people's recollections of well-being in their childhood. More emphasis was placed on parents than in older groups. Among young people, 15-19, well-being is more focused on health, career and friends. Interestingly, young people aged 15-19, mentioned freedom, not only in the sense of independence, but also freedom of choice and freedom of action as the main domains of well-being.
Students that were part of focus groups and interviews generally demonstrated a more thoughtful approach to life, the fulfilment of responsibilities, and the complexity of life. At the same time, they exhibited greater independence. There were only two employed participants, which makes it difficult to compare their answers to others. Still, it is noteworthy that these two individuals mentioned the importance of the right job and doing a job that one loved for well-being.
Several interview respondents shared details of their family situation (a jobless father or divorced parents). These respondents showed signs of concern related to these problems. In the first case, an 11-year-old public school boy pictured his future well-being as his father having a job. In the second case, a 17-year-old non-organized focus group girl said the most important factor for well-being was peace in the family i.e. without any fights or conflict.
5. Having their voices heard and survey engagement
Children
The question about whether society understands children well was generally not appropriately understood in the younger focus groups. There were several focus group and interview participants who understood it and said that part of the society understands children's needs well. One of the participants noted that their rights should be protected more, and ethnicity and/or skin colour should not make any difference in society. This student noted:
I think that our rights should be protected. Children should have the
MYWEB: FP7-613368
opportunity to walk freely in the country [regardless of] ethnicity or skin colour. I have seen how people address [black people] –"Hey you're Niger" or other foreigners "You are from Iraq," and I do not like this. Ethnicity and skin colour should not matter (Focus group, Bondo, male, 10 years old).
All children who took part in the focus group discussion and interviews reported that they would be happy to participate in future research. The primary reason given was their readiness to share their thoughts and learn more about what their peers think. All participants received small presents (chocolates) for taking part in the discussions and were really happy about it, but none of them mentioned the incentive as a trigger to participate in a future survey. A boy noted:
Having such a survey is very important, because on TV I can hear only what adults think and not the children of my age. Children should also have the opportunity to express their thoughts and feelings (Focus group, Bondo, male, 10 years old).
Teenagers think that society does not understand them, and that their needs and/or wishes are not always taken into consideration. One teenager noted:
Society does not understand us, and sometimes I even feel hostility towards us, mostly from elderly people. For example, you give up your seat on a bus, and they look at you with a judging face. If you don't give up your seat they still judge you. So, you just do not know how to act to please them (Focus group, Ia, female, 16 years old).
Also, respondents noted that that, unfortunately, people have different attitudes towards girls and boys and that girls are more likely to be criticized for certain behaviour than boys. One teenager noted, "What irritates me is that we, girls, are more likely to be criticized for smoking than boys" (Focus group, Ia, female, 16 years old).
Teenagers also showed willingness to participate in future research. They think that conducting research on well-being is very important in order to better understand the needs of teenagers. The teenage participants also received small incentives (mobile phone credit) and were happy with it. One student noted, "Research on wellbeing is very important, because this way, the government will learn what is more important for teenagers and try to adapt policies accordingly" (Interview, Tariel, male, 16 years old).
MYWEB: FP7-613368
Young people
As with children and teenagers, young people talked about the importance of their voices being heard within society and the usefulness of research for this purpose. Young people often mentioned that it is important that society hears what they are saying. Consequently, they reported that measuring young people's well-being is quite important, as the voices of young people should be heard. According to the respondents, such interviews help to better understand what young people in society want and what their needs are. An interviewee noted:
[This kind of research] is important [if] all of this will be taken into consideration by someone or some organization…Or if people will take this into regard, then it will be important and will have an impact. If no one sees this, then consequently, people will not know, and it will result in nothing (Interview, Natia, female, 17 years old, involved).
Young people reported that they should be given more freedom to state their opinions. In addition, all of the respondents were willing to participate in future research, where they will be better prepared, as they will have more time to think about the issues, which were raised during these interviews. Focus group and interview participants pointed out that they had not thought about the issues, which were raised during the discussion. A respondent noted:
I would participate [in future research], because the questions you asked now, I have not heard about these issues, and maybe I answered unconsciously, but then I will think about this and form other ideas about this. Why not? (Interview, Martha, female, 18 years old, involved).
Some respondents talked about factors that could make participating in a survey more interesting for young people. Advertising it or using applications was named by some respondents. Others said that incentives could encourage more young people to participate. One student noted:
I don't know. Everyone is waiting for some incentives or something like that, because, generally, when you get encouraged, you want to get more involved. So in that regard, more young people will participate (Interview, Rusudan, female, 17 years old, involved).
6. Other recommendations informing MYWEB project
Almost all focus group and interview respondents expressed willingness to participate in any further study on the well-being and happiness of children and young people.
In order to have a more thorough analysis, a suggestion for next larger-scale studies would be to have a more targeted sampling strategy. It would enable making comparisons not only by age or gender but, for example, by ethnicity, social status, family income, settlement type.
This study confirmed feasibility of conducting a further large-scale study. However, a recommendation would be to add incentives to participants of the qualitative part of the study.
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Professional Health and Wellness Coaching Program
Circles of Control
What I:
What others:
Do, Say, Think, Feel, Believe, Value
Circle of Influence
My skills
Do, Say, Think, Feel, Believe, Value
My knowledge
My participation in presence
What I influence through:
My example
My words
Kindness
My actions
Actively listening
How might increasing awareness and intentionally choosing where we spend our time, energy, and resources support our health and wellness?
How I communicate
Teaching
Service
Unconditional love
Rewards
Punishments
© Nutritional Therapy Association, Inc.
The past
The future
Death
Aging
Weather
Politics
Taxes
Traffic
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Prospects of up-to-date antioxidants in the treatment of chronic eye diseases
O.P. Vitovska, 1 L.D. Pichkur 2
1Bogomolets National Medical University;
Kyiv (Ukraine)
2Romodanov Neurosurgery Institute, NAMS of Ukraine; Kyiv (Ukraine)
E-mail: email@example.com
Keywords:
oxidative stress, AMD, glaucoma, diabetic retinopathy, antioxidants, astaxanthin
Age-related macular degeneration (AMD), glaucoma, cataract and diabetic retinopathy are the most common causes of legal blindness and visual impairment in Ukraine, and, today, the role of free radicals in the development of these disorders is indisputable. Astaxanthin is a powerful antioxidant, more effective than lutein or zeaxanthin. Since astaxanthin has a beneficial molecular structure and multifaceted mechanism of action, is highly bioavailable and capable of crossing the blood brain barrier, it might be promising in the treatment of chronic incapacitating disorders such as glaucoma, diabetic retinopathy and AMD.
According to the World Health Organization (WHO), about 285 million people are visually impaired, and, of those, around 39 million are blind and 246 million have low vision. About 90% of the world's visually impaired people live in low-income settings while 82% of people living with blindness are aged 50 and above; this age group represents 20% of the world's population. The global population increased by 38%, from 5.3 billion in 1990 to 7.3 billion in 2015. The world population aged and the total population over 50 years old almost doubled: from 878 million in 1990 to 1,640 million in 2015 [1].
diabetic retinopathy (3 million, 1%) [3]. Cataract and refractive errors are common causes of curable blindness, whereas AMD, glaucoma, and diabetic retinopathy may result in irreversible loss of vision. Blindness and visual impairment are not only medical but also a social and economic problem. Previously, the International Federation on Aging predicted the global cost of vision loss to reach an alarming $2.8 trillion with indirect costs adding another $760 billion by 2020 [4].
In addition, by 2050, the global population is predicted to rise to 9.7 billion, and the number of people over the age of 60 is predicted to increase to 2.1 billion (22% of the population).
AMD is estimated to affect more than 34 million people in the European Union. The number of patients affected by AMD in the EU is estimated to rise by almost 25% until 2050 [5].
The combination of a growing and an aging population will result in a massive increase in the number of people who are blind or have visual impairment due to age-related chronic diseases. The WHO, however, holds that 80 per cent of all causes of visual impairment are preventable or curable. Because the burden of chronic eye disorders is growing, the WHO coordinates global research to develop services and policy for prevention and elimination of diabetic retinopathy, glaucoma, age-related macular degeneration (AMD) and refractive abnormalities [2]. The leading global causes of blindness are cataract (65.2 million, 26%), refractive errors (123.7 million, 49%), AMD (10.4 million, 4%), glaucoma (7 million, 3%), and
For diabetic eye disease (DED), the current and future situation is similar. More than 25% of diabetic patients are affected by any DED, amounting to nearly 4 million individuals in the EU. Each year, 4.6% of Europeans with diabetes are newly affected by any DED, corresponding to more 770,000 individuals in the EU per year. Given the increasing global prevalence of diabetes, the number of patients with diabetic retinopathy is expected to rise dramatically. Thus, the number of EU inhabitants affected by any DED has been estimated to increase by 6% by 2040 [5].
According to the World Health Organization (WHO), about 285 million people are visually impaired, and, of those, around 39 million are blind and 246 million have low vision. About 90% of the world's visually impaired people live in low-income settings while 82% of people living with blindness are aged 50 and above; this age group represents 20% of the world's population.
Literature Review
The most common ocular disorders in adults in Ukraine are myopia, cataract, glaucoma and conjunctival disorders. In 2014, conjunctival disorders (including conjunctivitis), cataract, myopia, and retinal disorders accounted for 12.63%, 15.6%, 12.44%, 7.41%, and 0.6% of the total eye disease in this country. In addition, in 2015, glaucoma was the most common cause of legal blindness and visual impairment, followed by retinal disorders and ocular trauma. Therefore, although the prevalence of these disorders is relatively low, they are the leading causes of blindness in this country and present a major medical and social problem [6, 7, 8].
Cells require oxygen to generate energy and produce free radicals as by-products of chemical reactions with oxygen. When there are too many free radicals, they can set off a damaging chain reaction, which in turn can result in cell death, particularly in nerve cells.
Though it is generally acknowledged that there is a relationship between aging and AMD, the pathogenesis of the disease is not completely understood. AMD is a multifactorial disorder with multiple predisposing factors, including age, heredity, metabolic and hemorheologic disorders, and oxidative stress, with the latter playing an important role.
Oxidative stress is manifested by activation of free radical oxidation and oxidative injury to proteins, DNA and membrane lipids. On the other hand, oxidative stress is an imbalance between pro-oxidants and antioxidants (or between oxidation and reduction). In other words, oxidative stress results when there is increased production of free radicals or decreased activity of antioxidants. The factors contributing to the formation of free radicals are called pro-oxidative factors. Of these, the most important for the development of ocular disease are exposure to short-wave radiation, smoking, presence of harmful chemical substances in the environment, etc. Today, the role of free radicals in the development of such disorders as AMD, glaucoma, cataract and diabetic retinopathy is undisputable.
The latter include minerals (copper, selenium, zinc, etc.); vitamins B, A, E, and C; carotenoids (β-carotene, lutein, canthaxanthin, zeaxanthin, astaxanthin etc.). Carotenoids comprise a family encompassing more than 600 pigments. They are thought to be important for retinal health and prevention of retinal disorders. The retina is constantly affected by light and oxygen, the factors that induce the formation of free radicals. In addition, the retina is vulnerable to oxidative stress and hypoxia. Antioxidative properties of carotenoids are responsible for their photo-, radio-, and cancer-protective effects [12].
Antioxidants, a key component of the antioxidant system, are the substances that are capable of counteracting the damaging effect of free radical oxidation. These include vitamins, enzymes, proteins, etc. In addition, they can be divided into two categories: enzymatic and non-enzymatic [9, 10, 11].
Some researchers believe that carotenoids exert their antioxidative effects in two ways. First, they are found in maximum levels in the macula, and are located in the pigment epithelium, and, in this way, may exert direct antioxidative effects. Second, they act as a filter protecting the retina from light damage.
Unusual chemical properties of astaxanthin and its bioavailability are explained by its molecular structure [13]. Astaxanthin has two carbonyl groups, two hydroxyl groups, and eleven conjugated ethylenic double bonds. Astaxanthin may act as a strong antioxidant by donating the electrons and reacting with free radicals to convert them to more stable product and terminate free radical chain reaction in a wide variety of living organisms [14, 15]. In general, polar carotenoids (e.g. free astaxanthin) tend to be of higher bioavailability than apolar species (e.g. beta-carotene) [16].
Astaxanthin, a red pigment found in marine life (salmon, trout and shrimps) and some birds (e.g., quail), is a powerful antioxidant, more effective than lutein or zeaxanthin. The green algae Haematococcus pluvialis, the red yeast, and Phaffia rhodozyma are common sources of natural astaxanthin.
In recent years, a number of studies on astaxanthin have in vitro and in vivo demonstrated its antioxidant effect [17, 18]. It was reported that astaxanthin could inhibit lipid peroxide formation and enhance the antioxidant enzyme status [19]. Exposure of lipids and tissues to light, especially UV-light, can lead to production of singlet oxygen species and subsequently and photo-oxidative damage of these lipids and tissues. Astaxanthin can be significantly more effective than beta-carotene and lutein at preventing UV-light photooxidation of lipids [20, 21].
Astaxanthin has also been reported to exert other effects, such as protection against cancer, inflammation, and diabetes, immunomodulatory and neuroprotective effects [23]. Unlike beta-carotene, astaxanthin never becomes a pro-oxidant.
In some cases, astaxanthin has up to several-fold stronger free radical antioxidant activity than vitamin E and b-carotene. It has been generalized that astaxanthin has an antioxidant activity, as high as ten times more than other carotenoids such as zeaxanthin, lutein, canthaxantin, and beta-carotene, and 100 times more than tocopherol, and thus has been dubbed a ''super vitamin E'' [22].
Animal studies demonstrated that astaxanthin is capable of crossing the blood brain barrier and, similar to lutein, will deposit in the retina of mammals. Nagaki et al. [24] found that 6mg of astaxanthin per day could improve eye fatigue in visual display terminal workers. According to an oxidative stress development theory, impaired circulation results in a shortage of or no antioxidants entering the problematic area. Given this, it is important that astaxanthin might increase retinal capillary blood flow in both eyes in normal volunteers and intraocular pressures remained unchanged during the supplementation period [25]. In addition, Izumi-Nagai et al. [26] concluded
that astaxanthin treatment significantly suppressed the development of choroidal neovascularization.
Otton et al. [30, 31] showed that astaxanthin could be a good adjuvant in prophylaxis or recovery of lymphocyte dysfunctions associated with diabetic patients.
Free radicals have been found to be involved in cataract formation and associated with damage to lens protein structure and subsequent lens opacification. Astaxanthin was found to be capable of providing appreciable protection for beta high-crystallin against oxidative stress, and thus capable of preventing the development of cataract [27]. Liao et al. [25] reported that astaxanthin could interact with selenite, whose accumulation in the lens might cause cataract formation directly. Nakajima et al. [28] found that astaxanthin had neuroprotective effects against retinal ganglion cell damage. Cort et al. [29] showed that astaxanthin significantly decreased the percent of apoptotic cells on the retina in rats with elevated intraocular pressure. This study confirmed the role of oxidative injury in elevated intraocular pressure and highlighted the protective effect of astaxanthin in ocular hypertension [29].
In addition, Hussein et al. [32] investigated the effects of astaxanthin in a metabolic syndrome animal model and found that astaxanthin significantly lowered the levels of blood glucose and triglycerides, and significantly increased the levels of high-density lipoprotein cholesterol. The authors, therefore, concluded that astaxanthin ameliorates insulin resistance and improves insulin sensitivity.
Therefore, since astaxanthin has a beneficial molecular structure and multifaceted mechanism of action, is highly bioavailable and capable of crossing the blood brain barrier, it might be promising in the treatment of chronic incapacitating disorders such as glaucoma, diabetic retinopathy and AMD.
Chan et al. [33] showed that astaxanthin enhanced cell and mitochondrial membrane stability. These studies suggested that astaxanthin had the protective effects on a neurodegenerative disease, and might be a promising neuroprotective therapeutic agent for oxidative stressassociated neurodegeneration such as Parkinson's disease [33, 34].
References
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28. Nakajima Y, Inokuchi Y, Shimazawa M, Otsubo K, Ishibashi T, Hara H. Astaxanthin, a dietary carotenoid, protects retinal cells against oxidative stress in vitro and in mice in vivo. J Pharm Pharmacol. 2008 Oct;60(10):1365-74. doi: 10.1211/ jpp/60.10.0013.
27. Wu TH, Liao JH, Hou WC, Huang FY, Maher TJ, Hu CC. Astaxanthin protects against oxidative stress and calciuminduced porcine lens protein degradation. J Agric Food Chem. 2006 Mar 22;54(6):2418-23.
29. Cort A, Ozturk N, Akpinar D, Unal M, Yucel G, Ciftcioglu A, et al. Suppressive effect of astaxanthin on retinal injury induced by elevated intraocular pressure. Regul Toxicol Pharmacol. 2010 Oct;58(1):121-30. doi: 10.1016/j. yrtph.2010.05.001.
31. Nishigaki I, Rajendran P, Venugopal R, Ekambaram G, Sakthisekaran D, Nishigaki Y. Cytoprotective role of astaxanthin against glycated protein/iron chelate-induced toxicity in human umbilical vein endothelial cells. Phytother Res. 2010 Jan;24(1):54-9. doi: 10.1002/ptr.2867.
30. Otton R, Marin DP, Bolin AP, Santos RDe C, Polotow TG, Sampaio SC, et al. Astaxanthin ameliorates the redox imbalance in lymphocytes of experimental diabetic rats. Chem Biol Interact. 2010 Aug 5;186(3):306-15. doi: 10.1016/j.cbi.2010.05.011.
32. Hussein G, Nakagawa T, Goto H, Shimada Y, Matsumoto K, Sankawa U, et al. Astaxanthin ameliorates features of metabolic syndrome in SHR/NDmcr-cp. Life Sci. 2007 Jan 16;80(6):522-9.
34. Liu XB, Shibata T, Hisaka S, Osawa T. Astaxanthin inhibits reactive oxygen species-mediated cellular toxicity in dopaminergic SH-SY5Y cells via mitochondria-targeted protective mechanism. Brain Res. 2009 Feb 13;1254:18-27. doi: 10.1016/j.brainres.2008.11.076.
33. Chan KC, Mong MC, Yin AC. Antioxidative and antiinflammatory neuroprotective effects of astaxanthin and canthaxanthin in nerve growth factor differentiated PC12 cells. J Food Sci. 2009 Sep;74(7):H225-31. doi: 10.1111/j.1750-3841.2009.01274.x.
The paper was supported by 'Valartin Pharma'
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IV
Published by
Nepal Health Research Council
Ramshah Path, Kathmandu, Nepal
© Nepal Health Research Council 2009
First Edition : October 2009
Printed Copies : 250 pcs.
Cover Photo– An adult Aedes segypti
Print & Design in Nepal by
Suraj Printing Press
Tel.: 4252333
email: firstname.lastname@example.org
Acknowledgement
DI would like to thank all those who have worked in this research project to make it a success. It is with deep appreciation that NHRC acknowledges the contribution of study team and support of Dr. Sarita Upadhyaya, Member-Secretary of NHRC.
I express my deep gratitude to Mr. Meghnath Dhimal, Environmentalist and Coordinator of the project, Mrs. Sarita Maskey Shrestha, Urban Planner, Mr. Ajoy Kumar Thakur, Entomologist for their valuable contribution to accomplish the research timely. NHRC also acknowledges the valuable contribution of Dr. Manas Kumar Banerjee, Dr. Basu Dev Pandey and Dr. Gajananda Prakash Bhandari for their insightful review of the report and their feedback and suggestions to update the report.
I am thankful to the World Health Organization Country Offi ce Nepal for fi nancial and technical support to accomplish this research. My special thanks go to Mr. Han Heijnen, Environmental Health Advisor of WHO for his guidance and comments on interim report. Special thanks go to Lila Bhattarai, Research Assistant, who worked meticulously for producing this valuable document.
At last but not the least, I would like to thank all who were present in the stakeholder meeting organized for sharing the fi ndings for their valuable comments especially Dr. Dirgha Singh Bam, Health Secretary and Dr. Govinda Prasad Ojha, Director General of Department of Health Services, Ministry of Health and Population.
Dr. Mahesh Kumar Maskey
Executive Chairman
B
Table of Contents
List of Tables
Introduction 1
D
engue is a climate sensitive vector borne diseases, which in recent years has become a public health concern. Dengue is transmitting in tropical and sub-tropical regions around the world, predominantly in urban and suburban areas (WHO Fact Sheet 2006). Domestic Dengue virus(DV) infection occurs in more than 100 countries and over 2.5 billion people live in the areas with a risk of dengue virus infection( WHO,1999,2002). Up to 100 million cases of Dengue fever( DF) and 500,000 cases of Dengue Hemorrhagic Fever (DHF) and several thousands deaths are estimated to occur annually worldwide (WHO). During the past decades, dengue virus emerged in South Asia and DF/DHF epidemics occurred in Bhutan, India, Maldives, Bangladesh and Pakistan (WHO, 2007). The global prevalence of dengue has grown dramatically in the recent decades.
The principal vector of dengue virus is the mosquito Aedes aegypti. Dengue virus is maintained in a cycle between humans and Aedes aegypti, domestic day biting mosquitoes. There is limited information available on dengue viral infection in Nepal. In Nepal, the fi rst case of dengue was reported in 2004 from Chitwan district ( Pandey et al 2004). Sporadic cases were reported since 1990's in a Japanese travellar who visited Nepal and developed DF after returning to Japan. Outbreak of Dengue occurred in Nepal in 2006. From August through November 2006, the number of febrile patients increased in four major hospitals in the Terai region of Nepal: Nepalgunj Medical College, Bheri Zonal Hospital in Nepalgunj, Tribhuvan Hospital in Dang and Narayani subregional hospital in Birgunj. Patients with severe symptoms were referred to Sukraraj Tropical and Infectious Diseases Hospital, Kathmandu for diagnosis and treatment. The clinical features in most patients were consistent with the signs of DF (Pandey et al, 2008).
Aedes aegypti was identifi ed in 5 major urban areas of terai region bordering with India, i.e. Biratnagar (Morang), Birganj (Parsa), Bharatpur (Chitwan), Tulsipur (Dang) and Nepalganj (Banke) during the entomological surveillance in Japnese Encephalities endemic district after the Dengue outbreak in 2006 in Nepal(WHO, 2006).The larvae of Aedes aegypti was also recorded in Kathmandu during June 2009 ( Gautam et.al 2009). It is important to assess the changes in the environmental conditions, increased vector densities associated with the A. aegypti and develop some corrective manual which help to control the vectors in communities and apply preventive approaches for such diseases among the public.
1.1 Background
Dengue and Dengue Hemorrhagic Fever (DHF) is an acute viral disease. DF is a self – limiting disease and represents the majority of cases of dengue infection. In some peculiar epidemiological situation, depending on the circulating virus and host immune status it manifests as a severe and fatal hemorrhagic disease known as DHF. These two severe forms of dengue, namely DHF and DSS, if not properly managed, may lead to death.
DF/DHF is now endemic in more than 100 countries and threatens the health of about 40% of the world's population (2.5 billion), particularly in tropical and subtropical regions and predominantly in urban and periurban areas. Over 1.2 million cases were reported to WHO in 1998, the greatest number ever for a single year. There are an estimated 50 million infections annually, including 400,000 cases of DHF( WHO,1999).
A. aegypti has been incriminated as the principal vector which is primarily an urban mosquito but sometimes it is also found in the periphery of cities breeding in rain water accumulated in tree holes. The virus has also been isolated from Ae. albopictus. This species is mainly urban and semi-urban, breeding in domestic and peridomestic water storage containers.
The disease occurs in epidemic form during late monsoon and post-monsoon season, as an outcome of increase in breeding places and vector population. However, outbreaks of considerable magnitude have also occurred during the summer and pre-monsoon season as a result of water scarcity and consequent storage of water for domestic purposes.
Because dengue infections have the potential of rapid spread leading to acute public health problems, special attention is required to be paid for its surveillance, prevention and control.
1.2 Overview of Dengue situation
Dengue in South East Asia Region
Of the total world population of 6.2 billion, countries of the South-East Asia Region (SEAR) account for 1.5 billion (24%). On that scale, of the 2.5 billion people (living in the tropics and sub-tropics) at risk of DF/DHF, 52%, i.e. 1.3 billion populations, live in SEAR.
In 2003 only 8 countries in South East Asia Region reported dengue cases. As of 2006, ten out of the eleven countries in the Region (Bangladesh, Bhutan, India, Indonesia, Maldives, Myanmar, Nepal, Sri Lanka, Thailand and Timor-Leste) reported dengue cases. Bhutan reported the fi rst dengue outbreak in 2004. An outbreak, with a high case fatality rate (3.55%) was fi rst reported in Timor -Leste in 2005. Nepal reported dengue cases for the fi rst time in 2004 from Chitwan district. The Democratic Peoples' Republic of Korea is the only country in this Region of WHO that has no report of indigenous transmission of DF/DHF.
For the South East Asia Region as a whole, there is about 18% increase in number of reported cases and about 15% increase in the number of reported dengue deaths in 2007 as compared to same period last year. There was substantial increase in the reported cases of dengue in Thailand, Indonesia and Myanmar.
Situation in Nepal
In 2006, there were reports of suspected DF outbreaks in Banke district. The clinical observation, pathological and laboratory investigation results proved introduction of DF in Banke, Bardiya, Dang, Kapilbastu, Parsa, Rupandehi, and Jhapa districts. A total of 70 serum samples from suspected DF cases were collected from 19 districts. So far, 22 cases of DF had laboratory confi rmed and many patients had travel history to India. It was also reported that many patients having similar symptoms visited India for treatment and confi rmed as DF. Seventy-fi ve per cent DF cases were reported in October and few cases were reported in September and November. Only 11 per cent patients had travel history to India in past two week period prior to clinical manifestation of DF. Ninety-four per cent patients were adults and male to female ratio was 4:1.
Table 1 Distribution of Estimated and Detected DF Cases, Nepal, 2006
| District | Affected area | Detected DF cases | Estimated DF cases | Remarks |
|---|---|---|---|---|
| Banke | Urban/suburban | 10 | 50 | India-2 |
| Bardiya | Urban/suburban | 3 | 15 | Rajasthan-1 |
| Dang | Urban/suburban | 6 | 30 | No |
| Jhapa | Suburban | 1 | 5 | No |
| Parsa | Urban | 4 | 20 | No |
| Rupandehi | Urban | 2 | 10 | No |
| Kapilvastu | Urban | 1 | 5 | Unknown |
| Dhading | Urban | 1 | 1 | Unknown |
| Kathmandu | Urban | 4 | 4 | India-1 |
| Total districts-9 | Urban/suburban | Total detected-32 | Total estimated-140 | Imported cases-4 |
Source: WHO 2006
Under reporting is expected in the absence of diagnostic facilities at the fi eld level and it may be reported either as viral fever or Pyrexia of Unknown Origin (PUO).
Source: WHO 2006 Updated
Figure 1 Map of Nepal showing the Dengue detected districts
Epidemiological Characteristics 2
Agent factors
Causative agent: It is caused by four closely related virus serotypes of the genus Flavivirus, family Flaviviridae. Each serotype is suffi ciently different that there is no cross-protection and epidemics caused by multiple serotypes (hyperendemicity) can occur. DEN-1, DEN-3 and DEN-4 have been found in Nepal which indicates the possibility of severe form of disease, i.e. (DHF) during outbreaks.( WHO, 2006)
Vector: Dengue is transmitted to humans by the A. aegypti (rarely Aedes albopictus) mosquito, which feeds during the day. In the South-East Asia Region, Aedes aegypti is the principal epidemic vector of DEV. A. albopictus has been recognized as a secondary vector, which also is important in the maintenance of the viruses. A. aegypti has been recorded and identifi ed deploying entomological survey techniques in fi ve major urban areas of terai region Biratnagar and Bhadrapur (Eastern region), Birgunj (Central region), Tulsipur and Banke( Midwestern region), which is suggestive of possibility of local transmission of the disease.
Reservoir of infection: DEV infect humans and several species of lower primates. Humans are the main urban reservoir of the viruses. Studies in Malaysia and Africa have shown that monkeys are infected and are the likely reservoir hosts, although the epidemiological signifi cance of this observation remains to be established.
Host factors
Man is the defi nitive host and mosquitoes are the intermediate host.
Age and sex: All ages and both sexes are susceptible to DF. However, it is estimated that 90% of the DHF cases occur in children under the age of 15 years.
Immunity: There are four distinct, but closely related, viruses that cause dengue. Recovery from infection by one provides lifelong immunity against that virus but confers only partial and transient protection against subsequent infection by the other three viruses. There is good evidence that sequential infection increases the risk of developing DHF.
Mobility (migration): The movement of people from one place to another has led to the extension of dengue into areas previously non-endemic. Some cases in 2006 outbreak in Nepal have already been identifi ed to be transmitted to Nepal from India. It is believed that the global spread of dengue can be attributed to increase in global travel and trade.
Environment factors
Geographical distribution: It is mostly prevalent in the tropics and Africa. The geographical spread is similar to malaria, unlike malaria, dengue is often found in urban areas of tropical nations, including Puerto Rico, Singapore, Malaysia, Taiwan, Thailand, Indonesia, Philippines, India, Brazil and Venezuela. In SEAR, Ae. aegypti is widespread in urban areas of tropical and subtropical regions of South-East Asia. The rural spread of Ae. aegypti is a relatively recent occurrence associated with the development of rural water supply schemes and improved transport systems. In Nepal, laboratory results proved introduction of DF primarily in Terai districts of Nepal; Banke, Bardiya, Dang, Kapilbastu, Parsa, Rupandehi, and Jhapa. Moreover, A. aegypti has been identifi ed in fi ve major urban areas of Terai region & Kathmandu which suggests that DF transmission may occur locally in Terai districts & Kathmandu valley if imported cases are introduced.
Climate: Climate is an important factor in the epidemiology of dengue as it infl uences the distribution and densities of vector mosquitoes. Evidences show that season, rainfall, temperature and affects dengue transmission.
Season: Dengue is seen to be affecting throughout the year depending upon various climatic and geographical factors. The peak month for Dengue cases in 2007 in Indonesia was February, June in Thailand and July in Myanmar.
First DF case was reported in Kathamndu in September 11, 2006. The patient had travel history to India. Seventy-fi ve per cent DF cases were reported in October and few cases were reported in September and November. Clusters of DF cases were reported in mid October in Banke and Dang districts which may be indicative of probability of local transmission among patients having no travel history.
Altitude: Altitude is an important factor in limiting the distribution of Ae. aegyptis, In countries of South-East Asia, 1000 to 1500 meters appears to be the limit for Ae. aegypti distribution. In other regions of the world, it is found at even higher altitudes, i.e. up to 2200 meters in Columbia.
Temperature: Temperature plays an important role in the transmission of dengue virus by mosquitoes. Mosquitoes kept at 26ºC fails to transmit DEN2 virus. Hence, low incidence of DHF in certain seasons could be explained by this observation. Temperature affects the growth and multiplication of the vector. At low temperatures, it may take several weeks for adults to emerge.
Rainfall: Studies suggest that rainfall patterns seem to be a reasonably effective predictor of time of peak dengue transmission which occurs about six or eight weeks after the peak in rainfall. A fi ve year study in Indonesia showed DHF cases started to rise after about 4 weeks of the peak rainfall and within the next 4 weeks the peak dengue transmission was recorded.
Moreover, where the annual rainfall is greater than 200 cm, Ae. aegypti populations are more stable and are established in urban, semi-urban and rural areas.
Climate change: The World Health Organization (WHO) states that 2007 is fourth consecutive year of unusually high rates of Dengue in the SEAR and experts are worried that global warming may be partially to blame.
Mode of Transmission & Incubation Period 3
D
EV are transmitted to humans through the bites of infective female Aedes mosquitoes. Mosquitoes generally acquire the virus while feeding on the blood of an infected person. After virus incubation for eight to ten days, an infected mosquito is capable, during probing and blood feeding, of transmitting the virus for the rest of its life. Infected female mosquitoes may also transmit the virus to their offspring by transovarial (via the eggs) transmission, but the role of this in sustaining transmission of the virus to humans has not yet been defi ned.
Infected humans are the main carriers and multipliers of the virus, serving as a source of the virus for uninfected mosquitoes. The virus circulates in the blood of infected humans for two to seven days, which correlates with a fever; Aedes mosquitoes may acquire the virus when they feed on an individual during this period of fever. Some studies have shown that monkeys in some parts of the world play a similar role in transmission.
3.1 Lifecycle of Aedes mosquito
The reservoir of infection is both man and mosquito. The transmission cycle is "Manmosquito-man". A. aegypti is the main vector. The Aedes mosquito becomes infective by feeding on a patient from the day before onset to the 5 th day (viraemia stage) of illness. After an extrinsic incubation period of 8 to 10 days, the mosquito becomes infective, and is able to transmit the infection. Once the mosquito becomes infective, it remains so for life. Transovarian transmission of dengue virus has been demonstrated in the laboratory.
Source: WHO 2006
Figure 2 Outline of DEV life cycle
The illness is characterized by an incubation period of 5-6 days for both DF and DHF.
Clinical Manifestations & Treatement 4
Clinical Manifestations
The sign and symptoms for DF and DHF can be illustrated as follows:
Recognition of Dengue Fever
* Sudden onset of high fever
* Severe headache (mostly in the forehead)
* Pain behind the eyes which worsens with eye movement
* Body aches and joint pains, hence the name bone breaking fever.
* Nausea or vomiting
Recognition of Dengue Haemorrhagic Fever and Shock
Symptoms similar to dengue fever plus, any one of the following:
* Severe and continuous pain in abdomen ( Sign of severity of DHF)
* Bleeding from the nose, mouth and gums or skin bruising.
* Frequent vomiting with or without blood;
* Black stools, like coal tar;
* Excessive thirst (dry mouth)
* Pale, cold skin
* Restlessness or sleepiness
Treatment
There is no specifi c medicine for the treatment of the disease. However proper and early supportive treatment can relieve the symptoms and prevent complications and death. Aspirin and Brufen should be avoided in DF, as it is known to increase the bleeding tendency and also it increases the stomach pain. Paracetamol can be given on medical advice. If one or more signs of DHF are seen, the patient should be immediately taken to the hospital. While transferring the patient to the hospital, giving enough fl uids to drink is recommended.
5 Preparedness for DF/DHF/DSS prevention in Nepal
Following are the preparedness for DF/DHF/DSS prevention in Nepal:
* NPHL staff oriented on Dengue Serology
* Laboratory technicians and assistants from 23 districts trained in DF serological diagnosis with technical assistance from WHO/SEARO.
* Terai district hospital staff oriented in DF/DHF/DSS diagnosis and treatment
* Entomological surveys larval collection orientation in fi ve districts
* Entomological training conducted for Vector Control Assistants on Dengue vector identifi cation
* Guidelines for management of DF/DHF/DSS has been prepared and disseminated
* Rapid Diagnostic Kits have been dispatched to the districts.
* Clinicians trained at National Children hospital, Thailand.
* A National focal person to establish for dengue net establishment nominated from Ministry of Health and Population.
* Microcentrifuge instrument supplied at six centers including STIDH/KCH to check HCT.
6 Environmental Conditions in urban areas and corrective measures
6.1 Population growth and urbanization
According to the National Urban Policy (NUP) urban means a physically well developed and systematically expanded settlement where at least fi ve thousand inhabitants, at least ten people per hector of land, at least 50 percent of urban population above ten years of age are involved in non-agricultural activities such as industries, business and services. There are 58 municipalities in Nepal and urban population represents 14% of the total population at present. It is projected that the urban population will be 18% by 2015 with minimum systematic expansion and development of physical infrastructure.
It has been found that 55% urban population lacks waste management facility, 46% lack sanitation facility, 47 % are deprived of piped drinking water supply. Urban poor and squatters are increasing. This situation is due to population increase and unmanaged planning. Inadequate physical infrastructure, inadequate waste management, pollution, encroachment of public land and resources, decreased of agricultural land and haphazard expansion of urban dwellers, slum and squatters will further aggravate the urban environment causing health related problems such as water-born and vector borne disease such as Dengue. It is, therefore, necessary to analyze the Dengue prone urban components and suggest some of the corrective measures to control such health hazardous elements.
6.2 Environmental Conditions and Corrective Measures
Study on Dengue proliferation in urban environment shows that stagnated water bodies, wet and uncovered dark areas, if left unmanaged for a long period, are prone to water-born vector dieses like Dengue. Planned cities presents compact, effi cient land-use, better access to infrastructure and services, effi cient resource use, less pollution and minimum waste. A well planned city virtually eliminates the artifi cial water logging areas and poorly accessible but uncovered dark places. Main issues of Dengue vectors in unplanned cities like in Nepal are as follows:
6.2.1 Slum settlements
Due to small openings there are dark common walkways, corridors and corners as well dark rooms in the houses, especially ground fl oor is damp and dark that favors situation to house DEV. Leakage from old and poorly maintained pipe lines, storage of water in plastic and tin buckets, use of untreated and uncovered wells, inadequate drainage and dilapidated situation of paved area in common spaces such as chocks and walkways, deposition of solid waste for longer time within the area. This situation favors effi cient spread of dengue and scenario is worrisome.
Corrective Measures
* Campaign for increased awareness about the hygienic living
* Provide adequate light and ventilation in the houses
* Improve drinking water supply, wells, sewer, and drainage system
* Improvement of passage, courtyards and other common spaces
6.2.2 Squatters settlements
Houses are usually of temporary nature and built of old corrugated iron sheets, plastic and other available materials. Rooms are dark and damp without adequate light and ventilation. In these settlements water is stored in various types of old and discarded plastic or metallic utensils and disposed in the nearby peri-domestic environment. Similarly, people uses water from nearby stagnant polluted river or hand pumps without suffi cient apron and inadequate drainage creating permanent grey water impoundment. Furthermore, wet waste littering here and there, unpaved earthen approaches with puddles (khalto khulti), open defecation all create poor environment and potential breeding sites.
Corrective Measures
* Provision of basic infrastructure and services such as water supply, paved approaches and sanitary facilities.
* Enforcement of resettlement program
* Improvement of housing quality and built environment
* Campaign for increased awareness about the hygienic living
* Regularly dispose a trash that encourages the accumulation of water.
6.2.3 Urban Road
A number of inner urban roads are found unpaved with potholes or roads are paved without side drainage system or with sub-standard drainage system due to which fl ooded during the rainy season as a result potholes are impound for longer period. These roads often carry waste water, sewer and storm water to the natural water bodies with a number of blockages on its way as it is designed and constructed in piecemeal and without proper design. Busy road with damaged pedestrian facilities and open drainage manholes may also serve as breeding places during rainy days.
Open bus stops and parking lots are seen unpaved and undulated surface with waste water littered from near by hotel and restaurant making stagnated water pools. Parking vehicles for longer period or open garages for unused vehicles became breeding sites for urban Aedes as tyres are the one of the most potential breeding places for such vectors. The larvae of A. aegypti are reported in discarded tyre in Kathmandu.
Corrective Measures
* Adequate slope and side drains should be provide in urban roads to prevent water from stagnation.
* Urban roads needs to be paved and repair and maintained periodically
* Pedestrian facilities should be paved and manholes should be covered and cleaned periodically.
* All types of parking lots should be paved and provided with drainage systems
* Old tyres and unused vehicles should be kept under roofed garages.
* Clear vector breeding sites regularly in locations where construction activities are going on.
6.2.4 Water supply
City levels: City water supply systems are usually stored in intermittent places from the sources before it gets distributed to city dwellers. Such storage or reservoirs could be breeding points for the vectors if not properly constructed and managed. Rock depression, vegetation and debris could create pockets of standing water that may encourage mosquitoes to breed. Mosquito eggs and larva could get intrude into the water supply systems and be collected in the storage tanks at household level.
Neighborhood level: Water supply distribution points at neighborhood are usually left uncovered or poorly closed after excavation causing depression after some time where water may be collected and stagnated. Such places are vulnerable for vector breading. Impounding due to leakage from old pipes, unpaved surface in city water supply control points may prove habitat for vector dieses.
Household level: Intermittent, inadequate and unreliable supply of city water with low pressure compelled users to use of domestic overhead containers usually made of tin and plastic. Such chambers, distribution pipes, valves, water meters may serve as habitat for Ae. aegypti larval. Even water taps remaining wet for a long time may prove vulnerable for breeding place.
Corrective Measures
* City water supply should be provided in regular basis with proper pressure
* City water supply storage systems should be inspected periodically and stagnant water should be removed by fi lling the potholes by sand/soils.
* Water supply distribution points at neighborhood should be covered and periodically maintained.
* Water storage containers at household level should be covered with mosquito-proof lids and periodically inspected and cleaned.
6.2.5 Natural drainage systems
Increase in urban population made the natural drainage systems' discharge capacity inadequate. Such drainage systems are usually fed with storm water drainage systems that carry thrown away solid waste aggravating poor sanitary conditions of streams and rivers. Storm water drainages system often carry sewage across the city posing nuisance of bad odor, get choked creating black water impoundment for longer period and became breeding places.
Corrective Measures
* Law enforcement should be levied to prevent undue encroachment of natural drainage systems by the settlements.
* Encourage construction of septic tanks to reduce sewage intrusion in to streams and rivers.
* The storm water drain should be suffi ciently sloped to carry away the wastewater that fl owed into it.
* Regular repair, maintenance and cleaning of storm water as well as natural drainage systems should be done
* People should feel responsible for the facilities and keep them clean (awareness campaign)
* Domestic/industrial wastewater should be treated before draining into the natural surface water bodies.
6.2.6 City Sewerage systems and public toilets
Cite core and its adjacent areas are having old and latter extended sewerage network. It is seen in the core and the adjacent areas that old houses being replaced by commercial and multi-storey buildings. The present sewerage system cannot cope with the increase in urban population. These systems become over fl own making stagnated water pools in the road sides, which provides favourable habitat for vectors of diseases. On the other hand, septic tanks are commonly used for reducing pollution in the river. However, poorly constructed septic tanks are also seen over fl own during rainy seasons making water logging in the settlement. Public toilets in urban areas are poorly maintained and get over fl own with urines making small poundage, which will attract diseases carrying vectors. People are less aware of the danger of such nuisance. Therefore, it is necessary to make them aware of such problems to reduce vector borne diseases such as Dengue.
Corrective Measures
* Promote septic tanks which is the most common method used to treat sewage at household level.
* Introduce and implement low cost, community level treatment plants such as Reed Bed Treatment Plant (RBTP).
* Public toilets should be maintained cleaned periodically.
* Periodic maintenance and renovation of old sewerage system.
6.2.7 Urban waste
Collected waste are stored in intermediate transfer stations located within the city areas with or without recycling facilities before it is transported to the landfi ll sites. Unpaved ground without closed storage facilities in the transfer station provides ideal breeding sites for mosquitoes. People involved in recycle process without any measures can quickly lead to an epidemic.
Before transported to transfer stations refuses are collected from temporary collection points but it is not collected within due time. Urban People changing there food habits from natural to packed, tinned, bottled liked ready made food as a result there is a increasing amount of non degradable waste in the city. Also a large number of temporary/permanent fast food stalls, food parlors and restaurants in the city highly densify the waste of non degradable nature.
Dumping of discarded vehicles and equipment can be seen in the premises of public institutions and private places. A large number of waste collection depots in operation within residential areas are uncovered or partially covered causing threat of vectors that caries DEV.
Corrective Measures
* Refuse should be stored in transfer stations in protected condition.
* Waste should be collected from temporary collection areas on regular basis
* Workers involved in waste transport and disposal (waste management) especially recycling process should be well protected from mosquito bites
* Municipality should keep waste collection depots under certain operation norms.
* Encourage urban inhabitants to separate their refuse for reduction, reuse and recycle at household level. By doing so, their refuse at compost should be protected from getting wet and should be turned upside down regularly.
6.2.8 Water bodies
Natural wetlands are balanced ecosystems that often contain predatory fi sh, birds, frogs and insects that help control mosquito population. Direct connection of city untreated sewer, waste dumping, unmanaged cremation and development of squatter settlement along the urban water bodies unbalanced the ecosystem and the water gets fouled becoming breading places.
City level man made water bodies exist for fi re fi ghting, ground water recharge, rainwater and drinking water storage, fi sheries and recreational ponds, lakes and irrigation, biological waste treatment plants etc. These water bodies, if not exposed to wind or located indoor, not maintained regular and cleaned, not adjusted water levels create an ideal breeding site for mosquitoes.
House level ponds, pools, ditches, shallow wells etc are usually not rechargeable and stagnant type with possibilities of viruses and space for breeding such viruses. Some sources of stagnant water can be drained or removed so mosquitoes cannot breed. Other sources require regular maintenance, good design and construction to make them unsuitable breeding sites for mosquitoes. This can include ensuring a good location, drainage, wind and adjusting water levels
Corrective Measures
* Regular cleaning and maintenance of local ecosystem
* Avoid dumping solid waste along the bank of water bodies
* Only treated sewer should be connected to the existing river and streams
* Depressions and unnecessary ditches can be fi lled with clean soil to reduce the pounding of water.
* Ornamental ponds should be construct with nonporous concrete or stone at the bottom and with steep slope to a depth of at least 60 cm
* Introduce mosquito-eating fi sh (gold fi sh, koi, etc.) and install an aerator or fountain to the ponds
* Clean and chlorinate swimming pools, outdoor saunas and hot tubs. Cover when not in use.
* At least once per week, drain water that collects on pool covers, window boxes.
* Ditches on private property should be routinely maintained (e.g., mowed, sediment and debris removed)
6.2.9 Building design and construction practice
The main vector, Aedes aegypti prefers to rest inside uncovered dark corners of houses and cupboards. It is important to design interior of a building without any open dark spaces or corners and open dark cup boards. Similarly, terraces, balconies, sunshades, porticos and decorative elements in the facades should be well designed so that it drains water properly during rainy seasons and do not get blocked and became breeding sites for Aedes mosquitoes. Special attention should be given to the technical service corners and fl oors in high rise buildings, where a huge numbers of inlet and outlet pipelines are placed.
Surrounding areas of the buildings such as lawns/fl ower and kitchen or roof-top gardens and also plastic shades (Greenhouse) for seasonal vegetation should be equipped with drainage system to avoid breeding of viruses. Prefer to build solid boundary walls with sloping on the top and without projections as ornamental elements. Fences and fence posts made of hollow wooden or bamboo should be avoided as these places provide habitats for Aedes larvas.
Construction materials such as corrugated sheets, water storage tanks or drums, formwork made from iron sheets should be stored in closed shades. Excavation trench for foundation and pounded curing of concrete slabs left for long time without aerated might lead to breeding areas. Water storage container facilities in or near construction sites provide DEV vectors habitat to bread.
Corrective Measures
* Urban houses and apartment should be designed with adequate light and ventilation.
* Landscaping of the construction plots should be done with better drainage facilities during and after the construction period.
* House owners should be encouraged to prevent mosquito breeding
* Water containers in building construction sites should be covered with tight lid.
* Periodic inspections of buildings during the rainy seasons and immediately after the rain pour.
* Flat roofs with approach ladder or stairs are very essential for inspection.
* Slope roof should be considered if we can not regularly inspect the roofs
* Projected elements of the buildings should be well drained
* Water for curing of concrete slabs should be changed every third day.
* Need regulation for construction sites management especially materials storage facilities and construction waste dumping provision.
* Hollow trees and bamboos should be fi lled with packed sand, crushed stone or glass.
* Technical corners of high-rise buildings should be equipped with inspection chambers.
* Clear vector breeding sites regularly where construction activities are going on.
6.2.10 Industries and automobile repair centers:
Industries and automobile repair centers produces more discarded receptacles such as automobile tyres, machinery, tin cans, fl ower vases, bottles, etc. Stagnant water in receptacles serves breeding sites for dengue vectors.
Corrective Measures
* Discarded receptacles that generated from industries and automobile should be properly managed.
* These wastes should be covered.
* Reusing and reduction on generation of these discarded receptacles.
The major environmental management methods used for the control of the immature stages of dengue vectors is summarized in Box 1.
Box 1 : Environmental measures for the control of Ae. aegypti production sites
| | Environmental measures for the control of Aedes aegypti production site | | | | | | |
|---|---|---|---|---|---|---|---|
| Production site | Clean | Cover | Store under roof | Modify design | Fill Sand or soil | Collect/ recycle/dispose | Puncture or drain |
| Essential | | | | | | | |
| Water storage tank/cistern | + | + | | + | | | |
| Drum(40-55) | + | + | | + | + | | |
| Flower vase with water | + | | | | | | |
| Potted plants with saucers | + | | | | | | |
| Ornamental pool/fountain | + | | | | | | |
| Roof gutter/sun shades | + | | | | | | |
| Minimal water container | + | | | | | | |
| Ant trap | + | | | | | | |
| Non-essential | | | | | | | |
| Used tyres | | + | + | | | + | |
| Discarded large appliances | | | | | + | + | |
| Discarded buckets | | | | | | + | + |
| Tin cans | | | | | | + | + |
Government Policies related to Dengue Prevention in Nepal 7
F
ollowing are the synopsis of the government policies that explicitly or implicitly address the issues of developing clean, healthy and urban environment that, if systematically implemented, may help implementing the abovementioned corrective measures to reduce or to eradicate the danger of Dengue vectors:
The Tenth Plan (2002-2007): The main objective of the tenth plan is poverty alleviation. The poverty reduction strategy aims to reduce poverty to 30 % by 2007 and signifi cantly improve living condition of the poor. Specifi c strategies to provide housing facilities to the marginalized groups and to the victims of natural disaster and to develop housing with the involvement of the private sectors have been outlined under urban development. Achievements are: Healthy city program is initiated in 9 municipalities, urban and environmental improvement project ongoing in 8 municipalities; squatter settlement improvement program launched in 3 different settlements, and so on.
Three Year Interim Plan 2007-2010: One of the objectives set forth in the plan is to achieve clean, safe and developed urban environment through investment in urban infrastructure and services development based on inter-service provider agencies coordination. The goal is to achieve 12,000 developed building plots, organize healthy city program in 12 municipalities, detail project report preparation of 40 kms length of proposed outer ring road, periodic plan will be prepared in additional 12 municipalities, initiate 25 numbers of squatters settlement improvement program, repair and maintenance of buildings and heritage sites, detail project preparation of municipal transportation and solid waste management system and so on.
The government has identifi ed the Dengue as one of the emerging new diseases and sanitation, mosquito control and health education programs will be conducted with the help of municipalities.
National Urban Policy - 2007: The second main objective of the policy is to improve the quality of life of urban inhabitants through creation of clean, safe and prosperous urban environment. Among the various strategies to achieve the above mentioned objective, some of them explicitly or implicitly could be interpreted for addressing the issues of eliminating water-born vector-based virus-caused fever like Dengue. These are:
* To encourage and guide local authority to carry out urban development activities according to approved plan,
* To encourage environment friendly public transportation system,
* To develop balanced town and suburb (Tole) through conservation and sustainable use of natural resources and traditional physical structures,
* To develop dense urban settlements with physical facilities by discouraging scattered settlements,
* To identify and utilize possible resource for urban infrastructure development.
* To develop healthy cities by giving priority to environment conservation while executing town development activities and mobilizing natural resources.
* To encourage well facilitated large town and settlements in order to reduce degrading state of natural resources and investment in infrastructure facilities by discouraging development of scattered settlements.
* To establish a system of development and implementation of disaster management plan by local institution to reduce loss of lie and property from likely natural disaster.
Policy and working policy related to abovementioned strategies that are implicitly relevant to the present case are:
* To guide and encourage local bodies to formulate periodic and annual plans and let them execute physical development activities according to the plans
* To make such provisions under which al municipalities could formulate and implement parking policy
* To direct and motivate local authorities to identify uniqueness of inner part of city and to develop and implement land-use planning for conservation and protection thereof
* To establish system for sustainable use of natural resources without causing damage to such sources
* To conserve and protect physical structures like traditional spout, well, springs and canals in towns through community mobilization and implementation of construction related norms.
* To contribute to the supply of water requirement for urban activities through adoption of appropriate collection technology like rainwater harvesting without wasting such natural resources.
* To make necessary policy and legal provisions to carry out urban sanitation and management of solid waste and dirty water in planned and integrated way by local authority.
* To make provisions that enforce a system that local authority is required to conduct environmental and social impact assessment compulsorily while carrying out any physical development activities.
* To establish a system of giving main priority to environmentally clean city during operation of any physical development or urban development activities
* To encourage all municipalities to make and implement special programs on healthy town and also the incorporation of activities within such a program like keeping public-utility places such as school, hospital and Public Parks clean.
* In order to reduce environmental degradation due to scattered settlement development, enforce necessary standards accordingly.
* To develop safe, accessible to general people and environmentally appropriate buildings construction methodology
* To implement National Building Code in governmental, non-governmental public and private buildings.
National Shelter policy 1996 - Revision 2007: The main objective is to develop the concept of shelter for all through increased production of environment friendly shelters. Strategy to achieve above said objective are to increase in housing production along with upgrading of existing housing stock, to increase and develop required physical infrastructure and service facilities, to improve construction technology and building materials in construction.
Dengue Breeding Sites
Flower pot with water collection.
Ornamental structure with collected rain water.
Plates used for holding water under flower pots.
Huge water storing container without tight fitting lids and that cannot be emptied easily.
Un-open tar drums with depressed lids collecting rain water.
Example of poor garbage management (Coconut shells with rain water collection).
Over head water storage tanks without properly fitted lids.
Bamboo stumps used at construction sites and for fencing collecting rain water.
Bibliography
1. Babu, NR., Ashwani, K., 2009. Environmental management plan for Kanpur urban area. Avilable at: http://www.gisdevelopment.net/application/environment/conservation/ envm0002pf.htm [Accessed 26 Sept. 2008].
2. DRHD, 2009. Facts about Stagnant water and Mosquito Prevention. Durham Region Health Department, Canada. Avialable at http://www.region.durham.on.ca/ [Accessed 26 Sept. 2008].
3. EDCD, 2007. Epidemiology and Disease Control Division, MOH, Kathmandu Nepal, Annual Report.
4. Gautam, I., Dhimalm, M., Shretha, SR., Tamrakar, AS., 2009. First Record of Aedes Aegypti (L.) Vector of Dengue Virus from Kathmandu, Nepal. Natural History Museum, 24, PP. 156-64.
5. NSP, 2064. National Shelter Policy, Government of Nepal (GoN), Ministry of Physical Planning and Works, Department of Urban Development and Building Construction, Babar Mahal (A Draft Report).
6. NUP, 2064. Vision of Balanced National Urban System, National Urban Policy. Government of Nepal (GoN), Ministry of Physical Planning and Works, Department of Urban Development and Building Construction, Babar Mahal.
7. Pandey, BD., Morita, K., Khanal ,S.R., Takasaki, T., Miyazaki I., Inoue, TO., Inoue S, Ichiro K., 2008. Emerging Infectious disease; Dengue virus, Nepal. Avialable at: www. ncbi.nlm.nih.gov/pmc/articles/PMC2570825/ [Accessed 26 Sept. 2008].
8. Pandey, B.D., Igarashi , A., 2000. Severity-related molecular differences among nineteen strains of dengue type 2 viruses, Microbiol Immunol, 44, PP.179-88.
9. Sherchand, JB., Pandey, BD., Haruki ,K., Jimba M., 2001. Sero-diagnosis of Japanese encephalitis and dengue virus infection from clinically suspected patients of Nepal J Inst. Med. 23, PP.25–31.
10. Urban Environmental Guidelines for Nepal 1992, Urban Development through Local Efforts Project, Federal Republiv of Germany in Cooperation with LUDTC-Local and Urban Development Training Centre, Pokhara, GoN.
11. WHO, 1996. Comprehensive Guidelines for Prevention and Control of Dengue/DHF. World Health Organization Regional Offi ce for South-East Asia (New Delhi): WHO Regional Publication, SEARO No. 29; 1996.
12. WHO, 2003. World Health Organization; The South East Asia and Western Pacifi c Region. Dengue Bulletin, Dec, 27.
13. WHO, 2006. Facts sheet on dengue and haemorrhagic fever. World Health Organization. (online) Available at: www.searo.who.int/en/Section12/Section321/Section1631.htm [Accessed 26 Sept. 2008].
14. WHO, 2007. Situation update of dengue in the SEA Region. World Health Organization. (Online) Available at: http://www.searo.who.int/LinkFiles/Dengue_DengueSEAR-07. pdf [Accessed 23 Sept. 2008].
15. WHO, 2007. Trend of Dengue case and CFR in SEAR Countries-Nepal. The SouthEast Asia and Western Pacifi c Region: World Health Organization. (Online) Available at: http://www.searo.who.int/EN/Section10/Section332/Section2277_13402.htm [Accessed 23 Sept. 2008].
16. WHO, 2008. Key facts on Dengue and dengue haemorrhagic fever. World Health Organization [Online] Available at: http://www.who.int/mediacentre/factsheets/fs117/ en/ [Accessed 26 Sept. 2008].
17. WHO, 2008. Situation of Dengue/ Dengue Haemorrhagic Fever in South-East Asia Region. World Health Organization (Online) Available at : http://www.searo.who.int/ EN/Section10/Section332_1098.htm [Accessed 26 Sept. 2008].
Photographs
Poorly constructed and inadequate drainage systems hindrance storm water making them waterlogged
Unpaved and undulated surface with waste water littered
Storage of building materials on the roofs may retain water
Water Container without Lid
Unfinished Chajja may retain water
Waste Collection on the road side
Unclear of Construction Formwork after Buiding Construction
Water logged area near by Residential and Office complexes
Participant List
Date: 13 February 2009
Venue: NHRC Conference Hall
| S. N. | Name | Address |
|---|---|---|
| 1 | Dr. Mahesh Kumar Maskey | NHRC |
| 2 | Dr. Dirgha Singh Bam | MOHP |
| 3 | Dr. Gobinda Prasad Ojha | DOHS |
| 4 | Dr. Shanker Prasad Shrestha | EDCD |
| 5 | Mr. Nam Raj Khatri | WHO |
| 6 | Dr. Manas Kumar Banarjee | Avian Influenza |
| 7 | Dr. Basu Dev Pandey | Teku Hospital |
| 8 | Prof. A. S. Tamrakar | TU |
| 9 | Dr. Ishan Gautam | TU |
| 10 | Ms. Sarita Shrestha Maskey | DUP BC |
| 11 | Dr. Deepak Mani Pokhrel | MOA |
| 12 | Mr. Ajoy Kumar Thakur | TUTH |
| 13 | Dr. Bandana Pradhan | TUTH |
| 14 | Mr. Hira Baral | MOHP |
| 15 | Dr. Buddha Basnyat | NHRC |
| 16 | Dr. Sarita Upadhyay | NHRC |
| 17 | Dr. Achala Vaidya | NHRC |
| 18 | Dr. Kedar Prasad Baral | NHRC |
| 19 | Dr. Som Nath Aryal | NMC / NHRC |
| 20 | Mr. Meghnath Dhimal | NHRC |
28
28
29
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32
32
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St Mark's Curriculum Overview
Sandymouth Class
Autumn 2 2023
Dear Parents and Carers,
Welcome back! I hope you all had an enjoyable break!
Here is the overview showing what we will be learning during the second half of the Autumn Term. I hope that you find it both helpful and informative. There is also more information on the school website.
If you have any questions about your child's school life, please don't hesitate to speak to us or arrange an appointment.
Many thanks,
Miss Lucy Clark
Reminders!
Please ensure your child comes to school with the following named items:
* Reading Book and Reading Log – please read with your child and sign their diary at least 3 times every week
* Spelling Homework Books need to be brought in to school every day – children will be tested and new spellings handed out every Monday.
* Water Bottles (containing water only please)
* Coat
* PE Kit - plain white, black or navy shorts, blue PE t-shirt with school logo and trainers. The will have PE on Monday and Thursday but please ensure that your child has their PE in school, everyday. In the interests of your child's safety, it is essential that they have correctly fitting, suitable PE shoes. Long hair will need to be tied back and earrings removed (or covered)
* Times Tables - please encourage your child to learn their tables and ensure they use Times Tables Rock Stars as often as possible. This is a very useful resource and makes learning tables fun.
Thank you very much for your continued support.
Maths
We will be working on:
Addition and subtraction.
Multiplication and division.
Geography
Desig and technology
Electrical systems – light up Christmas Decoration
PSHE
Cycle Safety and Healthy Living (Continue as not quite finished last term)
Coming Home on Time Jealousy
English
Some children will be working in their Read, Write, Inc groups continuing to secure phonics knowledge and develop writing skill.
Some come children will be writing traditional tales based on The Princess and the Pea and then Poetry - 'Autumn is Here.'
Music Learning to play the recorder. Nativity and Christmas Songs
Muslim
Guided Reading Text:
Science
This half term the children will continue to learn about 'The Amazing Human Body.'
Computing Creating media - Stop-frame animation
PE Handball and dodge ball.
Art
History
French
These subjects will be taught next half term.
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Rationale
Headstart School is an independent Special School offering placement to students with a range of Special Educational Needs however predominantly with Interaction and Communication difficulties including Autistic Spectrum Conditions and associated complex needs. This policy is intended to guide our admissions to ensure that student needs can be met.
Purpose
The purpose of this policy is to:
* Ensure the school is able to meet the needs of the pupils referred & the requirements of the statement/EHCP
* Ensure the school discharges its legal responsibilities
* Ensure new referrals do not adversely affect the learning of those pupils already attending
* Ensure admission is linked to the school ethos and vision for learning
* Ensure it is inclusive in its approach to student needs
Procedures
Admission Arrangements and Criteria
The school has established itself as a leading provider of education, therapy, care and support for young people with Autism Spectrum Condition and associated complex needs. In the context of this setting complex needs means those children with additional needs such as Pathological Demand Avoidance, Chromosome Disorders, and those with additional medical and continence needs. We are mindful that what makes this setting unique is the way in which young people from both ends of the spectrum and varying levels of disability can be catered for.
We provide for the educational, emotional and social needs of children and young people, aged between 5 to 21 years, who experience challenges with their learning and accessing a purposeful and safe learning environment. These are usually compounded by a language or communication difficulty which may cause them to become socially isolated or vulnerable in a mainstream setting.
The school will consider for admission students who have the needs outlined in our Admission Criteria:
Admissions to Headstart School are made through the Special Educational Needs department of each child's Local Education Authority.
The school has established an admissions protocol to consider any proposed applications
Admission Criteria are:
* A primary diagnosis of Autistic Spectrum Condition and associated complex needs
* An agreement from the LEA or another source to fund the placement
* An Education Health and Care Plan
* Be of the appropriate age with the appropriate skills and profile to fill the available place
* Are likely to have an appropriate peer group
* Be compatible with the existing client group.
The Proprietor/ Executive Headteacher welcomes visits from parents/carers and professionals to view the school.
We always want to help if we can and welcome enquiries from families and Local Education Authorities (LEA) to discuss needs. At Headstart School, in partnership with families, we strive to ensure that the needs of our children are fully met. In particular, we want our children to feel well supported, to be challenged to succeed and are, therefore, to be happy, with the result that progress is made and that attainment is high.
If the school is oversubscribed, students interested in joining, and who have been accepted as suitable following provisions being written, can be placed on a waiting list.
For further information regarding the school please consult our Ofsted Report a link to which is provided on our school website
All successful applicants will be invited to attend an interview with their parents/carers before their start date. This will enable the school to plan a Curriculum that starts with the student's aspirations, wishes and needs.
Equal Opportunities
The school supports the right of all students and staff to equal access and opportunities regardless of age, ethnicity, gender, social circumstances,
ability/disability, and sexuality. The school adopts an inclusive approach to student needs.
Health & Safety
Health and safety issues are described fully in the school Health & Safety Policy. It is the responsibility of each adult to report health & safety issues without delay. The health & safety of the student referred, and the present students will always be considered as part of an admission decision. A risk assessment will be implemented.
Professional Development
Additional training will be provided for staff where a student admission results in an area of special educational needs not previously resourced or where staff skills and knowledge are not felt to be adequate for the additional need.
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Adjective List
sleepy hesitant
hungry bored relaxed cheerful secretive tired jolly lazy gentle shy
alert delicate curious cranky suspicious victorious angry cautious cozy
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safe
determined
joyful sad
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Media Scanning & Verification Cell
Media alert from the Media Scanning & Verification Cell, IDSP-NCDC.
| Alert ID | Publication Date | | Reporting | Place Name |
|---|---|---|---|---|
| | | | Date | |
| 5680 | 31.12.2019 | 31.12.2019 | | Delhi |
| Title: | | | | |
| Action By CSU, IDSP –NCDC | | | | |
Doctors have seen a 20 to 30% increase in number of patients with respiratory ailments, heart conditions and uncontrolled hypertension in the last fortnight as the temperatures in the capital dropped to a record low.
"Bronchitis cases have gone up. Heart patients also face risks. If the healthy people do not take care of themselves, they may face a condition called hypothermia which results in abnormally low body temperatures," AIIMS director Dr Randeep Guleria told news agency ANI.
Bronchitis is the inflammation in the lining of bronchial tubes that carry air to and from the lungs. In cases of respiratory ailments, it is not only the numbers but also the severity that has the doctors concerned.
"The cold along with high levels of pollution has resulted in exacerbation of symptoms in asthma patients. The sudden dip in temperature has been especially brutal for people with chronic obstructive pulmonary disease (COPD). We have had to intubate and put several people on ventilators; our ICU is overflowing," said Dr
Save Water- Save Life, Save a tree- Don't print unless it's really necessary!
Disclaimer:- This is a media alert subject to verification.
Integrated Disease Surveillance Programme (IDSP), National Centre for Disease Control, Ministry Of Health & Family Welfare, Government of India 22-Sham Nath Marg, Delhi – 110 054
For more information please contact: Media Scanning & Verification Cell: - Phone (011)23946029
Email: - email@example.com, firstname.lastname@example.org
http://www.facebook.com/pages/Media-Scanning-Verification-Cell-IDSPNCDC/137297949672921
Sandeep Nayyar, head of department of respiratory medicine, allergy and sleep disorders at BL Kapur Super speciality hospital.
There has been a 20% increase in the number of patients in the intensive care unit at the hospital. "People who were earlier being managed in the clinics are now coming to us in hypoxic state (a condition where the body is deprived of oxygen) and in need of emergency intubation," he said. He suggests that those with weaker immunity – the children, the old, pregnant women, those on steroids or immunosuppressant and those with HIV – should take flu shots at the beginning of the season. Heart failure and heart attacks also go up when temperatures dip.
How to stay safe in winters
Keep yourself warm: Both inside and outside. Wear multiple layers before stepping out. Do not step out unless you have to.
Do not exercise outdoors: People should give up on morning and evening walks outdoors when the temperatures are low. Indoor exercise is the best; outdoor exercise can be done if the sun is out during the afternoons.
Avoid temperature difference: Do not step out of a heated room or car immediately to the cold outside. Switch off heaters a few minutes before you need to step out, acclimatise to a lower temperature before stepping out.
Drink water People tend to drink less water in winters which can lead to dehydration. Drink lukewarm water to ensure you consume enough.
Diet A good diet can boost immunity. Have lots of seasonal vegetables and fruit. Include jaggery, turmeric and dry fruits.
Do not overeat Due to blood flow to the extremities, digestion slows down in the winter. Ensure that you do not overeat to avoid gastric symptoms.
Take medicines regularly: People living with asthma and other chronic respiratory ailments, hypertension, and heart diseases should check in with the doctors to adjust their doses for the winters and take the medicines regularly.
Flu shots: The children, the old, pregnant women, and people with lower immunity like those with asthma who take steroids, those who have undergone a transplant and are on immunosuppressant, and those with HIV should take a flu shot at the start of the winter.
Save Water- Save Life, Save a tree- Don't print unless it's really necessary!
Disclaimer:- This is a media alert subject to verification.
Integrated Disease Surveillance Programme (IDSP), National Centre for Disease Control, Ministry Of Health & Family Welfare, Government of India 22-Sham Nath Marg, Delhi – 110 054
For more information please contact: Media Scanning & Verification Cell: - Phone (011)23946029
Email: - email@example.com , firstname.lastname@example.org
http://www.facebook.com/pages/Media-Scanning-Verification-Cell-IDSPNCDC/137297949672921
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Climate Atlas Report
Municipality: Minnedosa
RCP 8.5: High Carbon climate future
| Precipitation (mm) | annual | 480 | 376 | 511 | 656 | 375 | 513 |
|---|---|---|---|---|---|---|---|
| Precipitation (mm) | spring | 107 | 60 | 119 | 187 | 67 | 126 |
| Precipitation (mm) | summer | 208 | 121 | 211 | 313 | 110 | 201 |
| Precipitation (mm) | fall | 100 | 52 | 109 | 178 | 55 | 108 |
| Precipitation (mm) | winter | 66 | 43 | 73 | 109 | 46 | 79 |
| Mean Temperature (°C) | annual | 1.4 | 2 | 3.7 | 5.5 | 4 | 6.2 |
| Mean Temperature (°C) | spring | 1.3 | 0.2 | 3.5 | 6.7 | 2.4 | 5.6 |
| Mean Temperature (°C) | summer | 16.7 | 17 | 18.9 | 20.8 | 18.7 | 21.2 |
| Mean Temperature (°C) | fall | 3 | 3 | 5.2 | 7.3 | 5.3 | 7.5 |
| Mean Temperature (°C) | winter | -15.8 | -16.9 | -13 | -9.3 | -14 | -10 |
| Tropical Nights | annual | 0 | 0 | 1 | 5 | 0 | 8 |
| Very hot days (+30°C) | annual | 7 | 5 | 19 | 36 | 14 | 38 |
| Very cold days (-30°C) | annual | 18 | 1 | 8 | 19 | 0 | 3 |
| Date of Last Spring Frost | annual | May 21 | April 27 | May 13 | May 30 | April 13 | May 4 |
| Date of First Fall Frost | annual | Sep. 18 | Sep. 9 | Sep. 28 | Oct. 18 | Sep. 20 | Oct. 9 |
| Frost-Free Season (days) | annual | 116 | 109 | 135 | 160 | 127 | 154 |
GHG emissions continue to increase at current rates
RCP 4.5: Low Carbon climate future
| annual | 481 | 378 | 508 | 651 | 369 | 506 |
|---|---|---|---|---|---|---|
| spring | 107 | 60 | 118 | 189 | 62 | 119 |
| summer | 208 | 124 | 209 | 308 | 116 | 204 |
| fall | 100 | 54 | 107 | 174 | 53 | 108 |
| winter | 66 | 44 | 74 | 111 | 44 | 76 |
| annual | 1.4 | 1.8 | 3.5 | 5.3 | 2.8 | 4.7 |
| spring | 1.3 | 0.3 | 3.4 | 6.6 | 1.5 | 4.5 |
| summer | 16.7 | 16.7 | 18.5 | 20.3 | 17.5 | 19.6 |
| fall | 3 | 2.8 | 5 | 7.1 | 3.6 | 6 |
| winter | -15.8 | -17.1 | -13.2 | -9.7 | -15.5 | -11.6 |
| annual | 0 | 0 | 1 | 4 | 0 | 3 |
| annual | 7 | 5 | 17 | 33 | 8 | 25 |
| annual | 18 | 1 | 9 | 21 | 0 | 5 |
| annual | May 21 | April 30 | May 15 | June 2 | April 23 | May 11 |
| annual | Sep. 18 | Sep. 8 | Sep. 26 | Oct. 14 | Sep. 12 | Sep. 30 |
GHG emissions much reduced
Where did this data come from?
Global Climate Models (GCMs) are used to depict how the climate is likely to change in the future. Since no one climate model can be considered 'correct', it is important to use many GCMs to capture a range of possible conditions. The GCM data we used were obtained from the Pacific Climate Impacts Consortium (PCIC). PCIC collected temperature and precipitation data produced by 24 different models and used advanced statistical techniques to create high-resolution (daily, 10km) versions of the data for all of Canada (for more information visit pacificclimate.org).
What are the RCP 8.5 and RCP 4.5 future climate scenarios?
One of the most important inputs into GCM simulations of the future climate is the expected concentration of greenhouse gases (GHGs; especially carbon dioxide) in the atmosphere as a result of human activity. In the scientific literature these future GHG concentrations are used to calculate Representative Concentration Pathways (RCPs). The High Carbon scenario (RCP8.5) assumes that we continue to emit very large amounts of carbon dioxide from the burning of fossil fuels; the Low Carbon scenario (RCP4.5) assumes that drastic reductions of emissions in the coming decades will stabilize the concentration of GHGs in the atmosphere by the end of this century. We did not use RCP2.6, an even lower emissions scenario.
How are the minimum, mean, and maximum calculated?
We used an ensemble of 24 different GCMs to analyze the future climate. The mean values are the average values of this ensemble over the 1976-2005, 2021-2050 and 2051-2080 periods. The range of values in each time period is indicated by the High (90th percentile) and Low (10th percentile) values in the tables. This means about 10% of the predicted values are above the "High" value, and 10% are lower than the "Low" value.
The Climate Atlas of Canada
The Climate Atlas of Canada (climateatlas.ca) is an interactive tool for citizens, researchers, businesses, and community and political leaders to learn about climate change in Canada. It combines climate science, mapping and storytelling to bring the global issue of climate change closer to home, and is designed to inspire local, regional, and national action and solutions.
Source
Prairie Climate Centre (2019). Climate Atlas of Canada, version 2 (July 10, 2019). https://climateatlas.ca
Disclaimer
The information disseminated by the Prairie Climate Centre -- including but not restricted to maps, tables, statistics and interpretations -is provided as a public service. It is provided without any warranty or representation, express or implied, as to its accuracy or completeness. Any reliance you place upon the information contained here is your sole responsibility and strictly at your own risk. In no event will the Prairie Climate Centre be liable for any loss or damage whatsoever, including without limitation, indirect or consequential loss or damage, arising from reliance upon the data or derived information.
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Joint statement on protecting children and their families during and after the COVID19 crisis
Introduction
As COVID19 continues to spread across Europe, it is bringing havoc and devastation to people's lives, exposing weaknesses of European healthcare systems, and intensifying social inequalities. Although children are considered as a low-risk group, they will be hit hard by this public health crisis. The widening of already existing inequalities means that those who need most support – such as access to adequate healthcare and education – are not receiving it and will struggle most to deal with the catastrophic economic consequences of the pandemic.
In 2018, 23 million children were growing up at risk of poverty or social exclusion in the EU. This number was already unacceptably high for one of the wealthiest regions of the world.
Alarmingly, this number is now expected to increase considerably in the coming year(s) as the economic consequences of COVID19 in Europe take their toll. Various global and European bodies already estimate that the impact of the current pandemic on the European economy will be much more devastating than that of the 2008 recession. Its ultimate scope remains unknown. The fight against poverty and deprivation should not be dropped from the political agenda; on the contrary, investments in our future education, child protection, health and nutrition, will help Europe reduce the damage and avoid future crises.
Evidence and lessons learnt from previous economic crises show that it is people in vulnerable conditions that are the most affected, having fewer means, opportunities, and less resilience to withstand the shocks and observe public health guidelines.
There is no guarantee that this pandemic will be the last for the foreseeable future, nor for how long this virus will remain with us or the extent of our immunity to it. How we prepare ourselves now, strengthen our social protection and health systems, and public services of general interest, will be fundamental. The extent to which we will prioritise leaving no one behind, protecting children from negative economic impacts, and investing in the most disadvantaged in our societies, will be THE test for the EU's values, identity and democracy.
It is therefore more important than ever to put children at the heart of the EU's crisis de-escalation measures and recovery strategy. An overarching social and sustainable Europe 2030 Strategy, an ambitious EU long term budget and a holistic Council Recommendation on the Child Guarantee are needed to support the EU's most vulnerable, including children and their parents in the long run. Meanwhile it is vital to model and keep monitoring both health and socio-economic impacts of mitigation measures impacting populations differently across society.
Eurofound 1 , the EU Fundamental Rights Agency 2 , the European Ombudsman 3 and the United Nations Committee on the Rights of the Child 4 have already raised their concerns about the impact of the crisis on children. The partners of the EU Alliance for Investing in Children insist that evidence and data collected across Europe feed into the EU's policymaking now.
Measures to support children and families in the short term
The EU Alliance for Investing in Children strongly recommends the European Commission and EU Member States to provide emergency support to children and families in vulnerable situations by:
a) Giving children, in particular all children from disadvantaged families and backgrounds particular attention in the design of immediate response measures to the COVID19 crisis.
EU Member States should use all possible measures to promote and protect children's rights in the current context of home confinement, physical distancing, discontinuity and no access to support services, schools, educators or peers. Measures to mitigate experiences of increasing poverty and inequality should be put in place immediately. For example, home schooling is not accessible to all and especially for children from disadvantaged backgrounds. Where parents in front-line low paid jobs have to continue to work out-of-house or are struggling to work from home and support their children, children may lack the necessary parental support. Others simply do not have the necessary IT equipment and/or stable internet connections, because they cannot afford it. Children are going hungry in families that relied on free school meals, many of which now rely even more on (depleted) food banks who had to reduce their working hours. The children who are badly housed now spend more time indoors, negatively impacting their long-term health. The incomes of vulnerable families are likely to be impacted due to unemployment and lay-offs, particularly those families where parents work in precarious jobs, rely on the informal economy or receive inadequate financial support to meet their household expenses. A common EU-wide commitment to make health services truly accessible to all children from poor and marginalised groups could be taken as a clear indicator of the value of working towards full-inclusion within European society.
In addition, measures are urgently needed to lower the risks of increased psychosocial issues and growing domestic and sexual violence against children and women. The European Commission should support its Member States in a coordinated approach, including in the de-escalation and recovery strategies rolled out at (sub)national level with the aim of strengthening social protection systems and community care in the medium and long term.
b) Directing national budgets and unspent EU financial resources from the 2014-2020 EU funding period to support children and families in vulnerable situations
National budgets across EU Member States have been redirected and stretched to support health and social protection systems.
1 https://www.eurofound.europa.eu/publications/customised-report/2020/the-covid-19-virus-someimplications-for-employment-and-working-life
2 https://fra.europa.eu/en/news/2020/protect-human-rights-and-public-health-fighting-covid-19
3 https://www.ombudsman.europa.eu/en/speech/en/126521
4 https://tbinternet.ohchr.org/Treaties/CRC/Shared%20Documents/1_Global/INT_CRC_STA_9095_E.pdf
At the same time, the European Commission has put forward its financial response towards the COVID19 pandemic 5 . Among other measures, the European Commission suggests a new funding programme, entitled "SURE", to support EU Member States through loans to fight unemployment. In addition, the Fund for the European Aid to the Most Deprived will introduce the use of food and electronic vouchers to reduce the risk of contamination, as well as the possibility of buying protective equipment for those delivering the aid.
The European Commission also foresees in its proposal that all unspent Cohesion Policy Funds will be redirected towards the fight against the COVID19 crisis. Co-financing requirements will be abandoned as Member States are already using all their means to respond to the crisis and transfers between funds as well as between categories of regions and between policy objectives will be made possible.
The EU Alliance for Investing in Children welcomes the European Commission's measures to respond to the COVID19 pandemic and strongly recommends EU Member States to:
[x] Ensure that national as well as EU funding is being used to support children and families at risk by:
o Ensuring access to timely and affordable health, educational and social services for all and access to targeted services for the most vulnerable.
o Granting financial support to those families affected by the crisis, through increased cash transfers to meet rising costs, emergency payments, access to in-kind support including food/meals, support to pay/delay bills, prevention of evictions and energy cut-offs, enabling them to survive and meet their financial commitments. This should include specific measures to house and support homeless and migrant children and young people and support their opportunities for schooling and education.
o Addressing issues of inclusion across the digital divide whereby children growing up in the poorest of families have no access to the internet nor to basic IT equipment and hence no access to online information and other resources. This issue is particularly felt when children need to follow online courses of compulsory education and are therefore excluded.
[x] Direct national budgets and EU funding support to civil society organisations running programmes supporting families that struggle to continue their operations due to the need for additional staff, protective equipment and financial resources;
[x] Ensure that the needed resources reach out to all actors supporting marginalised groups with minimal administrative requirements, including small, grass roots organisations that contribute by supporting the basic needs of families and children;
[x] Promote effective coordination and cooperation of all actors at the national, regional and local level, in order to guarantee effective resources allocation.
[x] Meaningfully consult children and families experiencing poverty and social exclusion and civil society organisations representing them in the design, implementation and monitoring of Cohesion Policy Funding, thus ensuring its re-direction to where it is mostly needed.
Measures to support children and families' wellbeing in the long term.
5
The EU Alliance for Investing in Children calls on the EU institutions to adopt measures that will support children and their families in the years to come.
a) Adopt a comprehensive, social and sustainable Europe 2030 Strategy that will set a target to halve poverty and child poverty by 2030.
The Europe 2020 Strategy was introduced in the aftermath of the 2008-2009 financial crisis that left millions of Europeans unemployed, at risk of poverty and social exclusion. The EU is currently on the verge of a new, perhaps deeper crisis that will have unprecedented financial impacts on European citizens.
The EU should now look forward and respond decisively to the COVID19 pandemic and to buffer the severe socio-economic consequences that the Union will face in the upcoming years.
Until now, the European Green Deal is the only long-term strategy the EU has presented. Alarmingly, it has not set out an overall post-2020 Strategy outlining the Union's vision for the upcoming decade. Although the fight against climate change is crucial, the EU should take into account the current challenges that the Union is facing and propose a coherent multi-faceted Europe 2030 Strategy that brings together policy action related to the economy, social inclusion and environmental protection, and is aligned with the UN Agenda 2030 and the Sustainable Development Goals.
Within this framework the EU should set an ambitious target to end extreme poverty by 2030 and to reduce the risk of poverty and social exclusion by 50%. This will lift at least 55 million people, among whom 10 million children, out of poverty and social exclusion by 2030, based on the multidimensional AROPE indicator that measures poverty in all its forms in the EU. This target should also take into account the furthest left behind, which could be monitored additionally by the relative median at-risk-of-poverty gap or the AROPE with a threshold of 40% of median income.
b) Adopt a Council Recommendation on the Child Guarantee that has an integrated approach and includes access to financial resources, children's access to services, and their participation.
The European Commission has committed to reduce child poverty in the EU by launching a European Child Guarantee to support children's access to essential services.
The spread of COVID19 clearly shows why all vulnerable people need to be able to access affordable, quality and inclusive services. It has shown that EU Member States should ensure access of all people to health protection and treatment regardless of their financial means or their residence status, but according to their need. At the same time, this crisis has also demonstrated the importance of children's access to adequate nutrition. In addition, the isolation measures emphasize the significance of access to decent housing, as many families that inhabit in overcrowded accommodations and living areas (eg. Roma settlements, slums and squats) homeless families living in homeless shelters, as well as the families in migration living in overcrowded camps, hotspots or in detention centres find it more difficult to socially distance, or self-isolate putting in danger themselves as well as their co-habitants. Finally, this crisis has stressed the importance of children's access to education and the preparedness of governments to offer equal access to learning to all children. Although some governments have developed platforms to help children access distance learning, this is not the case everywhere or does not reach all children. Moreover, children in poverty, living in care, in shelters or reception centres often do not have the means to access distance learning platforms. Equally, protection of children's rights and privacy online should be ensured.
Although children's access to essential services is absolutely critical for children's wellbeing and development, this measure by itself will not reduce child poverty in the EU.
Taking into account the foreseeable socio-economic consequences that the COVID19 pandemic will bring across the EU, it is essential that families are supported holistically as child poverty is very much related to parents in low paid employment or being unemployed or having limited access to social benefits.
This crisis causes an urgent need to adopt a systemic approach to tackling child poverty and protection against economic shocks. Strong social protection systems, multi-sectoral cooperation and child participation embedded in family, community and policy-making settings will be pivotal to making this happen.
The 2013 European Commission Recommendation on Investing in Children was an ambitious policy framework that took a comprehensive approach on tackling child poverty. It called on EU Member States to develop national child poverty reduction strategies that would ensure -
a) parents' access to resources,
b) children's access to affordable and quality services and
c) children's right to participate in cultural and sport activities and decision making.
Given the foreseen impacts of the COVID19 crisis on children and their families, this holistic and comprehensive approach should be retained and reinforced in a form of a Council Recommendation on the Child Guarantee.
c) Adopt an ambitious EU budget for the 2021-2027 EU funding period to support child poverty reduction and social inclusion.
The European Parliament in its proposal for the 2021-2027 European Social Fund Plus called for an increased EU budget by 5,9 billion Euros and demanded from EU Member States to earmark 5% of their ESF+ resources to implement the European Child Guarantee.
In addition, the European Parliament increased the ESF+ earmarking for social inclusion to 27% and the earmarking to support the most deprived to 3%.
The COVID19 pandemic is expected to leave millions of Europeans unemployed or in low paid employment. It is also expected to test social and child protection systems. The European Social Fund Plus will be the instrument that EU Member States will need and will use the most in the upcoming years to complement national social security instruments and prevent exclusion.
The European Commission President Ursula Von der Leyen has stated that for the EU to recover from the COVID19 crisis a powerful new budget should be adopted which invests money in a smart and sustainable manner.
Therefore, the EU Alliance for Investing in Children strongly recommends to:
[x] the European Commission to update its proposal for ESF+ with a substantial increase of resources, in line with the European Parliament's proposal, including an earmarking of 5% for the establishment of a European Child Guarantee
[x] EU Member States to agree on an increase of the resources proposed for the ESF+, in line with the European Parliament's proposal, including dedicated funding for the implementation of the Child Guarantee Council Recommendation.
Endnote
The EU Alliance for Investing in Children has been advocating for a multidimensional, rights-based approach to tackling child poverty and promoting child well-being since 2014.
This statement was endorsed by the following partner organisations of the EU Alliance for Investing in Children:
Alliance for Childhood European Network Group;
ATD Quart Monde;
Caritas Europa;
COFACE Families Europe;
Don Bosco International;
Dynamo International – Street Workers Network;
Eurochild;
Eurodiaconia;
EuroHealthNet;
European Association of Service Providers for Persons with Disabilities – EASPD;
European Anti-Poverty Network – EAPN;
European Federation of National Organisations Working with the Homeless - FEANTSA;
European Public Health Alliance – EPHA;
European Social Network – ESN;
Lifelong Learning Platform;
Make Mothers Matter;
Mental Health Europe; Platform for International Cooperation on Undocumented Migrants (PICUM); Roma Education Fund; Save the Children; SOS Children's Villages International; UNICEF EU Office
Contacts:
Réka Tunyogi, firstname.lastname@example.org, Head of Advocacy, Eurochild, +32 (0)2 211 05 54
Katerina Nanou, email@example.com, Senior Advocacy Advisor, Child Poverty and Children in Alterative Care, Save the Children, +32 (0)2 512 78 51
Dorota Sienkiewicz, firstname.lastname@example.org, Policy Coordinator, EuroHealthNet, +32 (0)2 235 03 24
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Be a Good Steward of the Environment – Stop Plastic Pollution
In his ground-breaking encyclical Laudato Si ("Praise be to You"), Pope Francis urged humankind to exercise better stewardship of the earth. Subtitled "On Care of Our Common Home," the pontiff's letter called for a radical "ecological conversion" on the part of people the world over, and especially disciples of Jesus Christ, to honor and save our earth from degradation. One way we can be better stewards of the earth is to fight plastic pollution.
Cheap, capable of being made into any conceivable shape, strong and durable, plastic is the wonder product of the modern world. However, the victim of this technological success appears to be much of life on earth. Almost 80% of the plastic produced since the 1950s has been thrown away, either into landfill sites or into the general environment.
Ending plastic pollution is the focus of Earth Day 2018, the annual event celebrated on April 22 world-wide to raise awareness of ecological dangers and demonstrate support for protection of the global environment.
Items like plastic packaging, bags and bottles are thrown away every day, and end up in trash sites as well as in forests, creeks, rivers, seas, and oceans around the world. While some of these items are recycled, the growth of plastic consumption and its improper disposal currently outpace efforts to recycle and produce post-consumer plastic materials.
But plastic is more than just litter. A petroleum product, plastic is nonbiodegradable. And in reality, most plastic does not ever disappear, but becomes long-lasting "plastic dust". When items like plastic bags break down, they readily soak up (and release) toxins that then contaminate soil and water, as well as harming animals that ingest plastic fragments. The increasing presence of plastic in our oceans poisons and ensnares marine life. Check your refrigerator. How much stuff in there is stored in plastic? Hazardous chemicals, some of which can disrupt human hormones, leach from some plastics that are used for food and beverage storage.
Plastic is the basic material of a consumer world. Without it we wouldn't enjoy the same standard of living or convenience. But if we take the Holy Father's urgent pleas seriously, we should take seriously the issue of plastic contaminating and damaging our environment. For Christian stewards, it is a moral responsibility to confront this pollution. And become better stewards of the earth.
Suggestions for Stopping Plastic Pollution
A springtime walk on a lovely April day brings you into contact with the ubiquitous presence of plastic in our lives. From the crushed soda bottle lying at the side of the road to the plastic bags floating through the air like kites, plastic pollution is everywhere. It is not possible to be plastic free. But there are steps we can take to reduce consumption of plastic. Earth Day 2018 asks us to consider the Five Rs: Reduce, Refuse, Reuse, Recycle and Remove plastic in our everyday lives.
Here are a few suggestions you can incorporate into your life immediately:
* Keep reusable canvas bags in your car for shopping trips and commit to refusing plastic shopping and grocery bags.
* Many stores have containers to recycle plastic bags, even newspaper wraps. Utilize them.
* Carry a small set of simple utensils and a reusable straw so that you never have to use throwaway plastic utensils.
* Encourage your school or college to look into utensils made with biodegradable components. Many Catholic schools have gone this route.
* Store left-overs in reusable containers.
* When shopping for gifts or toys, watch for excessive, wasteful plastic packaging.
* Many cities are considering levying a fee for using plastic bags at stores. Urge your local government to consider this proposal to encourage reusable bags. Ireland reduced its plastic bag use by 95% almost overnight by placing a tax on plastic bags!
* Visit www.earthday.org for more ideas and inspiration!
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In the age of COVID 19-
How you see
A hope in times, unknown, unseen-
When Jack and Jill are praying To get back
To all work and some playing.
Give your imagination A creative flight A creative flight In times of this strange plightEither in verse, or of it be free In the age of decree That is "Social Distancing"
Students: An opportunity to share your best thoughts with a wider community in the form of a poem. Give wings to your aspirations and Imaginations, to keep the national spirit high.
Teachers: motivate students to participate in an open competition of creative writing. Please choose best three entries from one language and send us.
Let your thought Be not of the limited lot You are free to choose Your muse -
Dohe, Haiku or Ghazal Rubai, Shlok or Nazam Send us just one poemThat does evoke Your creative thought.
Be a part of our mission To commission, In young souls The spirit of resilience And poetic wings that strive Towards excellence Of empathy and such things.
Organizing Secretary Dr. Randheer Kour. Convener Prof. Archna Bakshi.
Organizing Team Teaching Faculty, GDC Bishnah.
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Stanisław RAKUSA-SUSZCZEWSKI
Department of Antarctic Biology Polish Academy of Sciences Ustrzycka 10 02-141 Warszawa, POLAND
The past and present of King George Island (South Shetland Islands, Antarctica)
The South Shetland Islands first existed on maps in 1819 after their discovery by the Englishman, William Smith (Hattersly-Smith 1951) and annexation on behalf of King George II.
In 1819-1821 in the area of the South Shetland Islands, American, British and Spanish sealers hunted for seals (Stackpole 1995). Admiralty Bay and the South Shetland Islands were probably named by George Powell, a British sealer sailing on the Dove in 1821-1827.
In 1821, the Russian expedition led by T.T. Bellingshausen, sailing through Bransfield Strait from west to east gave King George Island the name Waterloo Island, not knowing that English had been earlier in that area. King George Island is called Waterloo Island to this day by the Russians (Dubrovin and Preobrazenskaja 1987).
At the end of the 19th century after fur seals were completely exterminated in the South Shetland Islands, sealers were replaced by whalers. Whalers needed large, deep bays to capture whales and Admiralty Bay was one of the best.
One century earlier the development of whaling industry in Antarctica was foreseen by George Forster, citizen of Gdańsk, who participated in the second expedition of James Cook to South Georgia and observed there many flocks of baleen whales (Aagaard 1929). In 1905 Ch. Christensen, a Norwegian shipowner sent the first modern fleet of three whaling ships Admiralen, Hanken and 0nun which arrived in Admiralty Bay on 27 January 1906. Ships and whaling bases needed both deep bays and drinking water and Admiralty Bay was most suitable for this purpose.
During his second Antarctic expedition in the years 1908-1910 Jean Charcot (Charcot 1978) encountered the ships of two Norwegian and one Chilean whal ing campaigns which had their bases in Admiralty Bay and on Deception Island.
3-4
As observed by Charcot, the catchments were so plentiful that only 40% of the killed whales flesh was used.
There were not any prominent historical persons on King .George Island at that time, although it has been mentioned that a few sealers from the ill-fated ship, Discovery, wintered over on King George Island (Hattersly-Smith 1951). In 1992, on Demay Point, Polish expedition has found a piece of human leg bone which documents that someone had been buried on King George Island.
At first there was a coastal whaling industry. In the years 1906, 1907, 1908 and 1909 there were caught in South Shetland Islands area 183, 791, 930 and 1743 whales, respectively (International Whaling Statistics 1931). Whale bones strewn on the shores of Admiralty Bay date from this period. In 1997 in Admiralty Bay there were still present the fragments of 152 whale skulls, including 95 at Kellar Peninsula and Hennequin Pt., while at the west shore of Italian Valley up to Patelnia Peninsula 57 fragments were found (P. Kittel, pers. inform.). Commonly are found the fragments of skeletons, wood, barrels and harpoons.
After World War II, in December 1947, the British militia, commanded by John Huckle, built a small wooden hut on Kellar Peninsula from wood trans ported from Deception Island. Point Thomas was a better location from the point of view of at least one Englishman, after reconaissance in the area of Point Thomas, but the leader of the British group, A. Reece, decided to build the hut on Kellar Peninsula anyway. Kellar Peninsula was thought to be the best place to achieve the goal of the expedition which was to map the South Shetland Islands and Kellar Peninsula provided good access to all of the islands. This is the argument for why the British built a base on the Kellar Peninsula, Base "G". Five people wintered over in 1948 lead by geologist, E. Piatt, who died later in the same year during field work (Fuchs 1982).
In February-March 1947, in Admiralty Bay, Argentinian ship and officers made their presence. The island has been named 22 de Mayo while Admiralty Bay was called Baya Lasserde. The Argentinians built their own hut to emphasize their sovereignty, about 80 meters away from the British one. This hut was occupied from time to time. The English were present on Kellar Peninsula without break from 1948 up to 1961. Admiralty Bay station, Base "G" mostly carried out me teorological observations, but they also made geologic and topographical meas urements and observations. Base "G" finished its activities in 1961.
On January 28, 1968, the Soviet icebreaker, Ob, entered Admiralty Bay. The expedition was led by A. F. Trioshnikov who was looking for a suitable location for a Russian station. The shores of Admiralty Bay were not to his liking and he finally selected a location west of Admiralty Bay, Maxwell Bay, and there Bellingshausen Station was opened on February 22, 1968 (Trioshnikov 1985).
One year later, after a volcanic eruption completely destroyed the Chilean station {Presidente Aguire Cerda) on Deception Island by covering it with ash, the
Chileans relocated to King George Island, 300 meters away from Bellingshausen Station. The Chilean station Eduardo Frei, was opened on March 7, 1969.
Chile claimed the territory between 52 and 90 degrees of western longitude, based on a Chilean decree from September 7, 1939. In the same area, Argentina and Britain claimed territory. The Antarctic Treaty, which was ratified in 1961, froze all territorial claims to Antarctica, but the extisting claims have not been disputed.
The first Poles to land on King George Island were biologists who partici pated in the 19th Soviet Antarctic Expedition (SAE) as a Illrd Polish Antarctic Biological Expedition organized by Nencki Institute of Experimental Biology, Polish Academy of Sciences. On November 17, four men landed on the shores of King George Island and spent the night there due to strong gales. These men were: Krzysztof Jażdżewski, Andrzej Lipkowski, Stanisław Rakusa-Suszczewski and Hubert Szaniawski.
Three years later in the season 1975/76 there was a beginning of a new period of Antarctic investigations. There was a consensus of interest to exploit Antarctic krill (Euphausia superba) whose numbers were estimated to be in the millions of tons. Poland sent the 1st Polish Antarctic Marine Expedition to western Antarctica on two ships, the research vessel, r/v Profesor Siedlecki, and the fishing trawler, m/t Tazar. The main goal of the expedition was to evaluate the possibility of harvesting and processing krill (Euphausia superba) in the Ant arctic. The Federal Republic of Germany organized a similar expedition with two ships (a research vessel and a fishing boat).
In February 1976, two Polish ships anchored near the shore of Maxwell Bay in front of Bellingshausen and Eduardo Frei stations (Rakusa-Suszczewski 1979). On the day of their arrival, a memorial plaque was placed on the nearby rock with an inscription recounting the first Polish expedition. The text was written in Polish, English and Russian. Beneath the memorial plaque, a metal tube was placed which contains the names of all the members of the expedition. This memorial plaque was accepted by the Antarctic treaty as a historical monu ment, as was the grave of Włodzimierz Puchalski, who died on the shores of Admiralty Bay in 1979.
While the Polish expedition worked in Bransfield Strait on the r/v Profesor Siedlecki and the m/t Tazar, the Italian alpinists' expedition built a small hut on the shore of Ezcurra Inlet in Admiralty Bay. This small hut was named Giacomo Bove Base, but in March of the same year, the hut was destroyed. The area where the Italians had built their hut is now called Italian Valley on Polish maps of Admiralty Bay.
In December 1976, new Polish expedition left from Gdynia on two ships, the m/s Zabrze and the m/t Dalmor. The goal of the expedition was to establish a Polish base. On January 28, 1977 construction of the base began in Admiralty Bay and on February 26, 1977, Arctowski Station was officially opened.
In the 1983/84 season, on Kellar Peninsula, eight kilometers away from the Polish station, on the opposite side of Admiralty Bay, near the old British station "G", Brazil established their own station Comandante Ferraz.
In the 1988 field season, Peru started to build Machu Piechu Station on Crepin Point. The station operates from time to time during summer field seasons.
In January 1988, a marine expedition from Ecuador established a small refuge on Hennequin Point.
Americans have a small summer field hut in Special Site of Scientific Interest 8 (SSSI No 8) which is called Peter J. Lenie; Copacabana is it nickname given by the Poles.
The relatively high number of bases on King George Island and in Admiralty Bay could be detrimental to the Antarctic environment and for this reason, Poland and Brazil wrote a proposal in 1991 to declare the area of Admiralty Bay an Antarctic Specially Managed Area (ASMA) in the Antarctic Treaty. The proposal was completely accepted by the Antarctic Treaty Organization in 1996 after a few revisions. The area of Admiralty Bay will be regulated by the ASMA plan which will be coordinated by Brazil until the year 2000 upon agreement with Poland.
In the area of Maxwell Bay situated west of Admiralty Bay there presently work the stations of China {Great Wall), Chile (Frey), Russia (Bellingshausen), Uruguay (Artigas), South Korea (King Sejong), Argentine (Jubany), and of the Federal Republic of Germany (Dalman). To the east of Admiralty Bay there will soon be built a seasonal Czech station in the vicinity of the SSSI No 34.
References
AAGAARD B. 1929. Antarctic whaling and exploration. — The Scottish Geographical Magazine, vol. XVI, January: 25-81.
DUBROVIN L.L. and PREOBRAZENSKAYA M.A. 1987. O chem govorit Karta Antarktiki. —Gidrometeoizdat, Leningrad: 1-160.
CHARCOT J. 1978. The voyage of the "Pourquoi Pas". — The Journal of the Second French South Polar Expedition 1908-1910. Charcot J.B. Reprint Hurst & Co.; pp. 315.
FUCHS V. 1982. Of ice and men (The story of the British Antarctic Survey 1943-73). — Antony Nelson Editor. King George (Waterloo). Inf. Bull. SAE, 89: 15-18.
INTERNATIONAL WHALING STATISTICS 1931. Edited by the Committee for whaling statistics. — Oslo: 1-68.
HATTERSLY-SMITHG. 1951. King George Island. —Alpine Journal, 58: 282: 67-75.
RAKUSA-SUSZCZEWSKI S. 1979. Dlaczego Antarktyda"! — Państwowe Wydawnictwo Naukowe, Warszawa, Biblioteka Problemów: 1-225.
STACKPOLE E.A. 1955. The voyage of the Huron and the Huntress (The American sealers and the discovery of the continent of Antarctica). — Conn. Printers. Incorporated, Hartford; 186 pp. TRIOSHNIKOV A.F. 1985. Moi poljarnye puteshestvija. — Wyd. Masl., Moskva: 1-475.
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adventure series task card PE-930
oth1003019 © 2010 Playworld Systems®, Inc.
activity card #2 of 11
PE-930
Climb across the bridge, crossing your feet with each step.
Climb up the poles and down the ladder. Set 2 of 3 Grades K-2 sample
PE-930
adventure series task card PE-930
oth1003019 © 2010 Playworld Systems®, Inc.
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Vertical Progression Guide For Common Core
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K-12 Standards Section - Arizona
Department of Education Download PA Core Implementation Pennsylvania's Core Standards in English Language Arts and Mathematics are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce. VERTICAL PROGRESSION GUIDE F OR T H E C O MM ON C ORE ... The Common Core Vertical Progression Guide for Mathematics is an essential resource teachers will
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Vertical Progression Guide For Common Core
Vertical Progression Guide For Common
Reading Sage: CCSS Vertical
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Fifth grade teachers at Glenford Elementary introduce a Vertical Progression Guide to the common core standards for grades k-12.
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Vertical progression guide
Every K–12 Mathematics Common Core Standard is included in this Vertical Progression Guide. Vertical progression arranges the Standards in an
ascending staircase format by grade level and content type. This format allows educators to see the progression of the Standards within a grade level and to develop an in-depth understanding...
VERTICAL PROGRESSION GUIDE fOR ThE COmmON CORE
Amazon.com: vertical progression guide for the common core The Common Core Vertical Progression Guide for Mathematics is an essential resource teachers will reference over and over. The guides arrange all of the mathematics
RI.2.1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Embedded within the K?5 standards. Grade 3 RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
commoncore.tcoe.org Get this from a library! Vertical progression guide for the Common core : mathematics K-12.. [Battelle for Kids (Organization);] Ohio's Learning Standards for English Language Arts | Ohio ... The Common Core Vertical Progression Guide for English Language Arts is an essential resource teachers will reference over and over as they implement
the Common Core State Standards. The guides arrange all of the ELA standards, from kindergarten through grade 12, by grade level and content type. Amazon.com: Vertical Progression Guide for the Common Core ... COMMON CORE VERTICAL PROGRESSION GUIDE ... Vertical Progression Guides, K–12 English Language Arts (ELA) & Mathematics, & K–3 ELA & Mathematics with Ohio's or Tennessee's Pre-K Learning Standards The new Standards are built on the concept of learning progression. Think about vertical
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Neighbourhood Plan - which future for Saxmundham?
We imagine 3 possible futures for our town, based on different levels of future growth and development – which do you favour?
How do you see Saxmundham's future – or how do you see Saxmundham in the future?
We look at some possible pros, cons and risks of each – do these seem right to you? Are there other good and bad points?
Each future is looked at from the perspective of the Year 2036 – chosen because it marks the end of the District Council's next Local Plan period.
Future 1 we call "Greater Saxmundham", which would have the highest level of new housing and population growth (1,200 new homes, a population increase of nearly 3,000)
Future 2 is "Growing Saxmundham" with around 800 new homes over the period, a population increase of 1,800 to 2,000.
Future 3 is "Steady State Saxmundham" which grows by the lowest amount, with around 300 new homes over the period, a population increase of around 750.
Future 1 – "Greater Saxmundham"
Saxmundham made the choice to grow substantially, to become a key service centre, with excellent rail links, for the whole of east Suffolk. It provided a service hub, using its strategic positioning half-way between Ipswich and Lowestoft, and with tourist access to the Suffolk Heritage Coast.
By 2036, the population of Saxmundham and nearby villages has grown by around 3,000, representing some 1250 new dwellings. As a result of this high level of increase, the town has a new primary school and a local primary health centre. Plans have been agreed for a new by-pass road for traffic from the A12 heading to Leiston.
This degree of growth means that housing development has taken place on the south side of town, joining up to Benhall, and filling much of the land between the railway and the A12 bypass.
More houses have also been built up Church Hill to the brow. Over one quarter of the new housing is confirmed as affordable, and this includes new social housing provision, especially for local families, and some designed specifically for people with special needs.
While many residents commute to work in other places, a growing share of the population works locally, taking advantage of faster networked connectivity. This includes the extended industrial estate in Kelsale, a new employment complex on the west side of the A12, and new and converted start-up and shared offices in and around the town centre. In addition to, the jobs linked to the 'east Suffolk service centre' function, the town has a growing reputation for its cultural life covering both popular culture (notably through its respected Music Festival) and for its arts programme, using its proximity to Snape Maltings to offer an 'off Festival' programme.
The town centre, reflecting a greater footfall and spending power than 15 years earlier, has a set of popular and not-so-dear restaurants and refreshment outlets, as well as local services and a number of premises occupied by artists and small offices focusing on the cultural industries. The Market Hall offers a welcoming High Street meeting place and venue after its refurbishment, and the Street Farm community hub provides a valued set of community services including a much used community centre, library, town council administration and information point.
The towns' long standing traffic and parking issues have seen improvement, but problems remain, which the new Leiston -link bypass road should improve. The High Street now has wider pavements and short term parking bays. New cycle paths to Benhall and Kelsale have been created, and improved pedestrian and cycle access to the town.
PROS: (1) A growing population should mean new public facilities being provided – we here assume a new primary school will be provided, as well as a health centre, and that a new bypass road towards Leiston would over time be planned for and funded to overcome some of the growing traffic problems.
(2) If Saxmundham can play the new mid-way service centre role, it should lead to more spending power in the centre, reflected in more service jobs there. We also assume that Saxmundham can develop a reputation as a good place for artists and culture generally with employment spin offs. (3) More Community Infrastructure Levy (CIL) that comes from a greater level of development to be used for the benefit of the town.
CONS: (1) This option involves large scale housing and related development on the south of the town, which will have material impacts on landscape and local environment. Currently the area has well-used public footpaths of a rural character which offer good walks (including for dogs).
(2) Additional development on the hill to the east will increase congestion at the cross roads, and because of its prominent position have an impact on the wider landscape.
(3) Much of the new housing would be difficult to link organically to the town centre, so the 'new' population may not add to the sense of community.
(4) New employment land off the A12 would similarly be difficult to link organically to the town and would have implications for the A12.
(5) A new Leiston link bypass will have environmental consequences and depending on the route chosen could have an adverse effect on the wider countryside or on the setting of Hurts Hall and the church, or both.
RISKS: (1) There is no certainty that even with this large-scale growth, new public infrastructure will in fact be implemented, though it is certainly more likely at this higher level.
(2) The growth in population may not lead to much more spending in the local economy, in which case the town will lose some attractive habitat and landscape and gain little in return, i.e. becomes more of a dormitory town lacking in a deep sense of community.
Future 2 – "Growing Saxmundham"
Saxmundham has said yes to our town growing – but not to the point where that meant that there was no longer a time-honoured, landscape separation from Benhall and Kelsale. By 2036, around 800 more homes had been built with a population around 1,800 higher than in 2018. Many of the new homes were located by developing further up Church Hill to the brow of the hill, [while others were built on part of the Layers, close in to the town] and around the back of the Free School; the latter had vehicular access directly to the A12, which tended to reduce their sense of 'belonging' to the town.
Over one quarter of the new housing is confirmed as affordable, and this includes new social housing provision, especially for local families, and some designed specifically for people with special needs.
Saxmundham has grown its function as a service town for a wide surrounding area, with an expanded medical practice on the traditional Lambsale Meadow site. After much debate over capacity in local primary schools, by 2030 it was agreed that a new one was needed and has just opened.
Most of the more recent residents are either retired, or commute to work in other places. There has been a modest increase in those who work locally, taking advantage of improved network connectivity and more service job opportunities. This includes the extended industrial estate in Kelsale, and some new and converted start-up and shared offices in and around the town centre.
The town has been working hard to reinvent itself as a modern entertainment and cultural centre, with some real but limited success, covering both popular entertainment (working with its respected Music Festival) and a growing art and culture programme, using its proximity to Snape Maltings to develop an 'off-Festival' programme.
The town centre, although still 'on the edge', has some increased footfall and spending power compared to 15 years earlier, with some popular and not-so-dear restaurants and refreshment outlets, as well as local services and a number of premises occupied by artists/artisans. But the old retail outlets have mainly disappeared. The Market Hall offers a welcoming High Street meeting place and venue after its refurbishment, and the Street Farm Road community hub provides a valued set of community services including a much used community centre, library, town council administration and information point.
The town's long-standing traffic and parking issues have slightly improved but are still an issue. The High Street has wider pavements now and short term parking bays. Improved pedestrian and cycle access to the town centre has been developed and moving around town on foot, by bike or by mobility scooter has become a more pleasant option.
PROS: (1) A growing population should mean new public facilities being provided – we here assume a new primary school will at last be provided, and that the current medical centre will expand but at its current premises.
(2) With a significant population increase, though less than in Option 1, there should be some increased local employment, and also some more spending power in the town centre, reflected in more service jobs there. We also assume that Saxmundham can begin to develop a reputation as a good place for local entertainment and culture generally, drawing more people into the centre with a degree of employment spin off.
(3) A Community Infrastructure Levy commensurate with the level of development
has been obtained, but less than with Option 1.
CONS: (1) This option involves further significant housing and related development, both up Church Hill and close to the A12 to the south west of the town, which will have impacts on landscape and the local environment.
(2) Much of the new housing would be difficult to link organically to the town centre, so the new population would not add to the sense of community.
(3) Compared to Option 1, this option may make it harder to win new service infrastructure such as a new primary school or medical facilities.
RISKS: (1) There is no certainty that with this level of growth new public infrastructure (schools, medical roads) will in fact be implemented.
(2) The growth in population may not lead to much more spending in the local economy, in which case the town loses some attractive habitat and landscape, and gains little in return, probably becoming more of a dormitory town lacking in a deep sense of community.
Future 3 – "Steady-State Saxmundham"
While recognising that it must continue to grow and help to meet people's housing needs, Saxmundham has made the strategic choice to remain a smaller service town, with development largely within or close to the 2018 development limits and preserving and nurturing its historic market town character. Between 2018 and 2036, a further 300 dwellings have been built, with the population increasing by about 750 over the period.
While this level of increase had some effect on local services such as schools and health service, it has not proved to be large enough to generate significant new investment in its social infrastructure, with only small extensions to the local school and medical centres within existing sites.
Apart from small infill and windfall sites, most of the housing is situated up Church Hill, with some at the rear of the Free School. While some 20-25% of the housing is deemed affordable, it has proved hard to meet all the housing needs of local families.
Local employment has increased somewhat, including the extended industrial estate in Kelsale, and some new start-up office premises in the town. The town centre itself has struggled to maintain an adequate level of economic activity, so alongside some successful local services and refreshment providers, some of what were once retail establishments have reluctantly been allowed to change to residential use to prevent longer-term decay.
Despite the town centre's economic fragility, Saxmundham's centre provide a focus for a reasonably strong social life, both in the community hub in Street Farm Road and in the improved Market Hall, with a growing range of local entertainment and cultural activities centred on these venues.
The town's long-standing traffic and parking issues have seen only modest attention, with no major infrastructure improvement. The High Street now has somewhat wider pavements and a few short term/disabled parking bays. Some improved pedestrian and cycle access to the town centre has been built.
PROS: (1) The town retains its traditional character and maintains its historic attractive rural setting, and its separation from surrounding villages.
(2) The increased population, although not huge, brings some additional spending power to the centre, a modest increase in local employment opportunities and increased participation in local community activities.
(3) At this level of development, the Community Infrastructure Levy is welcome but is much less than Options 1 and 2.
CONS: (1) This level of development is probably not large enough to attract, or require, major new investments in physical and social infrastructure (roads, school, health services), but the population still grows and puts more pressure on existing services.
(2) The lower level of housing development may adversely affect the chances of local families, notably the less well off, from being able to find affordable housing in the town.
(3) The town is unlikely to see major increases in local employment opportunities or investment, and the town centre economy remains fragile.
RISKS: (1) The proposed level of new housing may be seen as inadequate by the local district council in setting its local plan housing requirements, which overall need to plan for quite high levels of additional housing.
(2) Moreover, housing developers may seek to develop on sites not provided in the Neighbourhood Plan, arguing that there are no good planning reasons against such development.
(3) The town centre may decline even more and more rapidly than envisaged, if the town is seen as a backwater.
(4) The position of the town as a service centre may decline, if other nearby towns are able to provide more community, leisure and cultural opportunities.
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Submission
to
the ACT Government Discussion Paper
on
Raising the Minimum Age of Criminal Responsibility
August 2021
The Australian Child Rights Taskforce
For More Information:
James McDougall ACU Institute of Child Protection Studies
P: +61 (0)419 243 179
E: firstname.lastname@example.org
Howard Choo Save the Children Australia
P: +61 (0)3 7002 1613
E: email@example.com
EXECUTIVE SUMMARY
This submission shares the insights of the Australian Child Rights Taskforce concerning this important development in justice and wellbeing for children and young people in Australia today.
Childhood and adolescence are 'critical times for building capabilities for life' 1 . Learning experiences don't come in neat packages for all children and young people. Sometimes these experiences are guided by mistakes or misguided by the less than perfect circumstances around them. The criminal justice system offers a fundamentally flawed approach for supporting and learning for children. The surrounding service systems are not always child-centred and respectful of children's rights and health and wellbeing.
We believe that this inquiry offers an important opportunity to review the limitations of existing policy and practice in the service system for children and to consider possible future direction and developments that will improve justice, health and wellbeing and respect for rights for children and young people in Australia more generally.
In 1997 the Australian Law Reform Commission & Australian Human Rights Commission handed down a joint report called "Seen and Heard: priority for children in the legal process". Today, this landmark report remains the most comprehensive examination of children and the legal system in Australia. Disturbingly, many of the failures of legal processes for children identified in this report remain today:
* discrimination against children;
* a failure to consult with and listen to children in matters affecting them;
* a lack of co-ordination in the delivery of services to children;
* an overly punitive approach to children in criminal justice systems;
* the over-representation of Indigenous children in the justice and protection systems;
* court processes which are bewildering and intimidating for children; and
* school exclusion processes without fairness and natural justice.
The reform under consideration today in the ACT provides an opportunity to revisit and address some of the findings of that report.
Our recommendations
* The minimum age of criminal responsibility should be raised to 14 years with no exceptions.
* Child rights should guide the implementation of the reform.
* Gaps and weaknesses in the existing service system should be addressed.
* The focus should be to create and maintain safe, stable, and supportive environments.
* The views of children should be heard in design, implementation and decision making.
* The reforms should address coordination and integration of services and systems.
* The reforms should produce systems that address need and are voluntary and accountable.
* Services to victims of crime should not be affected.
1 McLachlan, R., Gilfillan, G. and Gordon, J. 2013, Deep and Persistent Disadvantage in Australia, rev., Productivity Commission Staff Working Paper, Canberra at page 14.
Background
The Issues
The ACT Government has proposed raising the minimum age of criminal responsibility in the ACT as a priority reform. It has identified that before any change is implemented, the ACT community needs to have the right systems in place to support children who will be affected by the legislative reform.
The Australian Child Rights Taskforce supports the reform and wishes to assist in the implementation of the reform.
A Discussion Paper has been released to guide the preparatory discussions. We also note that an independent review of the service system and implementation requirements has been commissioned. The review team will map existing service pathways and needs for children and young people using harmful behaviours, identify gaps and provide recommendations around options for mechanisms to replace the current youth justice system.
The Discussion Paper notes that:
"A key component of this reform is the decriminalisation of harmful behaviour for a larger cohort of children and young people. To support this, a continuum of community and Government-based services will be needed. An alternative response must address the needs of children, young people, their families, and their communities. It must also improve access to early supports, provide options for therapeutic care and accommodation, embed restorative approaches, contain alternatives or other changes to court processes and consider how to support victims when traditional justice mechanisms are no longer available."
The Australian Child Rights Taskforce and its work
The Australian Child Rights Taskforce 2 is a coalition of over 100 organisations, networks and individuals who are committed to the protection and development of the rights of children and young people in Australia. UNICEF Australia convenes the Taskforce, and its work is guided by a Steering Committee.
One of the key roles of the Taskforce is to hold Australian Governments to account on the implementation of the United Nations Convention on the Rights of the Child (the Convention). When Australia ratified the Convention in 1990, this represented a commitment that every child in Australia should enjoy the rights set out in the Convention.
,
The Child Rights Taskforce has published a series of reports (most recently 'The Children's Report') 3 that have examined the implementation of the Convention in order to assist the United Nations Committee on the Rights of the Child 4 in its review of Australia's performance. These reports acknowledge that while Australia is a wonderful place for most of its children, there remains significant structural and material disadvantage for many children.
These reports have informed the recommendations of the Committee 5 which have covered a broad range of policy areas where improvements were considered necessary, including the raising of the age of criminal responsibility.
The Committee has also noted that despite Australia's ratification of the Convention in 1990, it has yet to effectively incorporate rights into policy and legislative frameworks to benefit children and there are unacceptable gaps in the legal protection of children's rights.
The Child Rights Framework
The Convention reflects a fundamental shift that occurred during the 20 th Century in the way that children were viewed. Previously children were largely viewed as the property of adults. This shift to an understanding of children as autonomous rights holders has begun to be reflected in domestic legal systems as well as international law.
The Convention sets out this understanding in a range of ways including through its requirement that processes in law, government policy and judicial review will act to guarantee the effective implementation of the rights set out in the Convention for each Australian child (Article 2.1) and to require that all appropriate legislative, administrative and other measures are taken in order to implement the rights set out in the Convention: (Article 4).
2 http://www.childrights.org.au/welcome
3 https://apo.org.au/node/200771
4 http://www.ohchr.org/EN/HRBodies/CRC/Pages/CRCIndex.aspx
5 https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/AUS/CO/5-6&Lang=En
The Australian Child Rights Taskforce's Contribution
Raising the minimum age of criminal responsibility to 14 years is a far-reaching reform and a powerful enabler for children's rights. If implemented well, it will have a systemic effect in interrupting intergenerational cycles of disadvantage, changing life trajectories for many children, and creating safer and fairer communities across the ACT.
The Australian Child Rights Taskforce commends the ACT Government for its decision to raise the age and its national leadership in undertaking this much needed reform. In doing so, the ACT is acting in accordance with the scientific and medical evidence about appropriate support for children's development.
It implicitly acknowledges the ineffectiveness of detention and other punitive responses in addressing the underlying issues in the challenging behaviours of children currently dealt with by the justice system in the relevant age group. It addresses the breach of international human rights standards which has seen Australia receive sustained criticism from the United Nations and a number of other nations globally. It seeks to address the stark reality that the current low minimum age (of 10 years) reinforces intergenerational disadvantage and disproportionately affects Aboriginal and Torres Strait Islander children.
The Australian Child Rights Taskforce supports the ACT Government's commitment to be guided by child rights principles as it implements a raised minimum age of criminal responsibility.
We acknowledge that the community expects that where appropriate, children are held responsible for their actions and given the opportunity to learn from their mistakes. We support coordinated and strategic action to support community safety and prevent and address harmful behaviours, including by children.
We note that the decision to raise the age of criminal responsibility puts a spotlight on the services and strategies available and required to build community safety and prevent harmful behaviours, both immediately and in the longer term. We acknowledge that this will identify gaps and weaknesses in the existing service system and structures including some that already existed without the challenge of implementing this reform.
We support the intention of the discussion paper to explore the challenges posed by this reform and the use of the identified threshold issues to assist the process of planning for the implementation of the reform. We offer our insights as we address the issues outlined in the paper.
We acknowledge and endorse the work of Save the Children and the ACT Raising the Age Coalition. Along with the insights of a range of other Taskforce members, this work (a submission and position paper respectively) has informed and guided our work on this submission.
SECTION ONE: THRESHOLD ISSUES
Building Appropriate Service System Responses
The Taskforce's view is that the minimum age of criminal responsibility should be raised to 14 years for all offences, with no exceptions.
There is no principled basis for distinguishing between different types of offence for this purpose. The criminal justice system is an inappropriate and ineffective way of dealing with children at this stage of development, physical, neurological, and moral. As the United Nations Committee on the Rights of the Child has said, exceptions to the minimum age 'are usually created to respond to public pressure and are not based on a rational understanding of children's development'. 6
We are concerned that the creation of exceptions to the application of the minimum age may undermine the effectiveness and aims of the reform.
We acknowledge the importance of addressing the issue of appropriate service system responses to children engaging in serious harmful behaviours. The key intent of this reform should be that those responses are not based in the criminal justice system.
We also acknowledge that community expectations of justice and safety remain key considerations in building responses. However, there remain effective opportunities to address these concerns with strategies and responses that engage with and empower children, families, and communities.
Doli Incapax
The legal practice principle, doli incapax has offered a theoretical method for ensuring that a child aged under 14 cannot be held criminally responsible for an offence unless it can be proven that they knew what they were doing was seriously wrong. However, the practical problems with how doli incapax currently operates, and its failure to safeguard children's rights and best interests in practice, have been well documented. 7
Further the principle is designed to operate within a criminal justice system and in the context of criminal justice response. Raising the age of criminal responsibility offers the opportunity to reframe both the system and the response within a broader and more comprehensive service system setting. In those circumstances the principle should no longer be required.
6 Committee on the Rights of the Child, General comment No. 24 (2019) on children's rights in the child justice system, United Nations, 18 September 2019, [25].
7 See, e.g., Aboriginal Legal Service (NSW/ACT), Submission to the review of the age of criminal responsibility by the Council of Attorneys-General, 3 March 2020, available at https://www.raisetheage.org.au/cag-submissions.
The Middle Years
We agree with the proposition that raising the age will require significant reform and expansion to the services and interventions available to support children and young people aged 10 to 13 years. Whilst the current context focuses on those currently identified with therapeutic needs, we would argue that the universal and strategic service system responses for children between the ages of 8 and 12 (often described as "the middle years") 8 require better attention.
We note and endorse the intent to identify gaps in service system responses in implementing this reform and developing an alternative model. Addressing the broader needs of this age group more generally will be of significant value, will avoid the risk of stigmatising particular groups and build responses to the needs for this age group more comprehensively.
SECTION TWO: AN ALTERNATIVE MODEL
Making a Fresh Start
The Australian Child Rights Taskforce endorses the notion that this reform provides the opportunity to redesign the approach to understanding and responding to harmful behaviours; shifting the focus to creating and maintaining safe, stable, and supportive environments; and to address the underlying causes of harmful behaviour.
However, child rights principles would also support an approach that recognises that all children have a right to live in a safe, stable, and supportive environment. Shifting the focus away from the criminal justice system to the rights of all children to have their development needs met (rather than to solely the prevention of harmful behaviours) offers a more comprehensive and less potentially stigmatising approach.
As the Discussion Paper states:
"Evidence demonstrates that early support, family-led decision making, and robust, consistent, and reliable service systems are critical for preventing children from entering a cycle of harmful behaviour."
However, this should not permit shifting of responsibility from governments as the key coordinating agency for service systems that support the development of children (and responsibility for human rights entitlements more generally). Given the causes of serious and ongoing harmful behaviours in children are often found in broader social conditions, addressing expectations of accountability should not replace a focus on strong and coordinated service system responses and a principled child rights framework.
We endorse and support the recognition in the Discussion Paper that the rights of children will be central to this reform.
We endorse the commitments that:
* Policy and practice will be driven by what is in the best interests of the child,
* Strong and resilient families will provide safe, stable, and supportive environments
* Children should be involved in the design and implementation of any solutions.
Using a child rights framework will offer the opportunity to build in the necessary safeguards and mechanisms to address issues of personal and community safety and accountability.
Design Principles for an Alternative Model
The Australian Child Rights Taskforce endorses the child rights and human rights principles set out in the Discussion Paper for the design and development of the alternative model.
The Taskforce supports the inclusion of two additional principles consistent with our commentary in this submission on child rights and broad service system reform (as set out by Save the Children in its submission).
"First, any alternative model should prioritise hearing and taking seriously the views of children and young people in all decisions relevant to them, including in responding to harmful behaviour. Children have a right to be heard and taken seriously in such decisions, as reflected in Article 12 of the Convention on the Rights of the Child. Among other benefits, this assists in ensuring that children's best interests are being met. Moreover, when children are meaningfully involved in decisions about them, they are more likely to take support those decisions and the decisions themselves are more likely to achieve their desired purpose."
"Second, any alternative model should focus on identifying and addressing underlying causes and risk factors for harmful behaviour, including child and family poverty, child and family contact with the child protection system, and disengagement from education. This would include building strong links at all levels of policy making, budgetary investment and services across all relevant portfolios, programs and actors across levels of government and within communities." 9
We offer these additional observations on the design and development of an alternative model
We endorse the comments of Save the Children in its submission that "the alternative that replaces the criminal justice system needs a more holistic approach in how it pursues its goals, including addressing the underlying causes – at a social and individual level – of harmful behaviours"; that the model should be based on child rights and child-centred; and addressing the social determinants of harmful behaviour (but not just for the sake of addressing harmful behaviours).
9 Save the Children Submission, August 2021
We note with approval Save the Children's observation that community safety is best served in preventing harmful behaviours by strategic and early interventions that support behaviour change. Early intervention models can be built on risk and need but must still be wary of the stigmatising impact of interventions that are not based on supporting family and involving willing participation by children, families, and communities.
There will be a challenge to ensure that the gate keepers to the model (whether police or other services) do not indirectly widen the net and stigmatising impact of referral into what otherwise would have been the criminal justice system.
There will still need to be a process of initial assessment before referral. Just as the existing system should operate with discretionary warnings and cautions before the referral into the more formal justice system, there will need to be assessments of whether any referral to further service beyond the risk and need.
The integration into existing (and where possible extension of) service models (including education, disability, and health services both universal and targeted) should be built on the provision of required support services that focus on risk and need.
Addressing Existing Service System Gaps
The position paper of the ACT Raising the Age Coalition makes the important observation that the existing service system has significant gaps in the delivery of services based on need. These include services for children that are homeless or at risk of homelessness; disability support needs and psychosocial services. It is hoped that this reform provides a strategic opportunity to fill those gaps.
Both the Discussion Paper and the ACT Raising the Age Coalition position paper propose the use of a multidisciplinary assessment and referral panel. We also support this suggestion. We would add that such Panels can offer improved accountability and transparency if supported and led by strong independent community expertise that is not beholden to any particular sectoral or government stakeholder. An independent statutory authority can offer support for ensuring consistency in performance and outcomes.
The use of community expertise can also improve processes for shared decision making and ensure the interests of children, families and communities can be heard during assessment, referral, and service delivery. This could provide opportunities for the involvement of key leaders and contributions from local Aboriginal and Torres Strait Islander families and communities.
Key Components of an Alternative Model
The Australian Child Rights Taskforce notes the important recognition of the need for accessible supports for children and families and the challenges that exist in the current service system to identify needs and provide appropriate supports.
Again, these challenges reflect gaps and limitations in existing service systems, including those that work alongside the current criminal justice system. By reframing the system on the basis of assessment of need, there are opportunities to achieve improvements in the coordination and delivery of each system.
Pathways of referral and eligibility should be reviewed. Community engagement and independent assessment offer new opportunities for overcoming existing barriers.
We defer to the knowledge of local communities and providers in identifying and meeting existing gaps. But in principle, we would expect that all universal and secondary services currently providing services to children and families (health; education; housing; welfare; family violence; disability; mental health and child-care and development) should be involved in the shift in focus and opportunity.
Coordinated and collaborative community-led and independent assessment and referral can lead and guide these mechanisms.
Voluntary and Accountable
Critically the Taskforce believes that, as a fundamental principle, referral to services should be voluntary and that efforts for involvement should be focused on addressing barriers rather than mandating compulsory involvement.
Any exceptions to this principle must be statutory and subject to accessible review.
The Discussion Paper has initially identified three areas likely to create referral opportunities: (when a crisis occurs; after a crisis; and when a crisis continues to occur). These suggest the involvement of responding agencies (police; mental health; intensive education supports; emergency services). Reporting and responding guidelines will be required and there may be the need for immediate family support or accommodation services.
Otherwise, initial assessment and if appropriate and required, referral to full assessment will be the next steps. There will also be the opportunity for assessment for accountability mechanisms where there has been an impact on other community members. Mechanisms could include restorative conferencing or fact-finding as suggested in the Discussion Paper.
We do not support any exceptions to the model for serious harmful behaviours. And so, the model must be able to respond and address a variety of behaviours that may have attracted attention.
However, there is also the opportunity to consider how the model (and service systems) may support referrals in other circumstances where need or concern has been identified.
SECTION THREE: VICTIM RIGHTS AND SUPPORTS
We support the notion that the alternative model should provide access to community members to supports that would be available to victims of crime: access to restorative justice mechanisms and assistance with recovery.
There will need to be mechanisms that protect against stigmatisation of the children involved. There may be mechanisms within victim offender mediation that can provide proxies for an offender. But these should not diminish recognition and respect for the rights of victims and those affected to safety, privacy, dignity, and participation.
SECTION FOUR: ADDITIONAL LEGAL AND TECHNICAL CONSIDERATIONS
We would anticipate that police will continue to play a key role in detecting and protecting community safety in dealing with children affected by the reforms.
Adjustments may be necessary to police powers and relevant offences. There may be additional statutory measures to ensure the involvement of other agencies and invested assessment bodies or persons.
In principle, we would support as far as possible the transition of children dealt with by the criminal law for offences committed between the ages of 10 and 13 to the alternative model and to have their criminal records adjusted to reflect the changed status of their offending.
Particular attention will be required to manage the personal information of children affected by the reforms. It may be that the review of services that will provide an opportunity to review the principles, policies, and practices in relation to information sharing and the improved coordination of services.
We note that these practices, particularly as they relate to child protection and child safety have already been the subject of recommendations by the Royal Commission into Institutional Responses to Child Sexual Abuse.
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ACS Student Safeguarding and Child Protection Procedures Handbook
Learning in a Caring and Connected Community
Updated: August 2021
Table of Contents
Mission: Our community empowers all students to define and shape their futures for learning, service, and global citizenship.
Vision: Together we are a compassionate, student-centered
community of learners that engages, prepares, and inspires.
Core Values: Courage. Curiosity. Compassion. Integrity.
ACS community members,
I am writing a personal introduction to this policy document to increase your awareness of the importance of child protection and to highlight ACS's commitment to student safeguarding. I am required to communicate this important policy yearly and oversee the continual review of these critical processes and procedures.
This document is in alignment with the United Nations Convention on the Rights of the Child to which the United Arab Emirates is a signatory as of January 1997, on the UAE Federal Law number 3 of 2016 (Wadeema's Law), and the Abu Dhabi Department of Education and Knowledge (ADEK) child protection policy.
By joining the American Community School of Abu Dhabi's community, you agree to work in partnership with the school and to abide by these policies and procedures. To ensure a safe environment where all our children can learn and grow, we must take a shared responsibility between home and school.
Please take the time to review the contents of this handbook, and let your child's counselor, principal or me know if you have any questions about our commitment to work in partnership to protect children.
Thank you for your support, Monique Flickinger
THE AMERICAN COMMUNITY SCHOOL IS COMMITTED TO:
* Protecting students against any physical abuse, emotional abuse, sexual abuse and exploitation, neglect, and/or peer on peer abuse.
* Identifying at-risk students and taking action to prevent reasonably foreseeable harm.
* Reporting when there is reasonable suspicion of harm or risk of harm to students.
* Applying Safer Recruitment and hiring practices, including staff training. (as defined in this child protection handbook)
Every suspicion or disclosure of abuse from within or outside the school will be taken seriously. Action will be taken by members of the Child Protection team and as appropriate may include referral to an external agency.
IMPORTANT DEFINITIONS AND WARNING SIGNS
According to the World Health Organization, child abuse constitutes "all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child's health, survival, development or dignity in the context of a relationship of responsibility, trust or power." This also includes harm to self.
A person may abuse a child by inflicting harm, or by failing to act to prevent harm. Most child abuse is inflicted by someone the child knows, respects, and/or trusts.
(Signs and Indicators may or may not be present and may or may not indicate abuse)
Physical Abuse: any intentional, unwanted contact with one's body resulting in actual or potential harm. Examples may include hitting (with hand or item), punching, shaking, throwing, poisoning, kicking, burning, drowning, suffocating, sustained physical activity, etc.
Signs of Physical abuse that may or may not be present:
* Bruises, burns, sprains, dislocations, bites, cuts
* Improbable excuses to explain injuries
* Injuries that have not received medical attention
* Injuries that occur to the body in places that are not typically exposed to falls or rough games
* Repeated urinary infections or unexplained stomach pain
* Refusal to discuss injuries
* Withdrawal from physical contact
* Arms and legs covered in hot weather
* Fear of going home or parents being contacted
* Showing wariness or distrust of adults
* Self-destructive tendencies
* Aggressiveness toward others
* Overly passive and compliant
* Chronic running away
3
Emotional Abuse: persistent emotional ill treatment such as threats, insults, constant monitoring, humiliation, intimidation, isolation, or stalking that result in actual or potential harm to an individual's health, physical, mental, and/or social development. Such behaviors may include restricting a child's movements, developmentally inappropriate expectations being imposed, ridicule, threats and intimidation, conveying worthlessness, corruptions on a child's innocence, rejection and other non-physical forms of hostile treatment. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may also occur alone.
Signs of Emotional abuse that may or may not be present:
* Physical, mental, and emotional development is delayed
* Inappropriate emotional response to painful situations
* Highly anxious
* Delayed Speech or sudden speech disorder
* Fear of new situations
* Extremes of passivity or aggression
* Drug or alcohol abuse
* Compulsive Stealing
* Low Self-esteem
* Chronic running away
Neglect: persistent failure to provide for a child's basic needs in one or more of the following areas: physical, medical, education, emotional development, nutrition, shelter and safe living conditions. This is likely to result in serious impairment of the child's health or development.
Some indicators of neglect that may or may not be present:
* Medical or dental needs unattended
* Lack of supervision
* Consistent hunger
* Inappropriate dress
* Poor hygiene
* Inadequate nutrition
* Fatigue or listlessness
* Self-destructive behaviors
* Extreme loneliness
* Extreme need for affection
* Failure to grow
* Low self-esteem
* Poor social relationships
* Compulsive stealing
* Drug or alcohol abuse
* Reluctance to return home
* Frequent lateness or non-attendance at school
Sexual Abuse: any action that pressures or coerces an individual to do something sexually that they do not want to do or cannot consent to doing (whether or not the child is aware of what is happening). This may involve physical contact that is penetrative or non-penetrative such as kissing, rubbing, or touching inside or outside of clothing. Activities may also include non-contact activities such as viewing sexually explicit material or encouraging children to behave in sexually inappropriate ways.
Signs of Sexual abuse that may or may not be present:
* Pain or irritation to the genital area
* Regressive behavior (bed wetting, stranger anxiety)
* Discharge from genitals
* Difficulty with urination
* Infection, bleeding or sexually transmitted diseases
* Fear of people or places
* Aggression, unusual aggressiveness
* Excessive masturbation or sexually provocative
* Stomach pains or discomfort walking or sitting
* Unusual quietness/withdrawn
* Physical ailments with no medical explanation
* Fear or distrust of particular adult
* Mentioning special attention or a new "secret" friendship with adult/young person
* Refusal to continue with school or usual activities
* Age inappropriate sexualized behavior or language
* Obsessions or phobias
* Sudden under-achievement or lack of concentration
* Attention-seeking behavior
* Persistent tiredness
* Lying
Sexual Exploitation: taking non-consensual, unjust, or abusive advantage of another in a sexual or intimate context. Children can be sexually exploited for money, power, or status. In some cases young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection, or status. Consent cannot be given (even when a child believes they are voluntarily engaging in the sexual activity). This exploitation does not always involve physical contact and can happen online.
Signs of Sexual exploitation that may or may not be present:
* Signs of Sexual abuse (see above)
* Have older girlfriends or boyfriends
* Unexplained gifts or new possessions
* Fear of people or places
* Drug and Alcohol abuse
* Missing for periods of time or regularly come home late
* Associate with others involved in exploitation
* Sexually Transmitted Diseases or possible pregnancy
* Changes in emotional well-being
* Regularly miss school or education
Online Sexual Abuse and Exploitation: sexual abuse of children using digital technology. This commonly include grooming children with a sexual motive, creating, viewing, and distributing child abuse material (child pornography and self-produces sexual images or 'sexts'), and coercing or blackmailing children for sexual purposes.
Signs of Sexual exploitation that may or may not be present:
* Secretive behavior
* Unexplained gifts or new possessions
* Suicide ideation or self-harm
* Late night or excessive internet use
* Anxiety
* Poor educational achievement
* Increase in followers or contacts
* Withdrawal from family, friends, or interests
* New devices and/or platforms
Sexual Harassment: physical, verbal, written, or electronic conduct of a sexual nature that interferes with a person's academic or extracurricular activities, professional obligations, or creates an intimidating, hostile, or offensive environment.
Digital/Electronic abuse: the use of technology for digital communication to bully, harass, stalk, or intimidate another. Digital abuse is a form of verbal or emotional abuse perpetrated through online means of communication. Digital abuse may involve student-on-student or both students and adults.
Long-term impact of unmitigated child abuse: The impact of child abuse can persist for a lifetime after the abuse has been committed. Impacts are often academic, medical, physical, psychological and emotional. Research has established the relationship between long-term child abuse and lifetime negative health and well-being impact, especially if the children do not get appropriate support to help them cope with trauma and build resiliency.
* New tech use patterns
* Avoidance of online use or certain online platforms or apps
Long term impacts of child abuse:
* Poor educational achievement
* Inability to complete responsibilities
* Inability to live according to plan/ability
* Inability to care of self
* Inability to coexist, cooperate or work with others
* Lack of self-confidence
*
Prone to addiction/substance abuse
* Inability to express love or accept love
* Constant health problems
* Prone to mental health problems
* Post-traumatic stress disorder (PTSD)
* Attachment difficulties
* Eating disorders
* Poor peer relations
* Rage disorders
* Self-harming behavior (cutting, suicide attempts)
* Low self-esteem, depression, and anxiety
Child Protection: the safeguarding of children from abuse and neglect; those systems, beliefs, structures in place to guard children's rights and prevent and respond to the actual or suspected harm of children
Child Protection Team (CPT): a group of ACS employees tasked with receiving and responding to more serious reports of child protection violations within the community. The core CPT will include individuals from administration, counseling, the Director of Student Services, the school psychologist, a school nurse, and a teacher representative. The core CPT will request the presence of other members of the community as deemed necessary.
Employee: for the purposes of this policy, the definition of "employee" includes all those at ACS who directly or indirectly work with students, all externally hired and internally hired coaches, volunteers, substitutes, and all outsourced employees.
(definitions adapted from: the Report of the Consultation on Child Abuse Prevention World Health Organization 1999 and the Association of International Schools in Africa ASIA Child Protection Handbook 2014)
6
REPORTING RESPONSIBILITIES
This policy mandates that all adults must report any suspicion of child abuse to a child protection liason and follow the reporting pathway outlined in this policy, Page 9-10.
All Adults associated with the American Community School in Abu Dhabi have both a legal and ethical obligation to report incidents when there is reasonable suspicion of harm to a child. UAE Federal Law #3 of 2016, article 42 says "The notification shall be mandatory for educators, physicians, social specialists, or others entrusted with the protection, care, or education of the child."
Adults who see, hear about, know about, or have suspicion of possible child abuse (physical, sexual, emotional) or neglect or is at significant risk of being abused must make a report. Reporting should occur as soon as possible and within 24 hours of any suspected violation of a child's rights. Verbal reports are accepted, but must be put into writing within a day of the verbal report. If an individual is uncertain whether the situation or incident requires reporting they must consult with a school counselor, school administrator, or the school psychologist.
The ACS Child protection team and administration bear the duty to examine, evaluate, and inquire into any disclosures or reports of suspicion. It is not the responsibility of a reporter to carry out any additional inquiry. By enrolling children at ACS, parents and/or guardians understand that school administration will follow-up on any report of child protection violations. ACS will fully cooperate with any relevant authorities in any possible investigations of all reports of abuse or neglect.
Mandated reporters are entitled to immunity of any report of child abuse so long as the report has been made in good faith. There will be no retribution from ACS against any individual reporting or assisting with an inquiry of suspected child abuse. Any individuals engaged in retaliatory conduct against reporters or members of an inquiry team may be subject to disciplinary action.
CONFIDENTIALITY
ACS will fully respect the privacy of those involved in all aspects of child protection cases. The identities of those involved in both reporting and any suspected incidents will be kept confidential to the greatest extent possible. However, disclosing identities to certain individuals or entities may be necessary for the purpose of both internal inquiry and mandatory reporting laws in the UAE. The school will report incident information to the extent necessary to maintain the safety of this and other communities.
All ACS employees are required to sign a code of conduct and confidentiality agreement that states they will maintain confidentiality and not discuss any student or family unless doing so in a professional situation and only with those individuals necessary to maintain the support and wellbeing of the student.
These guidelines do not prevent anyone from sharing with a child protection liaison when something doesn't look right, sound right, or feel right. "If you see something, say something"
ACS Student Safeguarding and Child Protection Procedures Handbook 7
REACTING TO A DISCLOSURE
Please remember, teachers (or other employees/volunteers) are not investigators, it is not up to you to determine motivation for the disclosure or fact find, your role is to listen and remember when a student tells you sensitive information.
An ACS employee should:
* Listen carefully and remain objective.
* Do not 'swear' to secrecy or promise not to tell. You may need to report and preserving your trusting relationship with the student will be important.
* Stay calm and neutral as much as possible, expressing shock, disbelief, or disgust can affect a child's report and their emotional state.
* Slow Down. Respect pauses and don't interrupt the child.
* Do not lead the child to tell or gather unnecessary details
* If appropriate, respond by asking open-ended questions (no leading questions!) such as, "Who are you talking about?" or "When did this happen?"
* Questions such as "Do you want to tell me anything else?" or "What else can you remember?" allow for the student to reflect or clarify if necessary.
* Acknowledge the child's courage for telling you their story and assure them they are not to blame for what has happened.
* Do not promise that 'everything will be ok'.
* Explain to the child that you must tell someone else to get help. Try to let them know that someone else will need to talk to them to hear their story again. Empower the student by giving some choice, if possible - "Would you be more comfortable talking to the counselor or your principal?"
* Keep the information confidential from other staff or parents who are not directly involved in the case or on the Child Protection Team.
* If the child does not want to go home, this should be considered an emergency. Report immediately; do not take the child home with you.
After the Disclosure:
* Write down or make notes as soon as possible after talking to the child. Record as many actual words/phrases the child used in their own voice as much as possible.
* Describe the child's observable behavior, do not interpret their demeanor. For example – Student was pacing, talking quickly, their eyes were darting around the room, etc.
* Indicate date, time, location of the disclosure, and names of those present for the conversation.
* Immediately follow the reporting pathway or report to your administrator, the child's counselor, or the school psychologist. (At maximum within 24 hours).
ACS Student Safeguarding and Child Protection Procedures Handbook 8
REPORTING PROCEDURES
Adults who see, hear about, know about, or have suspicion of possible child abuse (physical, sexual, emotional) or neglect or is at significant risk of being abused must make a report. Reporting should occur as soon as possible and within 24 hours of any suspected violation of a child's rights. If a verbal report is given, it must be put into writing within 24 hours.
* Reports should be made directly to the child's administrator, counselor, or to the school psychologist. If the child's counselor or administrator are unavailable the report can be made to any division administrator. In all cases the child's counselor and principal will be notified.
- If an individual is uncertain whether the situation or incident requires reporting they must consult with a school counselor, school administrator, or the school psychologist.
- If a student is at risk for self-harm, take that child immediately to their school counselor or the school psychologist.
* If any reporter has concerns regarding the conduct of a member of ACS administration (or counseling team), they should report their concern directly to the Superintendent or Associate Superintendent. The Core Child Protection team will be activated by the Superintendent.
* If the concern is regarding the Superintendent, the report goes directly to the Associate Superintendent who will immediately share with the Board Chair of the ACS Board of Trustees. Likewise, if the concern is regarding the Associate Superintendent, the report is made directly to the Superintendent who will immediately share with the Board Chair. The Core Child Protection team will be activated by the board chair and likely an external consultant will be contacted.
The Superintendent will be notified of any child protection case and can choose to convene the CPT to address the inquiry. If the CPT is convened and the case involves an ACS employee, the superintendent will chair the CPT and will notify the Chair of the ACS Board of Trustees. If the CPT is convened and the report does not involve an ACS employee the school psychologist will chair the CPT. If the case does not necessitate a full inquiry by the CPT, the division principal and counselor will have the support of the school psychologist to manage the case. Most cases of suspected abuse or neglect will fall under this last category requiring the smaller divisional response team. These cases are often short-term in nature (but may require consistent monitoring) such as:
* Student relationships with peers
* Parenting skills related to discipling children at home
* Student-parent relationships
* Mental health issues such as depression, low self-esteem, grieving, concerns with suicidal ideation, psychosis, eating disorders, anxiety, etc.
* Contextual safeguarding concerns (physical spaces, supervision, transportation, communication, etc.)
ACS Student Safeguarding and Child Protection Procedures Handbook 9
REPORTING FLOW CHART
Jennalee Murray, School Psychologist
Middle School
Lead Child Protection Officer firstname.lastname@example.org; Ext. 754
High School
*Amy Greene, HS Principal email@example.com; Ext. 832
*Christina McDade, HS Counselor firstname.lastname@example.org; Ext. 821
*Phil Abraham, HS Counselor email@example.com; Ext. 823
*Andy Weiser, HS Counselor firstname.lastname@example.org; Ext. 822
*Brian Cadogan, Secondary 8/9 Counselor email@example.com; Ext. 835
*Karl Poulin, MS Principal firstname.lastname@example.org; Ext. 801
*Priscilla Bade-White, MS Counselor email@example.com; Ext. 802
Elementary School
*Heather Collins, ES Principal firstname.lastname@example.org; Ext. 701
*Robin Gabriel, ES G2-5 Counselor email@example.com; Ext 703
*Stephanie Smith-Waterman, ES KG1-G1 Counselor firstname.lastname@example.org; Ext. 740
*Farwa Devji, ES KG1-G1 Counselor email@example.com; Ext 756
FOLLOWING A REPORT
Keeping children safe and acting in their best interest takes precedence in all tasks.
Information Gathering
The divisional response team or full CPT will assign a member(s), usually the child's counselor, to gather additional information regarding the reported incident or disclosure. All follow-up inquiry will be conducted in a manner that ensures information is documented factually and strict confidentiality is maintained. Follow-up actions for information gathering may include:
* Interview the student
* Meet with any other students or employees directly involved or pertinent to the case including other professionals (school nurses, outside therapists, etc.)
* Review any history or previous incidents (including checking current safeguarding files for previous reports located with the school psychologist)
* Review any physical injuries or suspicions of intentional and unintentional injuries with the school nurses and document these injuries using body maps as appropriate.
* Gathering Contextual Information about the incident
ACS reserves the right to confiscate any student or employee's computer as part of the inquiry process into possible child protection violations.
Action Steps
Based on the acquired information a plan of action will be developed to assist the child and family. These action steps may include:
* Family meeting or meetings with response team or members of the CPT
* Referrals to outside psychological/counseling support
* Referrals to outside medical professionals
* Safety Plan creation with student
* Ongoing monitoring and support for student and/or family
* Changes in physical spaces, increased supervision, intervention with peer groups, etc.
Cases that require continuous services and ongoing support may be referred to outside counselors or resources. Parents would be responsible for these services such as:
* Family counseling or parenting skill building in relation to disciplining children at home
* Student-Parent relationships requiring family counseling
* Mental health issues such as depression, suicidal ideation, eating disorders, psychosis, anxiety disorders, etc
In cases of severe abuse, sexual abuse, and/or those cases being managed by the full CPT, reporting to outside authorities may be deemed necessary and may result in further inquiry and possible actions. Outside authorities could be defined as the Social Support Centre (branch of Abu Dhabi Police 999), UAE MOI child protection centre (116 111), employment sponsors, embassies/consulates, and/or the child protection entity in the home country of the family. Some cases may require a discussion with ACS legal counsel or consultation from an external agency. The Superintendent may authorize police officers or other government officials to interview students with their counselor or administrator present in the role of student advocate. Whenever possible, parents will be notified by telephone of such interviews or actions.The Superintendent will inform the Board of Trustees as soon as possible when/if reporting to an outside authority is deemed necessary.
Follow-Up Procedures
The response team or CPT will manage communication with the reporting employee and others involved in any inquiry. The child's counselor will oversee any safety plans, communication with teachers, and ongoing contact with outside professionals or organizations working with the family or child.
All documentation (meeting minutes, emails, initial reports, etc.) of any inquiry and any action or safety plans will be kept in a confidential records file located with the school psychologist. In the case of a more severe and ongoing case, a more formal summary document will be created especially if the case requires outside reporting or consultation.
If the case involves an ACS employee, a final report will be kept in that employee's confidential file in Human Resources. If the employee leaves ACS, this document and/or its contents may be shared with any institution requesting employment information on that individual.
SCHOOL PERSONNEL
All ACS personnel are required to have criminal clearance before finalizing employment at the school and receiving sponsorship.
The American Community School Abu Dhabi recognizes the importance of recruiting and retaining employees who have been vetted through a student safeguarding lens, who are committed to upholding safe practices, and who are willing to participate in additional training regarding the safety of children.
Safer Hiring Practices
All employees, including external coaching staff, hired by ACS will undergo a thorough reference-checking process. The school shall require all employees to undergo:
* criminal five year history background check
* personal interview
- including the question "Have you ever been accused or involved in a child protection inquiry or investigation?"
* confidential reference checks
* sign a code of conduct, confidentiality agreement, and technology responsible use policy and agreement
* participate in a child protection/safeguarding training(s)
School Staff Training
All school staff will have access to these policies and procedures for reporting incidents involving student protection and safeguarding. Mandatory training for all staff will take place at the beginning of each school year. Additional training will take place, as needed.
ENVIRONMENTAL SAFETY MEASURES
ACS does maintain an extensive CCTV camera system, implemented and maintained per ADEK regulations. The intent and purpose of the CCTV system is the preservation of life and to assist in the accusations of serious criminal activity.
Security personnel are on duty for all school-sponsored activities, both during school hours, and in the afternoon and evenings. The Health Office is open from 7:30-16:30; Nurses cover after school activities and other events as identified and requested by the Senior Leadership Team.
School access is controlled via locked gates and limited entrance options. Community members are required to use their badges to enter and exit ACS campus and visibly wear their badges while on campus. Lanyards are color coded to designate parents from employees. Visitors must register their ID with security and wear a visitor badge while on campus. More information on visitors and volunteers can be found in the Faculty Handbook, which is available on the HR Intranet portal and each divisional website.
Students are supervised by ACS faculty or staff at all times, throughout the school day. Recess and lunch duties are shared by faculty and staff. Students are often greeted in the morning at school entrances, entrances and dismissals are supervised. After-school activities are supervised by adults.
School buildings, play equipment, and educational materials and apparatus are routinely assessed for security and safety purposes. ACS does not operate school buses for students.
PARENT EXPECTATIONS
Student Safeguarding at school only happens with parent partnership. Parents are expected to support this policy and adhere to these guidelines as members of the ACS community. It is expected that parents keep all contact information, including emergency contacts on veracross up to date. It is also expected that at least one parent is present in the Abu Dhabi region with your child/children. If both parents must travel, please designate a caretaker for your child/children and inform your division office of that arrangement. This caretaker must be able to serve with full authority to make parental decisions to ensure appropriate supervision and respond to any emergencies.
RELATED LINKS
Code of Conduct & Confidentiality Harassment Free Policy ACS Emergency Procedures and Crisis Response Manual.
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The Experience of Metaphor
There is music in metaphors, in the chords of individual perception played upon the patterns of human experience. Metaphors are more than a way to talk about experience. Metaphors are our experience, setting the filters through which we perceive and make sense out of the world. Because of this, metaphors can serve as powerful levers capable of moving perception, experience and behavior.
In the world of our subjective experience, we often become the metaphors we have come to believe. In this way a simple story can ignite great personal transformation. Therapeutic metaphors (stories intended to address a specific personal need) can provide a depth of association and potential for insight that is sometimes not available through more direct approaches. This is also an essential skill for those interested in hypnosis, as trance creates a learning state ideal to take advantage of metaphor's multiple levels of communication, suggestion, and insight.
And the compelling nature of metaphor extends beyond the office of the therapist, touching also the realms of business and government:
THERAPY
Metaphors create a shared language, a shared world within which the therapist can easily and impactfully communicate to the client about a problem and how to resolve it. And, perhaps more importantly, that metaphorical world can become one in which the client discovers his or her own resolution to the problem.
BUSINESS
Organisations often need to effectively communicate to their staff changes in corporate direction, values, and expectations. Metaphor can be a powerful way to express these organisational changes. Capturing the message in metaphorical form—or even as a story—not only makes it understandable, but also provides an effective way to keep the message present and operating as the team moves forward.
GOVERNMENT
Even more than in the world of business, the world of government is concerned with helping large groups of people understand their role in supporting important initiatives. An effective metaphor can help people understand the significance of what is being asked of them, as well as have a way to hold onto essential ideas as they move through their day, implementing policies.
Like other artistic expressions, a metaphor derives its ability to affect and influence us by virtue of its underlying structure. The masterful storyteller thinks in ways that naturally create the parallels, connections, and discoveries that become utterly compelling to the listener. This ability to think in terms of metaphorical structure is the essence of this workshop.
The goals of our seminars are to:
* Be able to hear and appreciate the significance of the metaphors people use to describe their experience.
* Have ways to use analogy and metaphor to move the perceptions and responses of yourself or of others.
* Learn structural formats and protocols for creating influential metaphors.
* Construct and tell compelling therapeutic metaphors.
* Free yourself up to fully engage in your storytelling.
* Think analogically so that, in time, recognising and generating metaphors becomes a natural part of your interactions with other people.
David Gordon
(reprinted from his website)
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SOME RULES AND DEFINTITIONS OF TEE BALL
In The Field – Defensive Play
What is the "time rule"?
The 'time rule' is one of the few rules that is peculiar to T-Ball. That is to say, that whilst an umpire in Baseball can call "TIME" at any time, the rule does not have the same meaning in T-Ball. The rule is in place to try and teach the players the skills necessary to play baseball in the way a play normally ends. In Baseball runners do not advance when an outfielder has the ball or is about to field the ball, because it is likely that they will be thrown out at the next base. The 'time rule' is designed to stop runners advancing just because of the inexperience and lack of skills of the fielders. At the same time runners often do not have the experience or skills to realise a play that if they ran they would likely get out.
The umpires are taught to prevent plays where the runners put their head down and run and keep on running with out paying any attention to the risk they are taking in getting out but for the throwing, catching and tagging skills of the fielders.
In practice TIME is to be called when the fielder is or is about to be in possession of the ball close to the infield (within say 80 feet of the next base for any runner). Time is also supposed to be called if the coach is encouraging the runner to run when in a game of baseball, to run would result in a certain OUT at the next base; the runner is not looking at the ball before advancing; and when a fielder is faking a throw to the next base in an attempt to prevent the runner advancing, when the advance would be a certain OUT in baseball.
Is 'Time' to be called when a ball is overthrown?
Yes. Again the situation is supposed to be that teams do not take advantage of the inexperience of the other fielders, and the situation that should exist if an errorless play were made. So in a situation where the batter hits a ground ball to the second base fielder, this is fielded by the second baseman correctly and the ball thrown to and caught correctly by the first base fielder, the result would be an out at first. If however the 2 nd base fielder fielded correctly and threw to the first base player and the ball goes sailing over his head into foul territory, the runner would make first base. Time should then be called so the batter does not turn and run to 2 nd base whilst the ball is found. All runners in this situation should only advance one base.
Any base runner, including the batter/runner, can be put out by tagging the runner with the ball in hand or glove. It is not necessary for the ball to actually touch the runner, just the hand or glove in which the ball is held. A runner can only be put out by a fielder by touching the base that a runner is running towards, IF that runners is a forced runner. Touching the base can be done with any part of their body, provided the ball is in their hand under control, or with the ball.
A runner becomes forced if they have to leave the base they occupy because of an advancing runner (this includes home plate in the case of batter/runner leaving because the ball has been put into play off the bat). For example, if the bases are loaded and the ball has been put into play, all the runners, including the batter/runner are forced and the runners can be put out by either method. If however, second base was vacant and there were runners on 1 st and 3 rd only, the runner on 1 st is forced but the runner on third is not forced and can only be put out by a tag.
What is the best play on a 'last batter' or when there are already two out?
The best play is on any forced runner, as this will prevent the runner on 3 rd base from scoring. See more detail in batting section under 'When does a runner score on the last out?'
What is obstruction?
Obstruction is the act of a fielder who, while not in possession of the ball and not in the act of fielding the ball, impedes the progress of any runner. This is the rule that stops fielders standing on the base lines. It is why we tell you to stand away from the lines, and even when the foot is on the bag waiting for the ball to be thrown to you. The ruling is if the runner still makes the base safely there will be no call. If however the runner is out and the umpire rules that the obstruction prevented them from making the base, then the runner will be awarded the base. This is different from interference, which usually refers to a runner interfering with a ball after it is it fair.
What is meant by a 'double play' or 'triple play'?
More than one offensive player can be put out on each play. If a batter is caught or put out before reaching 1 st base, or a runner on first base is put out before reaching second, other runners can be put out as well. For example, a ground ball is hit and fielded by the 3 rd baseman, can result in a tag on the runner who just left 2 nd . A throw to the 2 nd baseman who is standing on the base as the ball is caught, puts out the runner coming from 1 st and another quick throw to 1 st beating the batter/runner there, will result in a triple play.
Should I cover my base or field the ball?
It is important to remember in fielding that the first priority is to field the ball. If the ball is not hit to you and is fielded by someone else, then you cover the base nearest you, by placing your foot on the side of the bag, (being careful not to impede the runner, as mentioned above.) and be ready to receive a catch. If you are the fielder who has fielded the ball, throw to the nearest base. Don't throw to a base that is unattended and remember the play is not over when the ball is caught, or at any time until the umpire calls time. Until then any runner can be put out.
Following is a sketch of positional play and which position is responsible for covering bases when the fielder has to leave his position to field a ball.
CF
LF
All fielders should be able to see the ball on the tee.
If 1 st base moves away to field the ball, pitcher moves to 1 st base ready to make the out. If 2 nd base has to move away to field the ball or moves out for a relay throw from CF/RF then short stop covers 2 nd base.
Outfield: your job is to get the ball back into the infield.
LF- Left Field, CF – centre field, RF – right field: always watch the ball. Always expect the ball to come to you. Catch/field the ball and throw to 2 nd or 3 rd base or the infield as fast and carefully as you can. Use a relay thrower if possible. Watch the ball as you pick it up, steady yourself, step and throw. Don't Panic!!!
Infield: your job is to stop the ball getting to the out field then try to make the out. 1 st , 2 nd , 3 rd , Pitcher, catcher, Short Stop: always watch the ball. Always expect the ball to come to you, even from the outfield. Know where the base runners are and try to make the right play – look for the double or triple play. Throw accurately – accuracy comes by throwing with your parents every day, as does good catching….so practice!!
What are appeal plays?
These are plays where the umpie does not call the play even if seen by him or her, until the fielding team appeals in the right way. The following appeal plays are possible in tee ball:
1. The runner fails to 'tag up' after a fly ball before the runner or the base is tagged.
2. the runner while advancing fails to touch each base in order before the runner or the missed base is tagged ( here tagged means the act of standing on the base with ball in hand)
3. the runner fails to touch home plate and makes no attempt to return and the fielder stands on the base with the ball.
4. a batter bats out of turn.
In each case the appeal can only be made by the player (not the coach or a spectator) with the ball in hand and standing on the base or having applied the tag. This is done by holding the ball in the air in the glove and asking the umpire for a ruling on the incident claimed to have occurred.
Can a forced runner become a non-forced runner during play?
Yes.
There are many instances were the force will be removed on a runner but I will go through one for you that we went through on the double play question. When we talked about a ground ball being hit by the batter/runner and a runner is on first base. The first base runner id forced to move to second base because the batter has become a runner. The fielder can get the runner out who is moving from first to second by standing on the base with the ball in his hand and then throwing to the first baseman who is doing the same thing. If however the ground ball was hit to first base and the first baseman fielded the ball and stood on the base, the batter is out. At that moment the force is removed from the runner moving to second base and he has to be tagged to be put out. Standing on the base with the ball in hand is not enough.
Batting and Base Running - Offensive Play
What is a foul ball?
A foul ball is a batted ball that comes to rest in foul territory over the line between home and first base or home and third base. A ball is also called foul if it first hits the ground in foul territory beyond the first or third bases. Or if it hits an umpire, player or other objects that is not part of the natural ground whilst on or over
foul territory. A batted ball that hits first or third base is a fair ball. A ball is also fair if it first lands in fair territory and bounces over the foul line, if when it crosses the foul line it is past first or third base. A batter can still be caught out if they pop a ball into the air in foul territory. A ball is fair if any part of it touches the line between home and first base and home and third base.
Can a batter move his back foot once play has been called?
No. This rule has 2 main purposes:
Firstly, it is intended to prevent the batter shaping to hit in one direction and moving so as to hit in another. The more advanced batters can achieve the same result without moving their foot by altering the position of their body when the bat hits the ball, so as to either pull the ball or hit to the opposite field.
Secondly, batters need to learn to drive from their back foot when swinging the bat. In baseball a habit of moving the back foot is a bad habit because it will produce poor hitting. Batting off the back foot is OK in cricket when the ball is bounced off the pitch, but in a baseball swing it is where the power comes from.
If the back foot is raised off the ground or slid to a new position BEFORE the ball is struck, the call is STRIKE.
What is the rule when a T-Ball runner on a base leaves before the ball is batted into play?
In T-Ball stolen bases are not allowed. This is to even things up because in baseball, when the ball is in the hand of the pitcher before the play, he can throw to first to keep a runner on the base before the play starts. When the ball is stuck on the Tee, where the fielders cannot get it, the runner would have a free go at it. The rule is also in place because of the smaller diamonds used for the younger players.
The rule is that if the runner leaves early the umpire should call it whilst the play progresses, and if that runner gets out, then the play stands. If the runner is safe, he (and any other runners) should return to the base that they have left and there is an additional strike on the batter.
The problem in T-Ball with the younger players is that if something is called by the umpire during the play, even if the intention is for the play to continue, the players will stop in their tracks. Usually, you have to wait till the play ends to make the call and let the players know that you saw the runner leave early and then all players will be called back to the bases they were on and a strike is called. It is also important to remember that when base running you cannot overtake the runner in front of you.
Must a runner run the shortest most direct route between bases?
No. A base runner can run in an arc (which you might do if going to advance more than one base on a good hit and so not to slow down when taking the corner – remembering to touch the base) or in any direction really in attempting to reach the next base
PROVIDED that the deviation off the 'runners line' which is the usual course you would have taken, is not more than 3 feet in an attempt to avoid a tag or so to interfere with a fielder fielding the ball.
Is a base runner out if a fair batted ball hits him?
Usually yes. It is a type of interference that it is deemed that if the ball hits a runner then it usually deflects and affects the chance of the fielder fielding the ball. It follows that if a fielder has had a play at the ball and misses it and then it hits the runner, the runner will not be out. It is best as a runner to try to remember to watch the ball at all times and avoid being hit if at all possible.
What is meant by a runner 'tagging up'?
As mentioned above a runner cannot leave the base until the ball is hit. Therefore if a ball is hit in the air and is caught, the batter is out and all other runners cannot advance and must return to the base they left. If they are tagged before they get back to the base they are out. From the time the ball is caught, provided the runner is touching the base at the time the ball is caught or re-touches his base he can then advance to the next base if it is free and if they can beat the throw to that base. This is known as "tagging up" as if tagging the base you are leaving after the catch. In advance levels of baseball, by using this method of running you have what is called a "sacrifice fly", where the batter hits the ball intentionally into the air, knowing it will probably mean his out, but advancing the runner in any advent. This however does not apply to the last out of the inning.
When does a runner score on a last out?
There are 2 situations where you have a last out. The first is when there are already 2 outs and the fielding team makes another out. The second is when the "last batter" call is made. If during the play in either of these situations a runner crosses home plate, does that runner score? The answer is that the run will not score if the runner or the batter/runner that who is put out is forced. This is so even if the runner crosses home plate before the forced out is made.
So in the situation where it is the Last Batter and there is a runner on third when there is a ground ball. This runner, unless thrown out at home plate will be allowed to cross home before "time" is called or runners on second first and even the batter/runner can make it under the 'time rule' which applies. If however the fielders make a successful play at first base or any forced base, then the run does not score.
The best play therefore on a Last Batter or after 2 outs is at first or on any forced runner, so as to prevent the run scoring.
Do you have to touch the bases if the runner is running in the reverse direction?
Yes. In a play for example where the runner on first runs on the big fly ball to the outfield and the ball is caught after the runner has touched second base and is heading for third, that runner cannot take a short cut across the diamond. The runner must go back touching second base on the way to first. If they do not and an appeal is made, the runner is out.
DEFINITIONS OF TEE-BALL TERMS
Bunt: is a batted ball not swung at, but intentionally met with the bat and tapped slowly within the field. This is illegal in Tee-Ball.
Batter's Box: is the area within which the batter shall stand during a time at bat.
Catcher's Box: is the area within which a catcher shall stand until the ball is hit off the tee.
Defensive: is the team in the field
Offensive: is the team that is batting
A fly Ball: is a batted ball that goes high in the air in flight.
Safe: the declaration by the umpire that a runner is entitled to the base for which he was trying.
A Live Ball: a ball that is in play
Infielder: is a fielder who occupies a position in the infield. Short stop, pitcher, 1 st , 2 nd , and 3 rd base positions are all 'infield'.
Outfielder: is a fielder who occupies a position in the outfield, which is the area of the playing field that is most distant from home plate. Left, centre and Right field are all outfielders.
"Play": is the umpires order to start the game or to resume action following any dead ball.
An Inning: is that portion of the game within which the teams alternate on offence and defence and in which there are three put-outs (or 9 across the plate) for each team. Each team's at bat is half an inning.
A Catch: the act of a fielder getting secure possession in a hand or glove of a ball in flight. It is not a catch if the fielder drops the ball after the ball 'is caught' if they immediately fall or collide with someone or something causing the ball to be dislodged. However if it is dropped in the act of pulling the ball out of the glove to throw it is a catch.
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Recognizing Literary Symbols Answers
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The Handy Literature Answer Book Vintage This extensively revised anthology makes available the most important poetry and prose from the period between the accession of Henry VIII in
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Responding to the broadening of the canon in recent years, it balances the work of familiar Renaissance figures with important texts by women writers, supported by helpful introductions and annotations. A new edition of this popular anthology, which includes many writings from women and from lesser-known writers, alongside established Renaissance figures Includes work by prominent writers of the period, such as such as Spenser, Shakespeare, and Donne, alongside important texts by women, including
Queen Elizabeth I, Lady Mary Wroth, and Elizabeth Cary Brings together a variety of key works of the period, along with introductions and annotations to the texts, reflecting developments in critical and cultural theory and the latest Renaissance scholarship Extensively revised, corrected, and expanded to increase the level of annotation, and to make the volume more userfriendly Now includes a thematic table of contents and timeline, and a substantially expanded introduction to enable students to consider entries
Recognizing Literary Symbols Answers more easily in the social, cultural, and historical context of the period Literary Devices: Irony and Symbolism Classroom Complete Press Of Mice and Men es una novela escrita por el autor John Steinbeck. Publicado en 1937, cuenta la historia de George Milton y Lennie Small, dos trabajadores desplazados del rancho migratorio, que se mudan de un lugar a otro en California en busca de nuevas oportunidades de trabajo durante la Gran Depresión en los Estados Unidos. Beyond the Tragic Vision
The Princeton Review Seminar paper from the year 2000 in the subject English Language and Literature Studies - Literature, grade: 2+ (B), Technical University of Braunschweig (English Seminar), course: Shakespeare's Comedies, language: English, abstract: This is a paper on symbolism in Shakespeare's As You Like It. I will especially emphasise the symbolic meaning or rather 'allusion' of The Forest Of Arden, and intend to go much further than to maintain that 'The Forest Of Arden is an unreal place because there are and were no palm trees in England'. This is of course out of question and totally insignificant to the eventual aim of this paper. At first, I will examine the different representations of court and forest in the play, which is supposed to support the assertion that the courtiers have to leave the wicked court in order to find again what has gone lost there: love and human warmth. Thus, I want to show that the forest
Recognizing Literary Symbols Answers has to be seen as a feeling, a spirit of love and selfknowledge. Moreover, I am going to put forward concrete symbols in the play and their meaning in the context and with regard to the understanding of The Forest Of Arden. There is a wide range of different symbols, natural and worldly symbols, and of course symbols that are connected with love, which all contribute to the final message of the play, that is, that there is no clear message to it, which I hope I will be able to explain in this
paper. On the whole, the question that has to be answered looks simple but is to my mind very intricate and distinct since it is far too complex in its deeper meaning: 'What is The Forest Of Arden?' I want to impart the idea that The Forest is not meant as a symbol of something, but rather as a feeling, an attitude towards life. Thus, it is neither symbolic of love nor forgiveness nor renewal, but rather impersonates those qualities. It is not symbol but representative and epitome of, which is much more intensive. However difficult an answer to the question above seems to be, answering it is unexpectedly easy, and this for one simple reason: everyone has to decide for him- or herself. I can only give suggestions, but what Arden means to oneself differs from person to person. Therefore, The Forest Of Arden is As You Like It. Lesson Plans: Literature Harper Collins This book is designed to usher the reader into the realm of semiotic studies. It analyzes the most
Recognizing Literary Symbols Answers important approaches to semiotics as they have developed over the last hundred years out of philosophy, linguistics, psychology, and biology. As a science of sign processes, semiotics investigates all types of com munication and information exchange among human beings, animals, plants, internal systems of organisms, and machines. Thus it encompasses most of the subject areas of the arts and the social sciences, as well as those of biology and medicine. Semiotic inquiry into the conditions, functions, and structures of
sign processes is older than anyone scientific discipline. As a result, it is able to make the underlying unity of these disciplines apparent once again without impairing their function as specializations. Semiotics is, above all, research into the theoretical foundations of sign oriented disciplines: that is, it is General Semiotics. Under the name of Zei chenlehre, it has been pursued in the Germanspeaking countries since the age of the Enlightenment. During the nineteenth century, the systematic inquiry into the functioning of signs was superseded by historical investigations into the origins of signs. This opposition was overcome in the first half of the twentieth century by American Semiotic as well
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[grade 10 Routledge For students studying the new Language A Language and Literature syllabus for the IB Diploma. Written by an experienced, practising IB English teacher, this new
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Shakespeare illustrates in Measure for Measure, the awareness of weakness in ourselves should move us to compassion for others. The recognition of a kind of "democracy of sin" can keep us from considering ourselves better than others, unlike them in their weakness, and entitled to stand in judgment of them. Thus, compassion opens the door to
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Recognizing Literary Symbols Answers
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tests. REA's study guides for staterequired exams are teacher-recommended and written by experts who have mastered the test. Cyclopaedia of Biblical, Theological, and Ecclesiastical Literature Lexington Books Medical devices are the bread and butter from which health care and clinical research are derived. Such devices are used for patient care, genetic testing, clinical trials, and experimental clinical investigations. Without medical devices, there is no clinical research or patient care. Without lifeadjusting devices, there are no medical procedures or surgery. Without life-saving and
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Recognizing Literary Symbols Answers
Harcourt What does it mean when a fictional hero takes a journey?. Shares a meal? Gets drenched in a sudden rain shower? Often, there is much more going on in a novel or poem than is readily visible on the surface—a symbol, maybe, that remains elusive, or an unexpected twist on a character—and there's that sneaking suspicion that the deeper meaning of a
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Press "Under the Shadow"?takes the form of fifty-nine brief sketches with simple nouns as titles. These exquisite vignettes take place on a plane at once surreal, abstract, and ominous, describing a set of people and incidents derived largely from fragments of conversation and gossip gathered here and there. They are reminiscent of Raymond Roussel's characters amid his inimitable ersatz pastorals, with
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Under the Shadow Faber & Faber Introduction to Art: Design, Context, and Meaning offers a deep insight and comprehension of the world of Art. Contents: What is Art? The Structure of Art Significance of Materials Used in Art Describing Art - Formal Analysis, Types,
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Recognizing Literary Symbols Answers
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Rainforests
In this topic children will be exploring more about the world of food and plants, thinking about where our food comes from and how we can grow our own foods. We will be using the traditional tales and thinking lots about the characters from these stories. This half term Phonics will be our key focus with children practising their Fred Talk as often as possible.
In Literacy we will;
Race Leys Infant School
In Maths we will be learning about;
Develop our writing of non- fiction and fiction. We will also look at the genre of poetry. We will develop our use of expanded noun phrases and the use of a range of conjunctions. We will also explore commas in a list and be more confident using a range of sentence openers and punctuation.
We will continue to read daily in school in our RWI and comprehension groups. We will continue to develop our handwriting, including beginning to use joins and ensuring our presentation is something to be proud of. We will read and spell all of the year two common exception words.
In Science we will be learning about;
Plants
We will observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Make close observations of seeds and bulbs and classify them. Research and plan when and how to plant a range of seeds and bulbs. Look after the plants as they grow and make close observations and measurements of our plants growing from seeds and bulbs.
In our PSHE learning we will;
In PSHE we will learn about healthy me. We will be exploring self-motivation. Make healthier choices and understand relaxation. We will understand the benefit of healthy eating, nutrition, healthier snacks and sharing food.
Extra Opportunities this half term…
* Road Safety Projects
* Careers Week
More curriculum information can be found on the website
In our D&T learning we will; recognise that sacred books contain stories which are special to many people and should be treated with respect. We will compare the Jewish and Christian stories of Creation and retell the story of David and Goliath and what it means for Christians.
Fractions- Recognise, find, name and write fractions 1/3, ¼, 2/4 and 3/4 of a length, shape, set of objects or quantity. Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½. Time- We will compare and sequence intervals of time. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in a day.
We will continue to use the four operations of addition, subtraction, multiplication and division. We will problem solve and use reasoning to explain our calculations.
In our Music learning we will;
In our PE learning we will;
develop our hit, catch run and our attack, defend, shoot skills by participating in a game with an opposing side, developing simple tactics and use them appropriately. Control a ball within a game setting and play a game with a set of rules. Begin to develop an understanding of attacking/ defending and become more independent peer coaches.
create dances for music that we listen to. We will begin to compose music based on a piece that we have heard. We will listen to music from around the world and begin to recognise different styles and beginning to learn what a melody phrase is and draw a simple pattern to represent when the music goes up and down. We will say how music is used to represent an image (eg flying music) and recognise the sounds of some instruments.
In our Art learning we will; develop our painting skills. Creating different effects with brushes. We will mix primary colours and apply own colours in work.
In our Geography learning we will;
enhance locational knowledge by locating the Amazon on a map and knowing the Amazon Rainforest is in the continent of South America. We will identify where rainforests are located in the world. We will develop our place knowledge by identifying physical and human features of the Amazon and compare features of Bedworth and the Amazon. We will improve our geographical and fieldwork skills by using world maps, atlases and globes (including digital mapping Google Earth) to identify continents and oceans. Learn the four points of a compass directions to describe a location of features and routes on a map.
This Half Term’s school
value is
Fairness and Equality
Year 2 Summer 1 st Term
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Parent & Student Handbook 2024-2025
208 East Main Street Pease, MN 56363
P : 320.369.4239
Fax : 320.369.4346
www.ccspease.com
Principal Susan Koppendrayer email@example.com
Admissions:
Anne Mundt firstname.lastname@example.org
Bookkeeper:
Sara Swanson email@example.com
Development:
Amy Banks firstname.lastname@example.org
TABLE OF CONTENTS
SECTION 1: INTRODUCTION
PAGES
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1.1 Letter from Board
SECTION 6: STUDENT CONDUCT
6.1 The Community Christian Way
6.2 Guns & Weapons
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SECTION 1 - INTRODUCTION 1.1 LETTER FROM CCS BOARD
Dear Community Christian School Family:
On behalf of the CCS School Board, administration, faculty, and staff, I want to welcome you to CCS and to another exciting school year. What a joy and honor it is to partner with you throughout your children’s
educational journey. We wholeheartedly believe that Christian education has the potential to train, develop and unleash kingdom leaders for the glory of God. Our prayer is that students would continue to grow and
develop a closer relationship with Jesus throughout their time at CCS and there would be a tangible difference in the student’s academic, social, emotional and spiritual growth each and every day!
In a school community, we know that the Word of God has the power to transform lives. We sing, dance, read scripture, and deal with the real issues of our time. We pray. We reflect. We want God to move in us,
through us, and through others. And all of this starts by having your child surrounded by an incredible group of staff members who seek and model Christ each and every day.
The policies in this handbook have the purpose of providing a safe, orderly, and Christian learning environment where students can learn, and teachers can teach. We have tried to be as comprehensive as
possible, without overwhelming, with the information provided. As you may understand, it is impossible to address every conceivable circumstance and activity in handbook format.
Please take the time to read the entire handbook, and be sure to contact the Principal should you need more information.
Here's to an outstanding school year. By the power of God's Spirit, may His Kingdom come and His good and perfect will be done.
Working Together, Andrew Mundt CCS School Board President
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SECTION 2: IDENTITY OF COMMUNITY CHRISTIAN SCHOOL
2.1 MISSION STATEMENT
Community Christian School's mission is to provide Biblically centered quality education for children providing a strong foundation to equip students to serve God, their families, and their communities as worthy ambassadors for Christ.
2.2 VISION STATEMENT:
Community Christian School will:
* provide a high-quality Christian education
* present a Biblical worldview for students as they integrate God's truths into their lives allow opportunities for all students to strive for excellence academically, spiritually, emotionally and physically
* provide a safe, supportive and stimulating environment for all students, staff and the parent community
* endeavor to see each child become a disciple of Christ
2.3 EDUCATIONAL PHILOSOPHY
A Christian school's principles, philosophy, and approach to education is from a biblical perspective that recognizes the sovereignty and authority of God. Along with this belief are a number of truths affirmed by the school:
1. God is transcendent, is spirit, and always acts in accordance with His loving and just nature. Additionally, in His Word, God places an eternal emphasis upon life. (Rom 11:36, Cor. 4:18, I John 2:15-17)
2. All humans, including children, are created in the image of God and have unbounded potential to mirror the character of Jesus Christ. Furthermore, man is born with a sinful nature that has marred, but not ruined, God's image in man. Finally, we believe that man's greatest need is redemption through Jesus Christ and not education. (Genesis 1:27, Psalm 8:3-6, Romans 3:23)
3. Jesus Christ reflects truth: truth about the nature of God, truth of man's need to be rightly related to God, and truth about the world He created. (John 14:6, John 17:7, Matthew 7:24-27, Psalm 19:1, I Corinthians 2:15, John 8:26, II Timothy 3:16)
4. The Bible is inerrant and authoritative. Because God both created the universe and appointed the writing of Scripture, no academic truth (man discovered truth) can rightly be in conflict with God's Word.
5. Although man may not perceive truth in particular circumstances, or while the application of truth may be different for particular circumstances, truth itself is unchangeable and not subjective.
6. Biblical education focuses on what a person becomes, not just on what the know. Therefore, knowledge ought to be primarily pursued as the basis for the development of wisdom and character. Further, the end of education is not the acquisition of status but rather to glorify God and fulfill His mandate to subdue and have dominion over God's creation.
7. Education is the prerogative and responsibility of parents. The Christian school is in partnership with the home to provide support and assistance in shaping a Christ-like view of truth and reality.
These beliefs work their way into every aspect of the education offered at CCS.
2.4 PHILOSOPHY OF COMMUNITY CHRISTIAN SCHOOL
The goal of Community Christian School is to help develop Godly individuals who are usable for God's service in His church and in the world. The ultimate authority and textbook for this process is the Holy Scriptures of the Old and New Testaments. CCS focuses on two areas of development.
* CCS proposes to develop Christ-like character in attitude and in actions. Such character will be seen, for example, in respect for God and for each human individual, in perseverance, in selfsacrifice, in cooperation, in loyalty and in honesty.
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* CCS proposes to develop intellectual competence by helping each student to achieve the maximum academic success of which he or she is capable. CCS shall strive for academic excellence, presenting studies from a Christian perspective.
This goal will be achieved in three ways:
1. The home will be enlisted for support since the school is, in reality, an extension of the teaching of the home. With the student admissions process, at least one parent of each student enrolling at CCS must publicly profess to be a Christian.
2. Committed Christian teachers will exemplify the Christ-like character expected of their students. They will also display the dedication to academic excellence for which this school stands.
3. The students will study the normal educational courses in comparison with and submission to God's Word, seeking to integrate God's Word with His world.
2.5 CCS STATEMENT OF BELIEFS
CCS is not church owned or governed but self-ruling according to the following principles:
* The Bible: Both the Old and New Testament are the inspired Word of God. In the Bible, God reveals Himself and directs man in his relationship and activities. This revelation also guides His people in the education of their children. (II Tim. 3:16)
* The Trinity: God, in one God, Creator of all things, infinitely perfect and eternally existing in three persons: Father, Son, and Holy Spirit. (Matt. 28:19; II Cor. 13:14)
* Jesus Christ: Jesus is true God and true man, having been conceived by the Holy Spirit and born of the Virgin Mary. He died on the cross, a sacrifice for our sins, according to the Scriptures. He arose bodily from the dead, ascended into heaven where He is now our Advocate. Through Him there is renewal of our educational enterprise, because He is the Redeemer of, and the Light and the Way for our life in all its range and variety.
* The Holy Spirit: He is true and co-eternal God with the Father and Son. He convicts men of sin, regenerates the believing sinner, guides, instructs and comforts. Through the work of the Spirit we are guided in the truth and recommitted to our original calling.
* Creation: God, the Father, out of nothing made heaven and earth and their contents. In their education children must learn that the world and man's calling in it, can rightly be understood only in their relation to the Triune God who restores, governs and directs all things to His ultimate glory.
* Sin: Man's sin, brought upon all mankind the curse of God, alienates him from his Creator, his neighbor, and the world, distorts his view of the meaning and purpose of life and also corrupts the education of children.
* Schools: The purpose of Christian Schools is to educate children in a Christian environment with the goal of preparing the student to live in the world, not sheltering him or her from it. As image bearers of God their calling is to know God's Word and His creation, to consecrate the whole of life to Him, to love their fellow man and to be stewards in their God-given vocations.
* Parent/Guardian: The primary responsibility for education rests upon the parent/guardian to whom children are entrusted by God. Christian parents/guardians should accept this obligation in view of the covenantal relationship, which God established with believers and their children. Classroom education is geared toward supplementing the family's educational role and Christian parents/guardians seek to implement their obligation through school associations and boards which engage the services of Christian teachers in Christian Schools.
* Teachers: Christian teachers, both in obedience to God and in cooperation with parents, have a unique responsibility, while educating the child, to develop the whole person in Christ.
* Pupils: Christian schools must take into account the variety of abilities, needs and responsibilities of children. The talents and callings of children as God's image bearers and their defects as sinners require that learning goals, discipline and curricula be selected as will best prepare them to live as obedient Christians, and only with constant attention to such instruction will education be truly Christian.
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* Community: God's covenant embraces not only parents and their children but also the whole Christian community to which they belong. Christian education contributes directly to the advancement of God's kingdom and it is the obligation not only of the parents but also of their Christian community to establish and maintain Christian schools, to pray for, work for, and give generously in their support.
* Educational Freedom: Christian Schools, organized and administered in accordance with legal standards and provisions for day schools, should be duly recognized in society as free to function according to Christian principles.
2.6 CCS STATEMENT OF OBJECTIVES
Education is primarily a responsibility of the home. Community Christian School is dedicated to working with the home to prepare students for effective and obedient service to Jesus Christ in our contemporary society. Cooperation between home and school is extremely important. The school's objectives are summarized below:
1. To teach children to better understand the relationship that should exist between God, themselves, their fellow man, and the world in which they live. To teach children to see the world and everything in it through the lens of Holy Scripture. This is done best by integrating the total school program with the Word of God.
2. To teach children to understand themselves, in the light of all the knowledge and ideas available, and what the true nature of man is.
3. To teach children to master the skills of reading, writing and mathematics. These skills are not ends in themselves, but are tools by which we may decipher and use, both collectively and independently, the maze of information given to us.
4. To teach children to better understand the relationship existing between themselves and their fellow man, not only in the present sense, but also in the historical sense. This relationship is understood best through social studies and literature courses.
5. To teach children to better understand the world and universe in which God has placed them. This is done best through courses in science and mathematics.
6. To help develop the common and unique talents with which God has endowed his children.
7. To help develop a sound physical body for each of our students through physical education.
8. To teach children to accept the responsibility of using the knowledge they have gained by living a life of grateful service to God. The motto of Community Christian School is taken from Proverbs 9:10a: "The fear of the Lord is the beginning of wisdom."
2.7 STATEMENT ON MARRIAGE, GENDER, AND SEXUALITY
We believe that God wonderfully and immutably creates each person as male or female. These two distinct, complementary genders together reflect the image and nature of God. (Gen. 1:26-27). Rejection of one's biological sex is a rejection of the image of God within that person.
We believe that the term "marriage" has only one meaning; the uniting of one man and one woman in a single, exclusive union, as delineated in Scripture. (Gen. 2:18-25) We believe that God intends sexual intimacy to occur only between a man and a woman who are married to each other. (1 Cor 6:18, 7:2-5; Heb 13:4) We believe that God has commanded that no intimate sexual activity be engaged in outside of marriage between a man and a woman.
We believe that any form of sexual immorality (including adultery, fornication, homosexual behavior, bisexual conduct, bestiality, incest, and use of pornography) is sinful and offensive to God. (Matt 13:18-20; I Cor 6:9-10)
We believe that in order to preserve the function and integrity of Community Christian School, and to provide a Biblical role model to the Community Christian School students and the community, we insist that all persons employed by Community Christian agree to and abide by this Statement on Marriage, Gender, and Sexuality.
We believe that God offers redemption and restoration to all who confess and forsake their sin, seeking His mercy and forgiveness through Jesus Christ. (Acts 3:19-21; Rom 10:9-10; 1 Cor 6:9-11).
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We believe that every person must be afforded compassion, love, kindness, respect and dignity. (Mark 12:28-31; Luke 6:31) Hateful and harassing behavior or attitudes directed toward any individual are to be repudiated and are not in accord with Scripture nor the doctrines of Community Christian School.
2.8 ADMISSIONS TO COMMUNITY CHRISTIAN SCHOOL
Community Christian School (CCS) is open, from Eagle's Nest Preschool through 8 th grade, to any student of a Christian family that is interested in receiving a Christian education. The school must find the student qualified for admission pursuant to standard admissions standards and testing.
2.9 STANDARDS FOR ENROLLMENT
Community Christian School requires....
* One parent be a professing Christian
* One parent regularly attends and is an active member in the life of a Christian Bible-believing church showing evidence of their positive relationship with Jesus Christ.
* Parents must agree with and sign the Educational Philosophy, CCS Statement of Beliefs & Objectives, & Statement on Marriage, Gender & Sexuality
* Students should demonstrate potential academic success in our program based on previous records and recommendations
* Show good social adjustment, satisfactory behavior, and emotional stability
If necessary, the students may be tested to determine grade level. Grade placement is determined by the Administration. The Board shall retain its authority to expel any students whose continued presence seriously impairs the development of Christian education.
As a requirement of enrollment, each student at CCS must have at least one parent who exercises custodial control over the student and who agrees in writing that they adhere to and will abide by the school's policies, philosophies and Statement of Beliefs; and each student must also agree to support and abide by the school's policies, philosophy and Statement of Beliefs.
Students and families understand that attendance at Community Christian School is a privilege and not a right. This privilege can be forfeited by any student and/or parent who does not follow the school's standards of conduct and/or who is unwilling to adjust to our environment. Students and parents also agree to be courteous and respectful to their peers, staff, faculty and others on campus.
CCS admits students of any race, color, national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national or ethnic origin in the administration of educational policies, admissions policies, tuition assistance programs, athletic programs and other school-administered programs. Community Christian School reserves the right to select students on the basis of academic performance, religious commitment, lifestyle choices, and personal qualifications, including a willingness to cooperate with Community Christian School administration and to abide by its policies.
2.10 ADMISSION POLICIES & PROCEDURES
Community Christian School seeks to admit students whose parents desire a quality Christian education for their child. CCS requests copies of the student's official transcripts and most recent achievement test results. Transcripts must reflect at least 75% average in core classes where a grading scale was used, and no failing grades in any classes.
Students seeking admission must furnish a recent report card and achievement test scores. CCS encourages students to be successful; therefore, each student is expected to put forth maximum effort
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according to his/her abilities. CCS does not provide enrollment to students whose educational, social, and physical needs cannot be met by our existing programs, services, or staff.
Parents are expected to agree with the Educational Philosophy, Statements of Beliefs, Statement of Objectives, Statement of Marriage and regularly attend and participate in the life of a Christian Church, and give evidence of their positive relationship with Jesus Christ. Students should demonstrate potential academic success in our program based on previous records and recommendations, and show good social adjustment, satisfactory behavior, and emotional stability. If necessary, the students may be tested to determine grade level. Grade placement is determined by the Administration.
All new students are placed on probation (academic, emotional & social) for the first year . The Board shall retain its authority to expel any students whose continued presence seriously impairs the development of Christian education and does not meet the educational goals of CCS.
2.11 EDUCATIONAL GOALS OF CCS
To pursue academic challenges with vigor
To grow intellectually through knowledge, insight and understanding
To develop an awareness of the Lordship of Jesus Christ in all academic areas
To value a strong moral conviction in all matters
To develop musical, artistic, dramatic and academic talents to their potential
To learn compensation strategies, to support learning differences
To develop a personal relationship with Jesus as evidenced by a lifestyle of service to others
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SECTION 3: SCHOOL ATTENDANCE INFORMATION & POLICIES
3.1 ARRIVAL & DISMISSAL
The school day STARTS at 8:15 a.m. and ENDS at 2:45 p.m. Doors open at 7:45 A.M.
3.2 APPOINTMENTS TO SEE TEACHERS
Parents or guardians are encouraged to contact any member of the teaching staff if they have a question or concern about their child's progress. Teachers are often available immediately after school for this purpose. You may contact teachers by e-mail or by phone to set up a conference. Staff emails are located on the CCS website.
3.3 ATTENDANCE
CCS has a legal and ethical responsibility to require the faithful attendance of its enrolled students. Academic problems will occur when students continually miss school. Regular attendance at school is essential to a student's academic success. With that in mind, CCS has established the following policies and procedures relating to attendance.
PROCEDURES WHEN ABSENT
1. Parents/Guardians are asked to call by 8:45 am indicating a reason for the absence.
2. You will be called if we have not heard from you by the above time and your child's absence/tardy will be considered UNEXCUSED.
3. Any student Eagle's Nest – 6 th grade arriving after the tardy bell rings must have a parent/guardian sign their student in at the front Office.
4. Any Preschool – 6 th grade student leaving the building during the school day must have a parent/guardian sign out in the Office before leaving the premises. (7 th & 8 th grade students can sign themselves in and out of the Office without a parent/guardian).
EXCUSED ABSENCES INCLUDE:
1. Illness.
Following the fourth (4th) consecutive school day a student has been absent due to illness, parents must provide CCS a written medical note from a physician's office to be kept on file at CCS. It is a good idea to always receive a note from any medical appointment and return them to CCS. If there are more than 5 absences per quarter, parents will be notified and may be asked to come into a conference with their student's teacher and Principal.
2. Inclement weather which prohibits travel
3. Bereavement/funeral in the immediate family.
4. Medical appointments.
5. Participation in school-approved programs outside the school.
6. Prearranged absences for which administrative approval has been given.
All other absences will be counted as unexcused. Excuses for other absences may be granted at the discretion of the administration.
UNEXCUSED ABSENCES INCLUDE:
1. A numerous number of "personal" reasons, including but not limited to, "not feeling well" without a determined medical condition or doctor's visit.
2. A parent/guardian NOT calling CCS to inform us of student absence. Since it is the primary responsibility of parents that students attend school, it is expected that all absences be documented with verbal or written communication between parents and school.
ACCUMULATED ABSENCES:
To encourage regular attendance, the school has adopted the following policy:
Seven (7) Absences per semester: parents/guardians will receive a letter.
Ten (10) Absences per semester:
If problem persists with continued absenteeism, the parent/the guardian may need to meet with the Principal and teacher to discuss the reasons for absenteeism and find a solution. If not resolved, the the family will meet with Board Members & Principal to determine next steps.
LOSS OF CREDIT/PROMOTION TO NEXT GRADE
If a student is absent more than 15 days during a school year, the teacher, Principal, and Executive committee will review his/her records before being allowed to pass to the next grade level. Parents may need to meet with the CCS School Board to determine eligibility for promotion.
TRUANCY
When a student is absent and the parent is not aware of it, or when a parent permits a child to miss school without justifiable cause. At the elementary level, a pupil is "continuing truant" if absent three days without valid excuse in a school year. If a student is truant a letter will be sent to parents notifying, pursuant to MN Statute 260A.03, that the child is truant and a letter may be sent to the county attorney. Parents are obligated pursuant to MN Statute 120A.34 to compel the attendance of their child/children to school.
In grades 7 & 8, a pupil is "continuing truant" if absent for three or more class periods without a valid excuse in a school semester. If a student is truant, a letter will be sent to parents notifying, pursuant to MN Statute 260A.03, that the child is truant and a letter may be sent to the county attorney. Parents are obligated pursuant to MN Statute 120A.34 to compel the attendance of their child/children to school.
TARDINESS
CCS values punctuality. Being late keeps a class from starting on time; tardiness gets in the way of other people learning. To help keep tardiness to a minimum, the following guidelines are given 6 tardies in a quarter: A warning will be emailed to parent/guardian
7 or more tardies:The student and parent/guardian may meet with the Principal and teacher. If not resolved, the family may be asked to meet again to determine next steps.
All students are expected to be at school and in their classroom by 8:10 and in the classroom, ready for work at 8:15 a.m. Students who arrive to class after this time will be counted tardy. A record of unexcused tardies will be kept in the office. A tardy changes to a half day absence if the student comes to school after 10:50 am. Cases of perpetual unexcused tardiness will be reported to the administration for appropriate action.
3.4 VACATION & PRE-ARRANGED ABSENCE FORM
Parents are encouraged to arrange their vacations to coincide with the vacation days on the school calendar. Students will be given missed work upon return. In the case of family vacations during school days, a Planned Absence form must be filled out if a student will be gone more than 3 days.
EXTRACURRICULAR ACTIVITIES AND SCHOOL-SPONSORED PROGRAMS
If a student is absent from school all day due to sickness or medical reasons, he or she will NOT be allowed to practice, play or participate in any extracurricular and/or CCS school sponsored events or programs if they are not in school. In order to participate in any event/sport they must be in school for one-half (3-1/2 school hours) on the day of the activity or practice in order to participate.
SECTION 4: ACADEMIC LIFE
4.1 ACADEMICS
Students must demonstrate an appropriate degree of success in the classroom in order to be given opportunities to participate in other aspects of school life. Academic issues will be regulated as indicated in each of the areas below.
4.2 HOMEWORK & ACADEMIC SUCCESS
Assignments have the following purposes:
* To reinforce, extend and/or prepare for lesson skills introduced in class
* Help develop good work habits and self-reliance
* To allow parent(s)/guardian(s) and teachers to monitor student progress.
It is up to the student, parent, and teacher to share the responsibility of assignments.
DEFINITION:
Homework is defined as tasks assigned to students, by teachers, which are meant to be finished and/or completed at home. It is intended to be a meaningful experience that prepares students for lessons, practices basic skills, and/or reinforces concepts taught in class. The activities may include reading, memory work, studying, projects, or the completion of assignments. Parents are urged to be involved in these assignments without actually doing the assigned work.
4.3 GRADE LEVEL HOMEWORK EXPECTATIONS K - 2nd Grade Homework Expectations:
3rd - 8th Grade Homework Expectations
15 - 20 minutes of reading each weekday night. Memory Work (also worked on at school) Spelling words practice (if applicable) Sight words/letter practice
20 min of reading each weekday night Memory Work, Math Spelling word practice (if applicable) Book Reports/Projects
Subject areas not finished at school will go home as homework and expected to be completed and returned to school the next day. If your child is spending an enormous amount of time trying to finish homework, please contact their teacher to discuss a solution. Parents should be consistent in seeing that all homework is completed properly and turned in when it is due. The responsibility of homework is an important part of your child's academic success.
4.4 MAKE-UP WORK FOR ABSENCES
Typically, students in grades K – 4 will have their assignments altogether when they return to school. For students in grades 5 – 8 who miss assignments, it is the student's responsibility to contact each of the teachers to request make-up work. The contact should be made on the day the student returns to school. Students are given one school day for each day they are absent to complete and turn in the work (example: If you miss Tuesday and Wednesday you will have Thursday and Friday to make up the work). Make-up work submitted late will be subject to consequences under Incomplete, Missing or Late Assignments policy.
A student who has an extenuating circumstance to make up their work may have one or two extra days, at the discretion of teachers, to complete their homework if the student if the parent/guardian communicates the reason for needing extra time. Habitual parent notes will not be accepted: (two notes per year).
4.5 INCOMPLETE, MISSING OR LATE WORK/ASSIGNMENTS
All assignments must be completed by the due date specified by the teacher, unless there are extenuating circumstances approved by the teacher. All assigned work (except in cases of an excused absence) is due at the beginning of the day no matter how minor or major the assignment.
Missing assignments will be entered as a "/" (indicating Missing) on Jupiter Ed until handed in and replaced with a completed grade. Students handing in assignments one day after the due date will receive a 10% deduction. Two or more days late, students may receive up to 75%. Teachers will consider extreme circumstances beyond the student's control on an individual basis.
1 day late:
10% off
2 days late: 20% off
3 days late: maximum of 50% off
4 days late: the assignment is no longer accepted and the student will receive a zero
As a result, the upper grade staff have adopted the following policy:
THE PROCESS:
1. Assignments will be collected at the start of the school day. Any student who is missing or has not completed their assignment will be notified that their assignment is incomplete and/or late. This includes "I forgot it at home".
2. The missing assignments will be recorded in Jupiter Ed.. Student grades and missing assignments can be viewed by parents in Jupiter Ed.
EXTRA-CURRICULAR ACTIVITIES
We view extracurricular activities as opportunities for children to try new things or extend skills/interests they already have. We do, however, put first things first in that we have eligibility requirements that have to be met for participation. A student's academics, attitude and behavior must meet acceptable standards before being allowed to participate in any extracurricular activities. Work must be completed and assignments/projects turned in on time in order to participate. This includes organized sports, music, theater, etc.… either at CCS or their respective district where they participate.
4.6 RESPONSIBILITIES: STUDENT
Know the CCS Homework Policy
Listen to teacher directions, ask questions from teachers and/or parents and read directions Gather all materials necessary to complete assignments before leaving the classroom. All assignments are completed by student, in student's own handwriting to the best of his/her ability Complete homework in the given time frame assigned by the teacher. Manage time on projects in order to complete on time
RESPONSIBILITIES: TEACHER
To provide purposeful homework with clear directions and instructions.
Implement a system to routinely check homework.
Communicate with students and family what is expected for completing long-term projects at home including timelines for completion.
Provide ways for parents to communicate with teachers about homework.
Discuss homework practices with colleagues.
RESPONSIBILITIES: FAMILY
Promote a positive attitude toward homework as part of the learning process.
Provide a routine and environment that is conducive to doing homework and helps the student organize and complete assignments (i.e. quiet place, adequate time, necessary materials…).
Stay well informed via Jupiter Grades online grading system.
See your child's teacher for help in accessing grades.
Offer assistance to the child, but not complete or DO or WRITE in their homework for them. Read school notices/emails and respond in a timely manner. Give feedback to the teacher when there is a homework concern, not other parents.
RESPONSIBILITIES: PRINCIPAL
Monitor and support the teachers in the implementation of homework guidelines. Encourage teachers to use homework as a tool to reinforce learning. Support the need for balance with other learning activities besides homework in students' lives. Facilitate the communication process between school and home as it relates to homework.
4.7 RECORD KEEPING AND REPORT CARDS
CCS will periodically advise students, their parents/guardians of the student's progress and achievement. It is our goal to work with the parents by providing a system for recording, reporting and advising of student achievements. Report cards are sent home 4 times a year at the end of each 9-week quarter. The grading scale is listed on each report card.
4.8 GRADING FOR KINDERGARTEN, FIRST & SECOND GRADE
E– Excel
M – Meets expectations
B – Below expectations
SB – Significantly Below expectations
GRADING FOR GRADES 3 - 8 Percentage scale below:
3rd/4th Grade: Letter grades and tests are not to third grade. In order for students to be successful and obtain mastery of the required skills, students need to produce work with passing grades. Students who score below a 78% on assignments, will need additional teacher direction and supervision to fix mistakes and relearn the required materials.
5th/6th Grade: 50% Daily Assignments & 50% Tests/Quizzes
7th/8th Grade: 40% Daily Assignments & 60% Tests/Quizzes
If a student continues to perform below expectations with interventions in the classroom, a staff and parent conference will be held to discuss other options to help the student succeed and meet academic expectations.
4.9 JUPITER ED
Jupiter Ed (Grades 5 -8) is a private and secure website that will allow the parents to see complete information specific to their child, while protecting the child's information from others. A password is given to parents at the beginning of the year to view: attendance, grades, progress reports, report cards, missing assignments, and teacher email addresses.
4.10 NEW FAMILY/STUDENT PROBATION
All new students/families will begin their first year of enrollment on a probationary status. However, at any time an established student/family may be placed on Probationary Status if the need arises.
- At the end of each quarter, the Principal will distribute a form to all of the teachers for evaluation of all students, probationary and established students, inquiring as to the student's adjustment/progress in the area of academic, social, emotional and spiritual welfare of the student(s).
- Students may be placed on Probation for academic, negative, rebellious, disruptive, or otherwise uncooperative attitude or behaviors.
4.11 ACADEMIC WARNING
The academic warning informs the student and parent/guardian at mid-quarter that the student is not making adequate academic progress, as demonstrated by maintaining at least a 75% in each subject area. The student will have until the end of the quarter to improve those grades or be put on academic probation for the following quarter.
1. Students will be informed by conference with the teacher, Principal and Director of Instruction of the situation and an academic plan will be put in place.
2. A call will be made informing parents/guardians of the academic situation. The academic plan will be sent home with students for parents/guardians, outlining subject areas that need immediate attention. A copy of the plan must be signed and returned to Community Christian School.
3. Arrangements can be made to come in early or stay after school to utilize The Hub.
4.12 ACADEMIC PROBATION
Academic probation is invoked when a student has a serious academic problem at the end of a quarter. It is intended to give notice to the parent and student so a mutual effort on the part of both school and home may be made to correct the academic deficiency to a satisfactory and/or passing grade.
Academic Probation will be invoked in the following manner:
1. A student receiving a 75% or lower in any subject area is put on academic probation at the end of the quarter. The academic probation will last for one quarter. The student will not be allowed to participate in extracurricular activities at CCS during the quarter they are under academic probation.
2. A notification letter will be sent to parents/guardians' informing them of their child's academic probation, and a conference will be required to set up a plan for remediation.
3. The academic status of the student will be reviewed by the teachers, Principal and Director of Instruction throughout the quarter.
4. The student who earns grades at or above a 75% "C-" will be removed from academic probation.
5. Teacher(s), Principal and Director of Instruction will meet again with parents/guardians and student if student fails to meet the academic remediation plan.
6. If students and parents/guardians are unable or unwilling to meet the academic remediation guidelines and expectations, the situation will be referred to the CCS Education Committee for further action.
4.13 MATH PLACEMENT FOR STUDENTS IN GRADES 7 & 8
Students entering 7th and 8 th grade at Community Christian School will be placed on one of two math paths available to them at CCS. Either path will academically prepare them in their high school math studies. The track a student is placed on is based on the following criteria:
CCS offers Pre Algebra I, Pre Algebra II, and Algebra for all students in grades 7 & 8.
ALGEBRA MATH PLACEMENT (8 th Grade)
Students must meet the following criteria to be placed in Algebra in 8th grade. This is an accelerated class and students are held to the highest standards.
1. The student's MCA score must be in the "Exceeds" at the end of 7th grade.
2. Students must maintain an average of 92% (B+) in Pre-Algebra in 7th grade.
3. Student's must meet the set guidelines on their end of the year placement test coming out of Pre-Algebra math.
4. Student's attitude must remain positive and motivated; students must want to be in the accelerated class; students must remain encouraging.
5. If the student is not ready for Algebra, the student will retake the Pre Algebra to prepare for Algebra as a freshman in high school.
4.14 ACADEMIC HONOR CODE
Students must invest time and effort into the learning process. Success is only achieved when the student completes his/her own work. In both the short and long-term, cheating is detrimental to a student's success in life. Comprising academic and moral integrity is a serious offense that must be handled as both a teaching opportunity and a disciplinary matter. Lying and stealing are also contrary to success: Success as a Christ follower as well as success in the classroom and society.
Cheating is defined at CCS as:
1. To use, copy, or turn in another person's work, in whole or part, as if it were your own.
2. To copy information from another person's test, exam, theme, report, or essay whether the person is currently enrolled at CCS or not.
3. To plagiarize – "To steal and use the ideas and/or writing of another as one's own," without giving credit to the original author. (Following an explanation of what plagiarism is, students in grades 58 will be asked annually to sign a statement agreeing they will not plagiarize.)
4. To prepare to cheat in advance by:
a. having in your possession a copy of a test given by a teacher.
b. using any form of notes during a test or exam not permitted by the teacher.
c. communicating in any way with another student during a test or exam.
d. failing to follow testing instructions given by a teacher.
e. assisting another student to cheat according to the above definitions.
Homework and Classroom Assignments: The staff at CCS never wants to put a student in a position where he/she can inadvertently, and without intent, violate the honor code. Therefore, teachers are responsible to clearly explain their expectations regarding the completion of routine assignments. These expectations may vary depending on the teacher, the instructional methods, and the course content. Teachers will also communicate any change in expectations for specific assignments. Parents must also understand that they are not to complete students' assignments for them because this impedes the learning process for the student.
4.15 PROMOTION/RETENTION
The promotion of a student to the next grade level will occur after the student has successfully completed the previous grade. The retention of a student at the same grade level is made after the recommendation of the teacher and administration with final consent/approval of parent/guardian.
4.16 GRADUATION REQUIREMENTS FOR GRADE 8
To achieve promotion to High School, all 8th grade students are required to have successfully completed the academic program at CCS with NO cumulative failing grades in 8 th grade. Students not meeting these criteria may be denied the opportunity to participate in graduation ceremonies.
SECTION 5: STUDENT LIFE AT COMMUNITY CHRISTIAN SCHOOL
5.1 CHAPELS AND ASSEMBLIES
Chapels provide a time of spiritual refreshment. Our primary purpose during chapels is to apply the word of God to our lives. We come together to worship God, sing our gratitude to Him and to hear His truth from the Bible. Parents and CCS friends are always welcome to attend.
5.2 ARRIVAL TIME
If your child does not ride the bus, please time his or her arrival NO EARLIER than 7:45 am. But NO LATER than 8:10 am. Although teachers arrive earlier, they are not supervising classrooms or hallways until 7:45 am.
5.3 PICKING UP A STUDENT DURING THE SCHOOL DAY PROCEDURE
In an effort to reduce classroom disruptions, parents should send a note in the morning with a student requesting to leave. DO NOT email/text teachers directly requesting permission to leave class. If an elementary student (Preschool – 6th grade) is being picked up for an appointment or for another reason during the school day, a parent or guardian needs to send a note with their student in the morning informing the teacher and office that they will be taking the student out of school. When picking the student up at school, the parent must come into the school office to have the student paged and sign the student out. For precautionary measures we do not allow students to wait outside or at the door for their ride.
5.4 STUDENT DROP OFF & PICK UP PROCEDURES
ALL STUDENTS ARE DISMISSED AT 2:45 PM
DROP OFF:
Please drop off students in front of the crosswalk, enter the building through the main entrance at Door 1. Using the drop off/pick up lane, pull up to the closest available spot and stop. Your student(s) should only exit the right side of the vehicle onto the sidewalk. Once your student(s) are safely on the sidewalk, pull forward and exit onto County Road 8.
Absolutely NO PARKING in the drop off lane. Parents should not leave the vehicle.
PICK UP:
1. Students line up outside on the sidewalk and go directly to their car.
2. DO NOT cross the street to get to a parked car.
3. Students must have a note from home to give permission to go home in another carpool.
4. Parents and/or staff must not take other students home (i.e. missed bus, carpool did not arrive) unless arrangements are made by phone with the child's parent/guardian with the school.
5.5 MODES OF TRANSPORTATION
BUS: Riding the bus is a privilege that demands full cooperation between the student and the driver. Please call the district bus company if your student is going home with another student.
BICYCLES: Bikes must be parked in the bike stand upon arrival at school. After school, students must wait until the buses and cars have left before leaving. Bicycles should not be ridden on the sidewalks. School playgrounds are off limits for bicycles, even after school.
PEDESTRIANS: Students who walk to school will be permitted to leave when the buses leave and the teacher gives them permission to walk home.
CAR RIDERS: Students should be dropped off and picked up by their designated door.
5.6 TRANSPORTATION ARRANGEMENTS
If students are going home with a different adult, outside of their regular routine, CCS MUST have a written note or phone call to the office before 2:15 p.m. We ask that parents inform CCS if someone other than a parent/guardian will pick up their child.
5.7 CELL PHONES & ELECTRONIC DEVICES
Electronic devices are not to be used in school or during class time without teacher permission. Cell phones brought to school are stored in the classroom. If a cell phone is used without permission or goes off during class or during the school day, it will be confiscated. A device may also be confiscated outside of class time, if used inappropriately. Any confiscated device must be picked up by a parent or guardian. Students who possess inappropriate material on electronic devices brought to school will be subject to disciplinary action. Students who repeatedly use their phones without permission will be subject to disciplinary action. The school prohibits the use of any video or picture-taking device from any restroom, locker room, classroom, or other location where students and staff have a reasonable expectation of privacy. A student improperly using any device to take or transmit images will face disciplinary action and may be recommended for expulsion. CCS is not responsible for lost or damaged electronic devices or cell phones.
5.8 INJURIES
a. There is no nurse on the CCS campus
b. All injuries should be reported to the supervising teacher and CCS Office.
c. Parents will be notified (phone call/email) and an injury report will be filed.
5.9 SCHOOL PROPERTY
School equipment such as iPads, chrome book computers, smart boards, projectors, etc. are expensive items. No student is allowed to use them unless he/she obtains permission and direct supervision from the principal or teacher. Any student who damages school property will be required to reimburse the school for repair or replacement costs.
5.10 MESSAGES TO STUDENTS
If parents need to contact their child, please contact the CCS Office and DO NOT text or email your child's teacher. Messages should be called into the office before 2:00 P.M.
5.11 INDIVIDUAL PARTIES & CLASS UNITY
Parents are requested not to fragment that wholeness when it comes to party invitations. If invitations for parties etc. are to be distributed in school, it is expected that the entire class be included (or at least all of the boys/girls) so that no one is left to feel excluded. Invitations and cards done privately, outside of school are done by parent discretion.
Parents are allowed to coordinate with the child's teacher to plan a special snack (limited sugar) at the end of the student's lunch period on their birthday.
SECTION 6: BEHAVIORAL EXPECTATIONS AND CONSEQUENCES
CCS is best able to provide an enriching and constructive educational experience for each student by maintaining a positive and disciplined learning environment. It is the school's responsibility to provide the proper learning environment for students. It is the student's responsibility to make a commitment to live within the rules and regulations that are necessary for us to trust each other and function together each school day in a God-honoring manner.
As young and developing Christians and as members of the body of Christ, CCS students are expected to behave in a manner consistent with biblical standards for Christian conduct. All words, actions and activities should conform to biblical guidelines and through that glorify our heavenly Father. "Say those things that are helpful for building others up according to their needs. Be imitators of God and live a life of love just as Christ loved us." (Ephesians 4:29, 5:1)
Parents need to maintain responsibility for and an interest in the conduct of their sons and daughters while at school or school events. They should ensure that their children complete homework and assignments. Beyond that, parents could impose appropriate punishments for incomplete homework, tardies, improper choice of clothing, use of foul language, fighting, use of alcohol or illegal drugs, and so on. The school and home should be powerfully consistent in attitude and approach at such key points.
The school will encourage proper conduct. Doing that which is right should be the main focus for guiding conduct. Institutional integrity also requires the exercise of disciplinary action. Students will need to abide by classroom, hallway and school rules and principles. They must avoid participating in negative, destructive or sinful activities. "Do not even be partners with anyone who does such things." (Ephesians 5:7) Our school should be free of offensive behavior or language.
CCS is a learning community. We believe that academic achievement happens within the context of a caring and committed community. This type of community is only possible when our students understand their responsibilities to one another. In order to maintain a learning community we use the following principles to help students make wise decisions. The following are what we call…
6.1 THE COMMUNITY CHRISTIAN SCHOOL WAY
* RESPONSIBILITY Take responsibility for their learning and to encourage the learning of others
* RESPECT the dignity, work, and property of others as image-bearers of Jesus Christ.
* READY and prepared to do their best in all their endeavors at school, home and in God's world
* HONESTY in all environments and situations.
* GOD HONORING WORDS AND ACTIONS in everything we do.
* SAFETY at all times.
To ensure clarity of our expectations, we have outlined what these rules/expectations look like in key areas of the school and campus. We spend time teaching and modeling our expectations for all students, and more specifically our middle school students in 5th through 8th grade. These expectations apply to all areas of the CCS school building
CORRECTIONS
1 st Offense: A verbal warning
2 nd Offense: Consequence/Behavior slip with parent notification
3 rd Offense: Parent Meeting
Level 1 (Examples)
Swearing (
taking God's name in vain)
Vulgarities/Use of profanity
Over Aggressive behavior
Unsportsmanlike conduct
Continual disruptions in class
Teasing, name calling
Insulting others
Mean or rude gestures
Behaviors that degrade others
Taunting, ridiculing, humiliating
Planned exclusion
Dishonesty/Lying
Defiance: Refusal directed toward teacher or staff
Disrespect in word or actions to teacher and/or classmates
Level 2
Harassment
Alcohol/Drugs/Substance/
Tobacco
Possessing, using, threatening to use or transferring any weapon or instrument capable of inflicting harm or considered dangerous by the Administration.
(See 6.4 for more detailed description)
Use of Racially Offensive Language
Level 2 offenses constitute an immediate response by the Principal. Consequences can include suspension and/or expulsion and will be brought to the CCS School Board immediately. Consequences assigned may be immediately more severe in any above category based on the seriousness of the action, severity of result of infraction, or prior offense(s) in other categories. *Student age, attitude, and/or intentionality may affect the level and severity of consequences – school discretion is maintained.
If after 2 Behavior Forms per quarter, another behavior infraction occurs, the student will serve an In School Suspension and a meeting will be set up with parents. If more than 3 in one quarter, the student will serve an Out of School Suspension and the CCS Education Committee will review the situation and meet with parents.
6.2 GUNS / WEAPONS
All students have a right to attend school without a fear of violence to themselves or others. Guns, knives, and all other weapons or articles that could be used as weapons to inflict bodily harm are a hazard to a safe learning environment and the welfare of human beings. Any student carrying a gun or other weapon or lookalike on school property shall be subject to emergency expulsion at the School's sole discretion. Statements made by a student claiming or boasting of a weapon at school or school event will be dealt with in the same manner as a "possession". CCS will not accept any student who has been expelled from another school because of a gun or weapons violation.
**When dealing with lower elementary students (Eagle's Nest – 2 nd Grade) and any threatening language, the students will be dealt with and parents called to discuss the nature of the "threat". The age and surrounding circumstances will be considered when dealing with the situation. The maturity and understanding of dealing with a Kindergarten "threat" and a 7th Grade "threat" are very different. They will not be taken lightly, but the course of action may look different.
6.3 PROPERTY DAMAGE
* If students willfully cause property damage, families are responsible for costs of damages incurred.
* If property damage occurs by accident but as a result of misbehavior/inappropriate play, parents will be asked to pay damage costs involved.
* If property damage occurs during supervised play or during P.E. classes the teacher will be asked to help determine whether it was an unavoidable accident or intentional damage occurred.
6.3 ALCOHOL, DRUGS, MARIJUANA, TOBACCO, ETC.
Community Christian School is a drug-free campus. Possession, use, or distribution of alcohol, drugs, marijuana, nicotine delivery devices, narcotics, juuling, vaping, or hallucination agents in any form,
including look-alike substances, are strictly prohibited. Students purporting to use or possess these items is also prohibited. Any student found to be in violation shall be subject to emergency expulsion.
6.4 TOYS FROM HOME
Students are not to bring toys/ trading cards/money to school as they are disruptive to the learning environment. Items will be held by the teacher and returned to the student at the end of the day. If a student is given special permission by a staff member to have personal property or toys at school, it must be used only when and where permitted.
6.5 VIDEO SURVEILLANCE
Video cameras are located in hallways throughout the school and around the perimeter of the to help provide a safe environment for staff, students, families, and guests. Video tape recordings may be used as evidence in cases involving safety concerns, student discipline, and other school matters. Should a question arise that would necessitate the review of video footage, the Administration will work with the CCS School Board to review footage and determine appropriate action when necessary. Parents will not be allowed access to or viewing of video footage unless necessitated by law.
6.7 TEXTBOOKS
Textbooks are furnished for all students. Textbooks must be returned at the end of the semester or year in good condition or the student will be charged a prorated fee. Lost or severely damaged books must be replaced by the student.
6.8 GUIDELINES FOR IPAD AND CHROMEBOOKS
The mobile iPad and Chromebooks are to be used only with the expressed permission of a faculty member who will also supervise their use. Students using Chromebooks will be assigned a computer at the start of the year. At the start of the year, students and parents will be asked to sign a computer use contract. CCS devices are off limits before and after school, unless permitted and supervised by a teacher.
6.9 LOCKERS/CUBBIES
Lockers for ALL grades are to be kept neat and orderly, and may be inspected at any time. Lockers are the property of the school and any cut-outs, pictures, posters, or other material in the locker must be conducive to a Christian environment or will be removed by the administrator. Magnets may be used to hold up items but stickers, tape, and glue may not. Unless given permission, nothing is to be displayed on the outside of lockers. Because of student allergies, no aerosol sprays are allowed.
6.10 BUS BEHAVIOR
While children are riding the bus, they must conduct themselves on the bus in such a way that reflects the standards of CCS. Students are subject to disciplinary action if rules are broken.
6.11 GYM AND PLAYGROUND RULES
Gym and playground rules will be posted and reviewed each year by faculty.
6.12 CHEATING
Cheating is a serious offense. It involves taking and/or giving information from some source other than the student's own mind and presenting it as if it came from his own mind. Cheating involves components of both stealing and lying. Students must understand the seriousness of an act of cheating. If it is determined that a student has indeed cheated, the following actions will occur for a
1 st offense: The student will receive a zero on the assignment/test/project
2 nd offense: Parent/Guardian and Principal will be contacted.
6.13 PLAGIARISM
Plagiarism is a form of cheating. The following are examples of plagiarism
* Taking someone else's work (or portion of assignment) and submitting it as your own
* Presenting the work of parents, friends or family as your own
* Submitting any material created by someone else without giving credit to the author
* Rephrasing/inadequately citing ideas/words/someone else's work without giving proper credit
* Submitting papers from the Internet or other sources that were written by someone else
* Providing or exchanging assignments with other students
* Submitting work that distorts the lines between one's own ideas and the ideas of another
6.14 EXPULSION AND EXPULSION PROCEDURES
A student may be expelled if: possession or distribution of illegal drugs (immediate expulsion) or student displays violent behaviors. "Expulsion" means a school board action to prohibit an enrolled student from further attendance. The authority to expel rests with the school board, made on the advice of the principal and teaching staff. No expulsion shall be imposed without a hearing, unless the student and parent and/or guardian waive the right to a hearing in writing. The student and parent shall be provided written notice.
6.15 GENERAL
No gum chewing is permitted in the school or classrooms. Only water is allowed in the classrooms.
SECTION 7: STUDENT DRESS CODE
7.1 STUDENT DRESS
The purpose of Community Christian School's dress code is to reflectmodesty,neatness, andappropriateness.A student should not be dressed in such a way as to draw attention to his/ her body, but to respect and honor God, themselves and others.
* Modestycan be defined as making sure our bodies are covered in such a way as to honor the Lord and not to offend and/or tempt those around us.
* Neatnesscan be defined as a look that is clean with clothes that are proper fitting (not too small and not too large) and in good repair.
* Appropriatenesscan be defined as wearing clothes that fit the occasion. In a school setting, appropriate clothes are those that do not hinder the educational process or draw attention to oneself. It should also be appropriate clothing for the time of season of the year.
As a general rule, an outfit a parent or student questions at home is generally best left at home. A student may be asked to remove or cover an item of clothing that is deemed inappropriate by a teacher or administrator. The final decision regarding individual dress code questions will be made Final interpretation at the discretion of the CCS Teacher and Principal.
GENERAL GUIDELINES FOR ALL STUDENTS
* At no time should any undergarments be visible.
* Clothing exposing the torso or midriff, either front, sides, or back may not be worn. This standard includes activities such as raising the hand, sitting down, picking up objects, etc.
* Clothing should fit appropriately—not too loose, not too tight, and not too short.
* Clothing from other local high schools may NOT be worn at any time during a CCS school-sponsored event.
* All clothing should be clean, neat and in good repair.
* Any clothing or personal appearance that tends to call undue attention to the individual is not acceptable.
* Students may not wear styles that are not typical for a school setting (pajama-style clothing, etc.).
GRADES 3 – 8
* No sleeveless tops
* No exposed midriff skin
* The length of shorts are to be no shorter than the length of fingertips
DRESSES AND SKIRTS
Girls grades 5 - 8
Hems should be modest in length. Girls should aim for a skirt or dress length no shorter than the length of fingertips when arms are extended. Revealing slits should be avoided.
Girls Preschool – 4th grade
Girls should wear shorts under skirts and dresses.
HAIR & ACCESSORIES
Hair should look neat and natural with an emphasis on cleanliness. Hair should always be out of the eyes, regardless of how it is kept or worn, neatly trimmed, and well-groomed at all times.
HATS, HOODS, AND SUNGLASSES
Hats (stocking hats, baseball style caps, etc.), hoods, and sunglasses should be removed upon entering the school building. Hooded sweatshirts may be worn; hoods may not.
The following items are not permitted:
o Clothes with indecent humor or distracting slogans or images
o Clothing or articles that are torn, ragged, or soiled, including ripped jeans or cutoffs
o Pants that reveal undergarments or sag excessively
o Pierced body jewelry other than earrings
7.2 DRESS CODE VIOLATIONS
Students may change into alternate/appropriate clothing and/or call home to get a change of clothes.
7.3 INDOOR/OUTDOOR SHOES FOR ALL GRADE INDOOR SHOES:
We require each student to have an indoor pair of tennis shoes to change into when coming to school each day. Students wear their "outdoor" shoes into the building and then change into their "indoor" pair.
OUTDOOR SHOES:
Students should also have appropriate shoes/boots for going outside. This would include tennis shoes strictly for outside use. Students without the appropriate footwear may have to stay indoors or stay in a designated area outside. Each student is required to have a pair of non-marking soled tennis shoes reserved for use in the gymnasium for physical education classes.
SECTION 8: STUDENT ACTIVITIES
8.1 ELIGIBILITY
School activities provide additional opportunities for students to pursue special interests that contribute to their academic, social, physical, spiritual, mental, and emotional well-being. They are meant to complement the instructional program in providing students with additional opportunities for growth and development. CCS expects all students who participate in school-sponsored activities to represent the school and community in a responsible manner. All CCS rules pertaining to student conduct and student discipline extend to extracurricular activities.
8.2 FIELD TRIP
A field trip is an extension of the classroom activity and should be considered an expansion or enrichment of the regular curriculum Field trips are not considered as an optional day for students to attend. It is a required day for students. A field trip is considered a privilege. It will be up to the discretion of the teacher and principal if that student will be able to attend.
8.3 FIELD TRIP TRANSPORTATION
Transportation of students to school-related activities, involving the use of public carriers, shall be arranged through the CCS Office.
8.4 WALKING FIELD TRIPS
Walking trips must have adequate chaperones and chaperones should keep the group together; show concern for the entire group and act as the crossing guard when needed.
8.5 BEFORE & AFTER SCHOOL HOURS Students MAY NOT stay after school to wait at CCS for siblings to return from a field trip.
Transportation arrangements must be made as faculty will not be responsible for after school care.
8.6 CLASSROOM PARTIES AT CCS
CCS celebrates certain holidays— Christmas, Valentine's Day and Easter—as distinctively Christian celebrations. Class parties may be held for these occasions. Teachers plan/oversee classroom parties. The school's mission is to promote Christian history and culture, therefore the school promotes Christian themed decorations (nativity scenes/resurrection depictions) instead of mere commercial decorations (i.e. Santa's, Easter bunnies, ghosts, etc.).
SECTION 9: MEDICAL POLICIES AND INFORMATION
9.1 HEALTH SERVICES
There is NO Registered Nurse available at our campus. If your child has any serious allergies (i.e. food, dyes, insect stings) or any chronic conditions (i.e. asthma, diabetes, seizures), please indicate this on the student's Health History Form and alert the teacher and the CCS Principal. Epi-pens may only be retained on campus with a current allergy action plan. The plan will be kept on file at CCS. Be sure the school always has current phone numbers where you can be contacted during the school day.
9.2 WHEN TO STAY HOME
Many students and families are frequently concerned about when a student should stay home or attend school. The following information is intended to help with this decision:
* If a student has a fever of 100.4 degrees or more, the student should stay home for 24 hours after the temperature returns to normal.
* If a student has vomited or had diarrhea two times in a day, the student should stay home for 24 hours after the last episode.
* If a student has any rash that may be disease-related or the cause is unknown, check with your family physician before sending the student to school.
* If a student's eyes are red with watery or pus drainage, check with your family physician to rule out Pink Eye.
* If your student is ill at home, please call or email the CCS Office to report the reason for the absence. It is helpful if specific symptoms and/or diagnosis are reported. Teachers can then be alerted to refer to early, similar symptoms in other students.
Following the fourth (4th) consecutive school day a student has been absent due to illness, parents must provide CCS with a signed note from a physician. This will be kept on file in the school office.
9.3 EMERGENCIES AND/OR ILLNESS
If your child becomes ill or injured at school, you will be notified. If a student has a fever over 100.0, is vomiting, has significant pain, repeatedly complains – a call will be made. If unable to reach parent/guardian, the emergency person on the call list will be notified.
9.4 MEDICATION POLICY
Medical Authorization
In the event that a student requires medication at school, the administration of such medication shall, whenever possible, be under the supervision of the CCS Principal or homeroom teacher.
CCS does not dispense OTC medications.
Epi-pens
It is the responsibility of the parent/guardian to supply CCS with an Epi-pen for anaphylactic reactions. The Epi-pen will be stored in the student's classroom and administered according to the parent/legal guardian giving written permission for its use, releasing CCS from all responsibility involved in its use.
9.5 IMMUNIZATION REQUIREMENTS
The purpose of this policy is to require that all students receive the proper immunizations as mandated by law to ensure the health and safety of all students. All students are required to provide proof of immunization, or appropriate documentation exempting the student from such immunization, and such other data necessary to ensure that the student is free from any communicable diseases, as a condition of enrollment.
No student may be enrolled or remain enrolled, on a full-time, part-time, or shared-time basis, until the student or the student's parent/legal guardian has submitted to CCS the required proof of immunization. This must be on file prior to the student's first date of attendance. Students entering 5-Year-Old-Kindergarten and 7 th grade need to be immunized prior to the beginning of school with updated immunizations.
9.6 EXEMPTIONS FROM IMMUNIZATION REQUIREMENTS
Students will be exempt from the foregoing immunization requirements under the following circumstances:
A. The parent or guardian of a minor student submits a physician's signed statement stating that the immunization of the student is contraindicated for medical reasons or the laboratory confirmation of the presence of adequate immunity exists; or
B. The parent or guardian of a minor student submits his or her notarized statement stating the student has not been immunized because of the conscientiously held beliefs of the parent, guardian or student. You can find the form here
www.health.state.mn.us/divs/idepc/immunize/studentzfm.pdf
SECTION 10: GENERAL POLICIES AND PROCEDURES
10.1 EMERGENCY CLOSINGS, CANCELLATIONS, EARLY DISMISSAL AND/OR LATE STARTS
During times of inclement weather, CCS cancellations, delays or early releases will be decided independently. However, CCS will fully consider the Milaca and Princeton School Districts when making a decision to close or delay openings.
If school is delayed or canceled, Community Christian School will communicate this information through many avenues. CCS utilizes major television stations, parent email, the school website, and CCS Facebook page to inform parents of school delays or closings. A late start is typically a two-hour delay. On these days, school will begin at 10:20 a.m. and dismiss at normal times.
We recognize that our families travel from various areas, so we encourage each family to use discretion in deciding whether to travel on hazardous roads.
Please use the following major network television stations for announcements regarding CCS school closures and/or delayed openings
WEB SITE: Please go to www.ccspease.com for immediate information. TV - KSTP - 5 / KMSP - 9 / WCCO 4 / KARE 11 Social Media: Facebook/CCS page
10.2 CCS HOT LUNCH POLICY
The hot lunch program is a voluntary program. If students elect not to participate in hot lunch, students may bring a bagged lunch from home. Kindergarten – 8 th grade students eat in the gymnasium, which serves as our lunchroom. We ask that they not eat in the hallways, bathrooms or by their lockers.
Families receive an email approximately 1 - 2 weeks before the end of each month with a link where families can order online. Students are not charged if they don't eat hot lunch.
Payment for Hot Lunch Account - SUSPENDED 8.30.2024
Money must be deposited into your child's hot lunch account at the beginning of the year. Deposits may be sent to school with your student in an envelope. Please label the envelope to the CCS Office and write 'hot lunch' on the outside of the envelope, and also include the student's first and last name. Envelopes may be dropped off in the school office. Checks payable to CCS are accepted. Please include your student's first and last name on the check. A $10 fee will be assessed for all returned checks. If you have more than one child, money will be deposited into your family account.
Delinquent Accounts - SUSPENDED 8.30.2024
The CCS Bookkeeper sends parents an email with an alert when your account is low. CCS also provides a note that is sent home with your child if no payment is received. We cannot provide credit – or continue to run on a negative balance. However, we will allow a 3-meal grace period if a student account is negative. Please call CCS at 320-369-4239 if you have any questions.
Residual Funds - SUSPENDED 8.30.2024
All lunch balances are normally carried over to the following school year. Residual funds may be refunded in the event of extenuating circumstances that cause a prolonged interruption of the hot lunch program, at the discretion of the Principal/Office Manager.
10. 3 END OF THE YEAR CLEANING FOR ALL FAMILIES
At the beginning of every school year, each family is asked to come and help clean for 2 hours.
10.4 FINANCIAL POLICIES: DELINQUENT TUITION ACCOUNTS & PENALTIES
1. Community Christian School Board, charged with maintaining the financial stability of Community Christian School, sets the 1st, 15th or 25th of each month where tuition payment is automatically withdrawn with ACH.
2. The Family Covenant Agreement is signed by parents and school board members and is considered a binding agreement.
3. If, at the end of one month, payment is still not received or there are Insufficient funds in your account, a notice shall be sent to the parent(s) indicating that they are delinquent. Payment and/or communication should be directed to the CCS Financial Administrator or a CCS Board Member.
4. Thirty days after the payment due date, a second notice shall be sent. Balances that remain after 45 days will be submitted to the CCS Board, unless an alternative payment schedule has been set with the Financial Administrator or CCS Board
5. The CCS Board will evaluate each case. In order for the panel to evaluate legitimate cases of economic hardship and to attempt to distinguish between ability to pay and unwillingness to pay, the parents of those students for whom payment is delinquent may be asked to provide information that would justify the outstanding charges.
6. If the CCS Board determines that without payment of the delinquent balance, enrollment could be terminated, this may be implemented only at the end of the current marking period. No student will be suspended or expelled from school during the course of the current marking period because of parental inability to pay tuition or fees.
7. No student will be allowed to enroll in a new school year if tuition is outstanding from any prior year.
8. The decision of the CCS School Board is final.
CCS reserves the right to impose appropriate penalties in those situations where delinquent tuition problems persist and no communication efforts have been made by current enrolled families to clear their delinquent accounts at CCS. Further action will result when parental responsibility is not upheld.
10.5 ENROLLMENT & REGISTRATION
The Community Christian School Board has been charged by the Society for Christian instruction to be fiscally responsible. This policy enables them to administer an effective tuition collection effort. The goal is to assure financial stability for the school, reduce tuition for all families, and set the foundation for long-term commitment to Christian education, being wise stewards with what God has entrusted us.
General Information
1. All children must be registered each year.
2. A Health History form must be completed for all new students and up to date immunization forms must be completed.
3. A Family Covenant Agreement & ACH payment is signed by parents/guardians at registration.
Enrollment Process
The enrollment process consists of completing the paperwork listed below and a personal interview with the Principal and Admissions Committee.
1. To be considered for enrollment at CCS, every new family must submit a completed application.
2. All 5 th –8 th grade students criteria
a. Suitable age for the grade assigned
b. Acceptable scores on any additional testing that may take place
c. Ability of student to adjust to classroom learning
d. Acceptable scores from transcripts
e. Acceptable discipline report
3. CCS will contact the family to schedule an appointment with the Principal. Students in grades 5-8 should accompany their parents to the interview. During the interview, the Principal will review the school's history, philosophy, curriculum, discipline system, homework expectations, communication, etc. The Principal will discuss the child's academic, spiritual, social and physical needs with the parents. There is a checklist including all forms to be completed and submitted prior to the student interview:
4. Families must agree to abide by school policies, assist the school and support school officials in the implementation and enforcement of its policies.
5. Each student of the school shall be of the highest moral character and be obedient to the Biblical principles that it teaches. CCS reserves the right to dismiss any student with or without cause.
6. Admission Process:
Acceptance will be based on the following criteria as evidenced through the admission application and interview:
* Students must demonstrate a desire to succeed academically as evidenced by current/prior grade reports.
* Students must be open to hearing the gospel of Christ.
* Students must demonstrate acceptable conduct and good behavior as evidenced on recent/prior report card behavior evaluation.
* The student and family must be willing to work in close partnership with Community Christian School as evidenced by signing the appropriate form in the Parent/Student Handbook, and the Statement of Beliefs and Objectives.
* CCS does not accept students who have been expelled or have had repeated suspensions from other schools.
* Parents affirm their decision to enroll the student in CCS by signing the Tuition Agreement Form.
7. Priority of acceptance is determined by the following criteria:
a. Pupils currently enrolled and continuing at CCS.
b. Children of staff members of CCS
c. Siblings in families who already have one or more children at CCS
d. All other applications
10.6 REGISTRATION PROCEDURE
* For each family there is a $100 non-refundable registration fee
* All forms must be completed, including medical information and custodial information when applicable.
* No registration will be accepted unless tuition is paid in full or current for the previous year's tuition.
* Upon registration, all parents sign the Family Covenant Agreement & ACH form. A child will not be allowed to attend school if the above registration procedures have not been completed.
10.7 WITHDRAWAL POLICY
Upon signing the Family Covenant Agreement, the student/family is considered enrolled at Community Christian School. Families who withdraw from school for any reason must notify the CCS Principal in writing, stating their intent to withdraw. Because the hiring of teachers and staff, ordering of textbooks and other classroom materials are based upon enrollment, withdrawals are subject to the following obligation.
Exceptions to the Withdrawal Policy
1. Moving/relocating 25+ miles from CCS
2. Administration has determined the student(s)' needs cannot be met at CCS.
10.8 HOME-SCHOOL ADMISSIONS
The following items must be submitted to CCS prior to admission
1. All families must be registered in the school district in which they are homeschooling.
2. All academic records from formal schooling, if applicable
3. All standardized test scores from what the state of MN requires
4. Copy of Immunization records (A form is available in the CCS Office)
5. Complete the Homeschool Transcript form from past 2 years the applicant was home-schooled,
a. Amount of material completed in each subject
b. Supplemental materials used
c. Amount of time spent on subject matter (i.e. 30 minutes per day, per week)
d. Manner in which subject was taught (co-op, home, independent study)
e. Grading systems used and grade earned in each subject
Upon completion of the above information, prospective students will be tested in different subject areas to determine appropriate grade level.
Academic, Social & Emotional growth will be taken into account to determine grade level.It is with the understanding that students enrolled at CCS are under probationary status the first year in attendance. Changes in grade or subject area may be warranted if academic, social or emotional growth is not conducive to the specific classroom.
10.9 NO BULLYING POLICY
It is the policy of Community Christian School to maintain a safe learning and work environment that is free from bullying. Students, staff, and the school community are expected to conduct themselves in a respectful, Christian manner, and demonstrate a level of respect and dignity towards others. We prohibit all forms of bullying.
DEFINITION: Bullying is intentional and harmful behavior initiated by one or more students and directed toward another student. For our purposes, it takes place in the school, on school property, or on school field trips. Examples of bullying are as follows (but are not limited to these):
BULLYING VS. PERSONAL CONFLICT: It is important to differentiate bullying from personal conflict. Personal conflict is a disagreement between two or more people about a particular idea, thought or action. Arguing or avoiding contact with a classmate, or rejecting an offer of friendship, are not necessarily acts of bullying. Such acts can be one-time incidents or be repeating. Personal conflict often occurs when people fail to value the wishes of others.
VERBAL/WRITTEN: name calling, putdowns, racist remarks, teasing, threats, rumors
PHYSICAL: Pushing, hitting, shoving, biting, hair pulling, scratching, spitting, tripping, damaging or stealing the victim's property, locking a person in a room, making mean faces or rude gestures, initiating or forcing inappropriate touching, etc.…
SOCIAL: ostracisms or exclusion, ignoring, being unfriendly, alienating, manipulation – pitting students against each other
PSYCHOLOGICAL: Acts that instill a sense of fear or anxiety, etc.
CYBER: sending inappropriate (violent, sexual, malicious, etc.) notes or pictures in any medium (texting, cell phones, or internet, etc.)
OTHER: Any act that insults or demeans an individual in such a way as to cause distress, reluctance to attend school, a decline in work standards or problem behaviors.
AWARENESS:
Annually, as part of the required in-service training for all school staff, the principal or designees shall arrange for Bullying Awareness and Response Training. Because adults must take the initiative in combating bullying, they must be watchful for bullying warning signs, closely supervising children on the playground, in the classrooms, hallways, rest rooms, gym, etc.
Teachers will throughout the year conduct class discussions, role-playing, and activities to educate the students in seeking help from an adult, reporting incidents, speaking up and supporting the victim, expressing disapproval of bullying behavior, responding assertively to the bully, walking away from bullying behavior, etc.… This information may be presented in Devotions, Bible, Health, Social Studies, and or other classes.
At the beginning of the school year during an all school assembly, and as needed, the Principal or designee shall ensure that the student body is familiar with the NO Bullying Policy, school and class policies. Rules and consequences will be posted in the classrooms and school office. School policies will be posted on the website. Bullying Incident Reports will be available in each classroom, school office and on the website. Anti-bullying messages will be posted in hallways. Because we are a TELLING school, we expect everyone to tell if they suspect bullying is happening.
REPORTING
Students and staff are prohibited from knowingly falsely accusing another of bullying. Disciplinary action including expulsion/suspension for students shall be taken if they knowingly make false reports.
Any member of the school staff receiving a suspected bullying report (verbal or written) shall address the matter as soon as possible, prior to the end of the school day if possible. The staff member shall assess the situation to determine if the behavior meets the criteria for bullying or if the behavior is an isolated incident that can be resolved within the classroom. (Not all conflict constitutes bullying.)
If the behavior meets the criteria for bullying, the staff member must report this to the school principal in order to protect the alleged victim. The staff member is to immediately forward a Bullying Incident Report to the Principal for investigation. The staff member shall remind the victim/witness that "No one deserves to be bullied and we are going to do everything we can to stop it." The staff member is to commend the victim/witness for bringing the matter to the attention of the school staff, and they are to begin intervention strategies for the victim.
The Principal will promptly and thoroughly address suspected reports of bullying s/he will individually meet with the victim/witness and bully privately. If s/he determines that bullying has occurred, s/he will act appropriately within the discipline codes of the board and will take reasonable action to end the bullying. The message for the child who bullies will be, "Your behavior is unacceptable, and mean, and must be stopped." The principal will inform the student that he or she will be closely monitored, and the student's movements outside the classroom will require adult supervision until trust has been built and all bullying behaviors cease. We will ensure careful monitoring of the victim during this time, by enlisting the help of a class buddy. The Principal shall ensure that prior to the end of the day, notification of the incident has been given to the parents/guardians of both the victim and the offender, and that steps have been initiated to address and resolve the issue. An intervention plan will be developed in cooperation with the parents of the bully. Parental notification and the intervention plan shall be documented on the Bullying Incident Report. If necessary and appropriate, the police will be contacted.
Copies of the Bullying incident shall be given to the victim's and offender's teachers, be placed in the victim's and offender's files in the School Office, and be sent home to their parents. The report will serve as a reference for the school staff in determining whether or not a pattern of bullying behavior or abuse exists in regards to the offender or the victim.
10.10 HARASSMENT POLICY
The purpose of this policy is to maintain a learning and working environment that is free from verbal, racial and/or sexual harassment or violence for all student and employees of CCS.
A. CCS prohibits any form of harassment or violence to any student or employee through conduct or communication as defined in this policy.
B. CCS will act to investigate all complaints, formal or informal, verbal or written, and will take appropriate corrective action.
HARASSMENT DEFINED
A. Any harassment of students by other students or by employees of Community Christian School is unlawful and contrary to our religious beliefs and the commitment of this school to provide a stable learning and working environment. School authorities will not tolerate any verbal, racial and/or sexual harassment of or by students or faculty.
B. Sexual harassment includes, but is not limited to, making unwelcome sexual advances, engaging in improper physical contact, or making improper sexual comments. All students and all school employees are expected to conduct themselves with respect for the dignity of others.
C. If a student has concerns about the nature of any conduct or physical contact by an adult employed by this school, by a fellow student, or by a member of the public, the student should immediately report this concern to a teacher, principal, or board member as well as discussing this concern with the student's parent or guardian.
REPORTING PROCEDURES
Any person who believes he or she has been the victim of harassment is encouraged to report any conduct or contact that makes her/him feel uncomfortable, is bothersome, or is contrary to a stable learning environment.
INVESTIGATION
School authorities will investigate all such reports immediately. Criminal civil authorities will handle charges if necessary. Anyone found to have violated this policy will be subject to disciplinary action up to and including expulsion from school if they are a student, termination from employment if they are an employee, or criminal charges if they are filed.
All such reports will be handled discreetly to maintain confidentiality in order to avoid embarrassment and protect the student making the report. It should be understood that this school is required by law to report child abuse to the appropriate social agency, which protects the rights of individuals in such cases.
HARASSMENT OR VIOLENCE AS ABUSE
Under certain circumstances, alleged harassment or violence may constitute abuse under the Reporting of Maltreatment of Minors- Minnesota Statute 626.556
10.11 CHILD ABUSE POLICY – MANDATED REPORTING
It is the policy of Community Christian School to protect the children whose health or welfare may be jeopardized through physical abuse, neglect, harassment, or sexual abuse. It is the policy of Community Christian School to comply with the law that requires the reporting of suspected physical or sexual abuse and conditions of neglect involving children. The reporting of maltreatment of minors shall be strictly in accordance with the provisions of Minnesota State Statutes. The Child Abuse Policy is on file in the CCS Office for your review.
10.12 INTERNET/ TECHNOLOGY ACCEPTABLE USE POLICY
The purpose of this policy is to set forth policies and guidelines for access to Community Christian's computer system and acceptable and safe use of the Internet, including electronic communications.
GENERAL STATEMENT OF POLICY
A. CCS strives to prepare all students for the future by providing a challenging education which builds academic competence, develops responsible students, encourages creativity, promotes lifelong learning, advances critical thinking skills, and fosters respect for self and others.
B. Electronic information skills are now fundamental to the preparation of citizens And future employees. Access to the school's computers and to the Internet enables students and employees to explore thousands of libraries, databases, and other resources. Community Christian School expects that faculty will blend thoughtful use of the school's computers and the Internet throughout the curriculum and will provide guidance and instruction to students in their use.
INTERNET PURPOSE IS FOR EDUCATION
CCS is providing students and employees with access to the school's computers, which includes Internet access. We have an educational purpose in providing Internet access to our students and staff.
Internet users are expected to use Internet access through the school's system to further educational and personal goals consistent with the mission of Community Christian School and its policies. Uses, which might be acceptable on a user's private personal account, may not be acceptable at CCS.
USE OF SYSTEM IS A PRIVILEGE
The use of Community Christian School's computers and access to the Internet is a privilege, not a right. Depending on the nature and degree of the violation and the number of previous violations, unacceptable use of the school's computers or Internet may result in one or more of the following consequences suspension or cancellation of use or access privileges; payments for damages and repairs; discipline under appropriate school policies including suspension, expulsion, exclusion or termination of employment; or civil or criminal liability under other applicable laws.
UNACCEPTABLE COMPUTER USES
The following uses of CCS's computer and Internet resources and accounts are considered unacceptable:
* Users are prohibited from the school's system to send or receive messages, pictures, or documents that are fraudulent, illegal, pornographic, obscene, indecent, sexually explicit, discriminatory, harassing, defamatory, threatening, messages which are intended to promote or incite violence against person or property, or messages that are intended to hurt another person (cyber bullying)
* Users are prohibited from installing, without authorization, software on the school's computers.
* Students shall not disclose to others via the computer information such as last names, home addresses, telephone numbers, or other information that may identify themselves or other students to others.
* Personal email for students is not allowed. Limited use by the staff for a personal purpose is understandable and acceptable. They are expected to demonstrate a sense of responsibility and not abuse this privilege. School administered email for students is to be used for classroom projects only. Emailing between students should follow proper etiquette guidelines – thoughtful and encouraging messages are expected at all times. Improper, discouraging, mean or hateful messages will be considered cyberbullying and discipline procedures will occur.
* Users are prohibited from using the school's system for personal commercial activity, including selling, purchasing, advertising, or soliciting goods or services. CCS will not be responsible for any financial obligations arising from a user/s activity on the school's system.
* School administered email for students cannot be used to gain access to or open accounts to any social media site or retail establishments. This includes Facebook, Twitter, SnapChat, Gaming/Gambling sites.
* If a user inadvertently accesses unacceptable materials or an unacceptable Internet site, the user shall disclose the inadvertent access to the classroom teacher and CCS Principal.
PRIVACY
Community Christian School reserves the right to read, listen to, or otherwise access files and information transmitted on school computers. Employees and students therefore have no expectation of privacy in any message or file created, sent, stored, or received using the school's computers.
Accounts of staff members who are no longer employed at the school will be cleared prior to the start of the new school year.
FILTERING
Community Christian School will filter, block, or otherwise prevent the use of its computers for the transmission of any comment, request, suggestion, proposal, image, or other communication which is obscene, pornographic, sexually explicit, discriminatory, harassing, defamatory, or violent.
Staff members, with authorization of the Principal, may disable/bypass the filter during use by an adult, to enable access for bona fide research or other lawful purposes.
INTERNET USE AGREEMENT
A. The proper use of the Internet, and the educational value to be gained, is the joint responsibility of students, parents, and employees of Community Christian School.
B. This policy requires permission of & supervision by staff before a student may access Internet.
C. The Internet Use Agreement form must be read and signed by the student, and parent/guardian.
D. The Internet Use Agreement form for employees must be signed by the employee and it will be filed in the school office.
E. Teachers will educate students to responsibly/correctly cite Internet works (articles, books, pictures, video clips…) that are used in school work. All copyrighted resources need to be properly cited through bibliographies and/or footnotes.
USER NOTIFICATION
A. All users shall be notified of CCS's policies relating to computer and Internet use.
B. Parents will be notified (through the Student Technology Acceptable Use Guidelines and permission form) that their students will be using the school's computers to access the Internet.
C. Staff members will be notified that their staff handbook contains a copy of the Use of Technology - Acceptable Use Policy
CCS STUDENT TECHNOLOGY ACCEPTABLE USE GUIDELINES
Access to the computers and to the Internet at CCS enables students to explore thousands of libraries, databases, and other unique resources. The Internet is public in nature; therefore general rules and standards for acceptable behavior and communications will apply.
Users will observe the following acceptable use guidelines for network etiquette
A. Expected behaviors:
* Be polite: school rules apply to electronic communication. Cyber bullying is not tolerated.
* Use only appropriate language, materials, and images.
* Do not reveal names, addresses, or phone numbers or any other personal information.
B. Purpose of Use
The use of the computers must be consistent with the educational objectives and policies of Community Christian School. Inappropriate sites include any web resource not related to our educational program.
C. E-Mail
Personal e-mail is not allowed. E-mail as part of a class project is to be under the direction of the classroom teacher. Students may ask for a one-time, limited use of personal email to access needed documents.
D. Confidentiality
*Users should not expect that files stored on the school's computer/tablets/devices are private. *Computers may randomly be monitored to ensure proper use.
E. Responsible/Ethical Use
Students must know and follow the rules relating to copyright and appropriate use of data and images from the Internet.
F. Digital Responsibility – Students must understand that what they do during the school hours, on a CCS device and /or under the CCS domain (ccspease.com) may be monitored closely to ensure our students hold a high standard of conduct. Online matters outside of school will be dealt with by parents and/or police.
G Any misuse of the above guidelines most likely result in canceling a student's use of the school's computers/tablets/devices and their access to the Internet.
*Any misuse of the above guidelines may result in cancellation of use of the school's computers and access to the Internet.
10.13 CCS RAISERIGHT POLICY
The CCS RaiseRight program will operate weekly during the school year. Order forms can be found online or you can sign up online to create your own account. Orders will not be filled on certain holidays and families will be notified via email.
RaiseRight Registration Form must be completed before cards are released. CCS accepts no responsibility for certificates when SCRIP orders are released to the designated courier or mailed.
All RaiseRight orders must be accompanied by cash, check or be paid online. Checks returned due to insufficient funds will incur a $30 fee.
RaiseRight is being offered to promote the education of students at CCS; therefore, the money collected by your family will only be used for Community Christian School tuition reduction credit. If your family leaves Community Christian School for any reason, the monies raised by your family through this program will be credited to the Partners in Education Program.
Filled orders will be sent home with the designated couriers on delivery day. For those who pick up at CCS, they must be picked up by the end of the week. All errors must be reported to the RaiseRight coordinator by the next school day. CCS staff will not deliver orders.
RaiseRight cards are the same as cash, and should be handled accordingly. CCS will not be responsible for cards that are lost, stolen or misplaced while in your possession. RaiseRight cards are not returnable and are non-tax deductible.
Ten percent (10%) of the total profit earned by your family will be used by the school to help administer the SCRIP program. (10 cents of every dollar in "profit" your family earns). This helps cover shipping charges and other incidental expenses incurred by the program.
APPLICATION OF EARNINGS
Tuition percentages earned will be held by CCS and credited monthly to family tuition accounts. The money earned by a family is only payable to a CCS tuition account. At no time will any earnings be returned to participants.
Participants may choose to have credits distributed to any of the following accounts:
1. Tuition reduction for your own family or another CCS family
2. Tuition reduction for a future CCS family
3. CCS Partners in Education
**Parents planning for the future education of their children at CCS may participate. CCS will hold the money earned until the family is registered at CCS. Future families must use earned tuition credit when their child starts in a CCS program. Future families who have not participated in the program for a one-year period will be considered inactive and contacted as to their intentions. If a reply is not received within 30 days of contact, their earnings will be transferred to the Partners in Education Fund. CCS supporters (faculty and staff, grandparents, community members, etc.), may have their own account and contribute to a CCS family or the Partners in Education Fund.
10.14 FINANCIAL ASSISTANCE POLICY
It is the goal of CCS to award financial assistance to families that are philosophically aligned with our Mission and Vision, who have a heart for Christian education and whose students are in good standing with the school. There must be evidence of a demonstrated need. This program is designed to assist families that are experiencing financial hardship, and who need short-term financial assistance. Financial assistance is awarded based upon a family's ability to pay as well as the availability of funds CCS has to distribute. The application for assistance can be found on the website www.ccspease.com.
10.15 GRIEVANCE POLICY
AT COMMUNITY CHRISTIAN SCHOOL WE VALUE ...
Christ-Centeredness - in our character and all we do. 'In the same way, let your light shine before others, that they may see your good deeds and glorify your Father in heaven' Matthew 5:16
Holistic Education – enabling children to develop physically, socially, emotionally, academically and spiritually 'Let this endurance complete its work so that you may be fully mature, complete, and lacking in nothing.' James 1:4
Excellence – by all, in all things...whatever you do, do it all for the glory of God.' 1 Corinthians 10:31b
Family partnerships – working with and supporting caregivers in their role as the child's primary educator 'Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.' Ecclesiastes 4:12
Authentic community – serving and supporting all members of our school 'Be devoted to one another in love. Honor one another above yourselves .... Be joyful in hope, patient in affliction, faithful in prayer.' Romans 12:10 and 12
Godly leadership – through all levels of the school 'Good leadership is built on love and truth, for kindness and integrity are what keep leaders in their position of trust.' Proverbs 20:28
Do your best to preserve the unity which the Spirit gives by means of the peace that binds you together. (Ephesians 4:3)
If a fellow believer hurts you, go and tell him – work it out between the two of you. If he listens, you've made a friend. If he won't listen, take one or two others along... and try again. (Matthew 18:15-16)
Community Christian School places a high value on sustaining relationships within the community that are characterized by justice, respect, compassion, honesty, trust and grace. When a parent has a complaint or concern in respect of operational matters (the day-to-day operations and management of the School), the School has a clear procedure whereby such issues should be raised and addressed.
STEP 1
In most instances, a parent should raise the issue directly with the teacher or staff member concerned.
STEP 2
Where STEP 1 is not appropriate or a parent is not satisfied with the response at STEP 1, the parent should take the matter to the Principal. It is the community's expectation that the issue should be resolved at this level and that the determination of the Principal is accepted.
STEP 3
If a parent is not satisfied with the determination of the Principal, the matter may be referred in writing to the President of the CCS Board. Parents need to understand, however, that the Board has a governance role and is not involved in day-to-day operational matters. The only task for the Board in such operational matters is to ensure that concerns or issues have been handled in accordance with policy and procedure.
If the issue is with the principal, parent/guardian should contact the CCS Board President.
Non-discrimination policy: CCS does not discriminate on the basis of race, color, national or ethnic origin in the administration of its student admissions policies, educational policies, financial Assistance or scholarship programs, athletic programs or other school-administered programs.
PARENT/STUDENT HANDBOOK AGREEMENT
(ALL K – 8 PARENTS MUST SIGN)
I/We have read, fully understand, and agree to abide by the CCS School policies & procedures outlined in this Parent/Student Handbook. My student(s) and I give our full support to abide by the policies and procedures set forth in the Parent/Student Handbook by Community Christian School.
__________________________________________________________________________________________________
Parent/Guardian Signature
Date
__________________________________________________________________________________________________
Print Name
STUDENT TECHNOLOGY/INTERNET ACCEPTABLE USE AGREEMENT (ALL 3 – 8 STUDENTS & PARENTS MUST SIGN)
I/we have read, fully understand, and agree to abide by Community Christian School’s Parent/Student Handbook’s guidelines/policies for acceptable computer use and Internet access at CCS.
1. Student Signature: ________________________________________________ Grade: __________________
2. Student Signature: ________________________________________________ Grade: __________________
3. Student Signature: ________________________________________________ Grade: __________________
4. Student Signature: ________________________________________________ Grade: __________________
5. Student Signature: ________________________________________________ Grade: __________________
As a parent/guardian of the above named student(s), I/we grant permission for my child to use computers and access the Internet. I/we have read and discussed the Acceptable Use Guidelines with my child and understand that access is for educational purposes only.
__________________________________________________________________________________________________
Parent/Guardian Signature
Date
Please Sign & Return to the CCS Office by September 6, 2024
Appendix A.
Community Christian School Planned Absence
NOTE: This form only needs to be filled out for 3 or more days that the student will be absent.
Student: ___________________Grade: ________
Student: __________________Grade:_______
Student: ___________________Grade: ________
Student: __________________Grade:_______
Student: ___________________Grade:_______
Student: __________________Grade:_______
Requested absence dates: _________________________________________________________
Reason for request: ________________________________________________________________
Regular attendance and punctuality are vitally important for a successful school experience. The school calendar provides generous vacation opportunities, and we encourage all families to plan out-of-town trips and vacation days to coincide with the days the school is closed. We strongly discourage parents from removing their children on regular school days because it is impossible to duplicate the learning experience that occurs in a classroom.
There may be circumstances when events take place during the school year causing a student to miss school. On these occasions, it is the responsibility of the parent and student to complete a "Planned Absence Request" form. This must be completed at least 5 days prior to the absence. Teachers will attempt to give students assignments prior to the planned absence, but are not required to do so. In such cases the work will need to be made up after the absence. Lessons taught while the student is on a vacation will not be re-taught by the teacher. Deadlines for all make-up of all homework, tests, etc. need to be determined prior to the absence with the student's teacher.
We have informed our child's teacher of our plans to miss school and have discussed with them our responsibility for work missed.
Teacher signature: _____________________________________Date:_______________
Teacher signature: _____________________________________Date:_______________
Teacher signature: _____________________________________Date:_______________
Teacher signature: _____________________________________Date:_______________
Parent signature: _______________________________________ Date:_______________
Office Use Only Below :
Principal signature _____________________________________
Date: _______________
Appendix B.
FINANCIAL ASSISTANCE GUIDELINES & POLICY
It is the goal of Community Christian School to award financial assistance to families that are aligned with our Mission and Vision, who have a heart for Christian education and whose students are in good standing with the school. There must be evidence of a demonstrated need. This program is designed to assist families that are experiencing financial hardship. Financial assistance is awarded based upon a family's need and the availability of funds.
Criteria for Consideration:
1. The basic responsibility for financing a student's education rests with the family, but a limited amount of Financial Assistance is awarded each year.
2. An application for financial assistance must be submitted through the FACTS portal online. All information will be kept confidential. All aspects of the financial assistance process for your family are confidential. Any information provided to the CCS Bookkeeper or School Board is handled in confidence, and we require that financial aid awards to your family remain confidential between you and the school. CCS operates the financial assistance program on principles of confidentiality, concern for the family, good stewardship of resources, and fiscal responsibility. Families are expected to keep awards confidential.
3. Applicants must pay any outstanding tuition balance IN FULL for an application to be considered. Family tuition payment history will be reviewed each year.
4. Financial Aid is not automatically renewed or guaranteed; families must apply each year.
5.
Financial Aid will not exceed 50% of the annual tuition the first year requested. Additional years will generally be reduced. Any exception to the policy will require special written
consideration by the family and approval by the CCS School Board.
6. A returning family must have completed the re-enrollment process, including paying the $100 non-refundable registration fee.
7. Families are required to notify the school if financial conditions improve during the year and will be expected to pay more toward their children's tuition so additional families may be helped.
8. Every question on the FACTS Grant and Assistance must be completely answered and requested documents sent to FACTS to be considered by the committee. Incomplete applications will not be processed. Falsification of information will disqualify applicants for financial assistance, including a situation where all sources are not reported.
9. CCS requires all applicants to pay their tuition by ACH. ACH form must be on file with CCS Bookkeeper prior to August 1.
Non-discrimination policy: CCS does not discriminate on the basis of race, color, national or ethnic origin in the administration of its student admissions policies, educational policies, financial assistance or scholarship programs, athletic programs or other school-administered programs.
Applications & Deadlines
Current families seeking financial aid must complete the online Financial Aid Application at www.online.factsmgt.com/signin/410B5. To ensure confidentiality FACTS Grant and Aid Assessment, a third party, conducts our financial need analysis. The School Board uses the analysis to determine awards.
FACTS: Opens February 1; Closes: February 28, 2025
Financial Assistance Recipient Expectations:
1. Parents who are awarded Financial Assistance will utilize the RaiseRight program to
2. Students must maintain passing grades in all subjects.
3. Students are required to attend school regularly. Grades and attendance will be reviewed during the school year and families will be notified of students who are not in compliance.
4. Families must be involved and supportive throughout the year as evidenced by the following:
Attend Parent/Society meetings and Conferences
Participate & contribute to fundraising efforts
5. Families are expected to be supportive of school programs and policies. Behavior/attitude problems that result in school discipline may lead to withdrawal of the tuition assistance awarded the remainder of the year.
Appendix C.
TERMS AND CONDITIONS OF FAMILY COVENANT AGREEMENT
General
1. In conjunction with the registration process, a non-refundable registration fee per family is required by March 1. If the Family Covenant Agreement is completed & signed by the last day in February, the registration fee will be $100/family. After February 29, the registration fee will be $250/family.
2. The terms and conditions of the school's enrollment attendance policies, and all other policies, which may be provided to the student, are hereby incorporated into this agreement.
3. It is further understood that the student and student's parents/guardians will abide by the policies and guidelines as documented in the CCS Parent/Student Handbook.
4. Families will be charged a $30 fee for any returned check or insufficient funds in an ACH payment. Payment of Tuition
1. Tuition for the 2024-2025 School Year shall be paid in full by the due date, in accordance with your monthly invoice which you indicated on your Family Covenant Agreement.
2. If payment is still not received on the date indicated on your Family Covenant Agreement, a notice from the CCS Bookkeeper will be sent to the parent(s) indicating that they are delinquent. Payment and/or communication should be directed to the CCS Bookkeeper.
3. Thirty days after the payment due date, a second notice shall be sent. Balances that remain after 45 days will be submitted to the CCS Board. Funds may be withdrawn via ACH, unless an alternative payment schedule has been set with the CCS Bookkeeper.
4. Any family with an unpaid Tuition and/or unpaid fees remaining for the current school year not paid in full by the end of their current agreement, will not be considered enrolled for the 2024-2025 school year.
Withdrawal Policy
Upon signing the Family Covenant Agreement, the student/family is considered enrolled at Community Christian School. Families who withdraw from school for any reason must notify the CCS Principal in writing, stating their intent to withdraw. Because the hiring of teachers and staff, ordering of textbooks and other classroom materials are based upon enrollment, withdrawals are subject to the following obligation.
Date of Withdrawal Fee Withdrawal Fee
March - June
The undersigned is responsible for the first month's tuition (August)
July - September
The undersigned is responsible for 25% of the annual tuition.
After October 1
The undersigned is responsible for 100% of the annual tuition.
Exceptions to the Withdrawal Policy
1. Moving/relocating 25+ miles from CCS
2. Administration has determined the student(s)' needs cannot be met at CCS.
Appendix D.
TECHNOLOGY AGREEMENT CONTRACT
As a responsible Community Christian student using technology, I understand the following is in addition to the Acceptable Technology Agreement in the Parent Student Handbook. This contract specifically defines what is expected of me when using my assigned Chromebook during the 2024-2025 school year.
Chromebook Use Contract
1. I will take care of my Chromebook by using the following guidelines:
a. I will always carry my Chromebook closed and with two hands.
b. I will always use my Chromebook in a safe place: a desk or table.
c. I will keep food and beverages away from my Chromebook, as they can cause damage to the device.
d. I will not place any decorations on my Chromebook
e. At all times, I will keep it in my possession and return it immediately to the cart when class ends.
2. I will use my Chromebook in ways that are educationally appropriate and meet school usage requirements (This means I will not use it for social media, chatting, or doing unapproved searches on the Internet).
3. I will use my Chromebook to complete assignments as expected. This means I will not use websites, games, and Google programs not approved by my teacher.
4. I will practice digital responsibility on the Internet.
5. I will only remove my Chromebook from the classroom when given permission.
6. I will report any damage to my Chromebook to my teacher immediately. If damage occurs because of negligence or irresponsible behavior, it will be my responsibility to cover the cost of repairs or replacement of the device.
7. I will use the Google Account the school has assigned me in a responsible manner. (This means I will not use my Gmail to open any accounts not approved through my teacher or to make purchases on the Internet.)
If I choose not to follow the Chromebook rules stated above, the following consequences will occur:
1. I will lose the privilege of using a Chromebook to complete the assignment. A scheduled conference with my parents will take place.
2. I will be required to complete the assignment using paper and pen.
3. If I choose to not follow the guidelines once again, I will not be allowed to use a Community Christian School Chromebook for a determined amount of time.
Cell Phone Policy
I will be bringing my cell phone to CCS daily..
_____ Yes _____No
My cell phone number is _________.
If I bring my cell phone to school, I will be required to turn in my cell phone to my teacher at the start of my day. I will receive my cell phone at the end of the day. I may request the teacher's permission to use my phone to communicate with my parent or coach. If I do not turn in my cell phone, it will be taken to the office and returned to my parent. I will also receive a disciplinary notice. I understand that I will have an in-school suspension if I receive 3 discipline notices.
By signing below, I understand that using a Community Christian School Chromebook is a privilege and not my right. I will follow the above rules and accept the above consequences if I choose not to do what is expected of a responsible Community Christian School Chromebook user.
_______________________________________ _____________________________________ ______________
Student Signature
Parent Signature
Date
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Sheldon - Mount Cotton
Demographic snapshot 2021 Census
How has Sheldon - Mount Cotton changed since the last Census (2016)
Population and age Breakdown
Sheldon-Mount Cotton had a population of 8,357 in 2021, a modest increase of 448 residents since the previous Census period. The suburb had a relatively younger demographic with median age at 37 compared to the Redland City's median age of 43.
Who is a typical Sheldon - Mount Cotton resident*
Male, born in Australia with an English background
Aged 37 years old
Family and dwelling
DWELLING
87.9%
of dwellings are owned outright and owned with mortgage
Similar to previous Census period, couple family with children (56%) continued to be the dominant family type in Sheldon-Mount Cotton in 2021. Family households (90%) also continued to be the main household type in 2021.
*Data largely based on mode. Mode is the value that appears most frequently in a given set of data. For more information visit https://profile.id.com.au/redland
Married and lives as a couple family with children
Lives in 4 or more bedroom house with 2 motor vehicle/s
Characteristics
COUNTRY OF BIRTH OUTSIDE OF AUSTRALIA (ABS 2021)
5.8%
England
4%
New Zealand
2.4%
South Africa
0.6%
Scotland
0.5%
India
A large proportion of Sheldon- Mount Cotton residents were born in Australia (79%), and 2% of residents identified as Aboriginal and/or Torres Strait Islander. About 1 in 4 residents (or 26%) reported having one or more long term health conditions. 328 residents (or 4% of total population) needed asistance with core activites, with 38% of those in the 65 and up age category.
LONG-TERM HEALTH CONDITION
9%
Other long-term
8.5%
3.3%
Mental health
9%
6.5%
Asthma
Arthritis
Diabetes
Sheldon - Mount Cotton
Employment Snapshot 2021 Census
THE LABOUR FORCE
Sheldon-Mount Cotton's labour force increased from 4,487 in 2016 to 4,803 in 2021 and the participation rate decreased by 0.5%. While the unemployment rate declined from 4.6% to 3.0% between the two Census periods, the proportion of Sheldon-Mount Cotton residents working full time declined by 3.8%.
UNPAID WORK AND EDUCATION
EDUCATION ATTAINMENT
Unpaid care is an important contributor to economic and community well-being. In Sheldon-Mount Cotton, the percentage of residents aged 15 and over providing disability assistance rose from 10.5% to 12.6%, while volunteers declined by 3.7%.
Construction remained the top employing industry, followed by Health Care and Social Assistance and Education and Training. The COVID-19 pandemic and the acceptance of flexible work arrangements resulted in a 12.1% increase in people working from home.
TYPE OF JOBS AND TRAVEL TO WORK
TOP 3 INDUSTRIES OF EMPLOYMENT IN 2021
TOP 3 OCCUPATIONS IN 2021
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The Palmetto
Quarterly Magazine of the Florida Native Plant Society • Vol. 6, No. 1 • Spring 1986
Florida's Natural Communities OVERWASH PLAINS AND COASTAL BERMS
by Linda Conway Duever
Sometimes we don't recognize a natural community that is genuinely native to Florida just because it looks like the second growth that results from human disturbance. This is particularly likely to happen along the coast where hurricane trauma leaves scars that resemble old development wounds. And Overwash Plains and Coastal Berms are the storm-created habitats we're most likely to overlook.
Overwash Plains are the low sand flats left where storm waves have washed across a barrier island. There's a lot of loose sand, perhaps piled into dunelets and/or divided by sluiceways, and usually scattered weedy shrubs and herbs. After the site has gone for an extended period without storm scouring, the vegetation may develop into a dense mat of vines and grasses, then, eventually, into pine flatwoods.
The flatwoods on old Overwash Plains tend to be denser than most because the barrier island location protects them from spreading fires, so they don't burn as often. The literature presents contradictory views as to how much overwash and sand deposition an established pineland can take. Some authors recount instances where the pines proved extremely sensitive, whereas others contend they've seen them keep right on growing vigorously, even with sand piled thirty or forty feet high around them.
Overwash Plain soils are composed of sand and shell with some organic debris mixed in. Kesson and Canaveral are among the soil types. These sites are prime nesting habitat for terns, skimmers, and other shore birds that nest on bare ground.
The vegetation includes a vast assortment of dune and salt marsh species as well as both native and exotic weeds. Since these are by nature disturbed sites, they are among the natural communities most readily colonized by exotics. Typical native plants include slash pine, Pinus elliotii; sea oats, Uniola paniculata; beach cordgrass, Spartina patens; little bluestem, Schizachryium scoparium;dropseed, Sporobolus virginicus; sandspur, Cenchrus tribuloides; beach elder, Iva imbricata; railroad vine, Ipomoea pes-caprae; sea purslane, Sesuvium portulacastum; saltwort, Salicornia virginica; beach orach, Atriplex arenaria; sea blite, Suaeda linearis; seaside evening primrose, Oenothera humifusa; beach spurge, Chamaesyce mesembryanthemifolia; seaside pennywort, Hydrocotyle bonariensis; marsh samphire, Philoxerus vermicularis; and seaside ground cherry, Physalis viscosa.
Since the habitat is so often ignored or lumped or confused with another, there are very few plant lists specific to the community. Other species I have encountered in such data – and some of these may be taxonomically questionable – include Chamaesyce bombensis, Cyperus planifolius, Dactyloctenium, aegyptium, Borrichia frutescens, Cynachum palustre, Ipomoea indica, Sporobolus domingensis, Opuntia compressa, Cyperus lecontei, Juncus dichotomus,
Juncus brachycarpus, Eragrostis purshii, Panicum repens, Fimbrystilis castanea, Cyperus rotundus, Dicanthelium acuminatum, Batis maritime, Opuntia stricta, and Limonium carolinianum.
Coastal Berms are old marine bars from times of higher sea level and/or places where storms have thrown up ridges of sand, shell, and debris. They are most common along the southwest Florida coast where they often take the place of dunes. (This coast doesn't get everyday winds powerful enough to build up genuine dune systems like those along the east coast or the Panhandle.) These features are called by different names in different types of locations. In the mangroves, they can be buttonwood embankments, mangrove hammocks, coastal levees, or coastal forests. Behind a beach, they are shell ridges.
Coastal Berms support a wide variety of vegetation types because the materials that constitute them can be so varied. The soils are often composed of many layers of peat, shell, sand, and woody debris deposited by different storms.
Most commonly, the vegetation consists of a dense thicket of large shrubs and small contorted trees with the interior cluttered with branches, roots, and debris, but it may be a full-fledged hammock, a savanna, or a sparse desert-like shrub community. Florida Natural Areas Inventory has documented five Coastal Berm plant communities: Tropical Coastal Hammock , Keys Dune Hammock, Buttonwood Levee, Agave Barren, and Bouteloua Savanna.
The Agave Barrens are particularly interesting botanically. These shelly mounds, which could easily be confused with spoil piles, have scattered clumps of cacti and other drought-and salt-tolerant shrubs and herbs. Necklace-pod, Sophora tomentosa; forestiera, Forestiera segregata; beach creeper, Ernodea littoralis; and agave, Agave decipiens, are characteristic species.
The interior of Cayo Costa Island is a broad Coastal Berm covered by a unique Bouteloua Savanna dominated by hairy grama grass, Bouteloua hirsuta. This species is common in the west, but grows nowhere east of the Mississippi except on Coastal Berms along the southwest Florida Coast.
Other typical Coastal Berm plants include cabbage palm, Sabal palmetto; seagrape, Coccoloba uvifera; buttonwood, Conocarpus erecta; saltbush, Baccharis halimifolia; beach elder, Iva imbricata; scrub briar, Smilax auriculata; prickly pear, Opuntia compressa; poison ivy, Toxicodendron radicans; Spanish bayonet, Yucca aloifolia; love vine, Cassytha filiformis; lantana, Lantana involucrate and L. ovatifolia; barbed-wire cactus, Cerus pentagonus; snowberry, Chiococca alba; hairgrass, Muhlenbergia capillaris; tread-softly, Cnidoscolus stimulosus; varnish leaf, Dodonea viscosa; sea daisy, Borrichia frutescens; coral bean, Erythina herbacea; and wax myrtle, Myrica cerifera. Most Overwash Plain species also occur in open Coastal Berm environments.
Hammock communities are liable to include white stopper, Eugenia axillaris; strangler fig, Ficus aurea; Spanish stopper, Eugenia foetida; live oak, Quercus virginiana; gumbo limbo, Bursera simaruba; wild coffee, Psychotria nervosa; serpent fern, Phlebodium aureum; and whisk fern, Psilotum nudum. Unfortunately, Brazilian pepper, Schinum terebinthifolius is also a common species here.
Some of the rare species that occur on Overwash Plains, Coastal Berms, and Shell Mounds (described in The Palmetto, Winter, 1985/86), submitted by Dennis Hardin, botanist with FNAI, are: golden leather fern, Acrostichum aureum; iguana hackberry, Celtis iguanaea; spiny hackberry, Celtis pallida; fragrant wooly cactus, Cereus eriophorus var. fragrans; southern lip fern, Chelilanthes microphylla; ghost orchid, Polyrrhiza lindenii; buckthorn, Sageretia minutiflora; beachcreeper, Ernodea littoralis; red stopper, Eugenia rhombea; joewood, Jacquinia keyensis; and bay cedar, Suriana maritime.
Most of these species could occur in any of the three natural communities of Coastal Mounds.
Though Coastal Berms and Overwash Plains are too vulnerable to hurricanes to be safe building sites, they are endangered by development pressure because they occur on high-priced coastal real estate. And they are all the more vulnerable because they don't look like anything special.
ABOUT THE AUTHOR: Linda Duever is a longtime FNPS member. Today she is president and principal ecologist of Conway Consulting in Gainesville. Her posters of Florida native plant communities can be obtained by contacting her at firstname.lastname@example.org.
Suggested citation for this article
Deuver, L. C. 1986. Florida's Natural
Communities: Overwash Plains and
Coastal Berms. The Palmetto, 6(1):10-11.
http://www.fnps.org/palmetto/v06i1p10due ver.pdf
Articles from The Palmetto that appear on this website may be used in portion or entirely for non-commercial, informational or educational purposes, provided complete and accurate citation accompanies all usage. Citation must include authorship, photo credits, and the website of the Florida Native Plant Society as the source of publication.
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Politics
Studying Politics will give you an opportunity to be fully informed on a fundamental part of our society, giving us the knowledge to help us understand that if we engage in political processes, using the pressure points built into the system, then every individual really does have the opportunity to change the world. Looking specifically at the UK political system as well as a comparative section on US politics, this course offers students the chance to see how change can happen in the world. At Barr's Hill you will receive the support from staff who have specialized knowledge in the subject and can offer bespoke one to one support which will help you build knowledge and skills that will prepare you to be an active citizen in the world.
Entry Requirements
All Universities will have different requirements for the relevant courses. You will need to research each university and each course as they will be slightly different.
Topics covered
In Year 12 we will prepare for Paper 1 which is divided into 'the Politics of UK' and 'the Government of UK', this will take a look at the working of the political system in Britain and the role of political parties. We will also consider voting behaviour and electoral systems including the role of the media. We will also focus on the British constitution and the roles of the main political institutions. During the Spring Term we will start Paper 2 which is comparative study comparing US Politics with the UK.
In Year 13 you will study the main political theories such as conservatism, liberalism, socialism and nationalism.
Skills you will develop on the course
There are lot of transferable skills such as assertiveness, public speaking, data analysis, essay writing and research. As well as written and oratory skills. This highly respected A level provides you with many transferable academic skills that will equip you both for higher study on a variety of courses and the world of work. The course is designed to challenge your perspectives via critical thinking and writing whilst also developing your research skills.
Assessment
Assessment is as follows:
* Paper 1 - UK Politics
* Paper 2 - USA & Comparative Politics
* Paper 3 - Political Ideas
Educational trips, visits and wider experiences
* ·We will have a visit to parliament where will we receive a tour and workshop on the history of parliament.
* A range of essay writing competitions will be offered for pupils who want to challenge themselves and enhance their UCAS personal statements
* We will have the chance to meet the local MP and discuss the role of an MP as well as any questions about parliament.
What type of students will do well on this course?
A student who wants to understand how the world works and wants to make change. You will also need to be organized and collaborative. Politics lessons include a variety of different learning methods; whole class teaching, debates and discussion, and individual and group work. You will be required to complete mini research projects, and structured answers as well as essays.
For more information contact:
To find our more please speak to any of the teachers in the history department.
Mr Mahon - email@example.com
Mr Thomas – firstname.lastname@example.org
Post-School Progression Opportunities
Career Opportunities
Policy Officer
What would I do?
* undertake or commission research on a range of topics
* carry out consultations with internal and external stakeholders - including
* colleagues, customers or members of the public
* gather and analyse data and other information
* draft briefings, reports and speeches providing relevant evidence, analyses, conclusions and recommendations
* deliver oral briefings and presentations
* support or coordinate meetings, conferences or debates, sometimes including diary management
* provide advice to senior managers, key stakeholders and decision-makers
* keep up to date with social, political and economic developments, and brief others on these
* develop expertise in a particular area of policy, or draw on the expertise of others
* manage and track the delivery of political or organisational priorities, reporting on progress
* write and monitor communications to ensure consistency and accuracy
* manage and respond to information requests relating to policy
UK average: £43,194
Routes in: Bachelor degree in Law
Solicitor
What would I do?
* providing legal services like conveyancing, probate, civil and family law, litigation, personal injury and criminal law
* advising businesses and corporate clients in areas like contract law, tax, employment law and company sales and mergers
* advising on insurance, patents, shipping, banking, the media or entertainment
* providing advice in areas like education, planning and social services
* advising government ministers
* prosecuting people who break rules
* advising and representing clients in court
* instructing barristers or advocates to act for clients
* drafting confidential letters and contracts
* researching legal records and case law
* attending meetings and negotiations
* managing finances and preparing papers for court
* using plain English to explaining complex legal matters to clients
* keeping up to date with changes in the law
UK average: £43,194
Routes in: Bachelor degree in Law.
Charity Officer
What would I do?
* carry out marketing and public relationsactivities to raise the profile of the organisation's services and campaigns
* design fundraising materials such as leaflets and flyers
* create and organise fundraising initiatives and events
* approach potential donors and maintain donor lists
* liaise with external agencies, including voluntary sector organisations, the media, local authorities, business contacts, trustees and other stakeholders or clients
* recruit, train and coordinate the work of volunteers
* lobby government and other policymakers on behalf of a cause or a client group
* carry out administrative tasks such as applying for grants and other sources of funding, managing budgets, gathering data, preparing reports, database management and clerical work to meet the charity's needs.
UK average: £35 000
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Trainer Essentials: The Four Things that Learners Need
When you deliver a workshop on water, sanitation and hygiene (WASH) you want participants to remember and apply what you have taught. You can increase the chances that this will occur by providing participants with four things:
1) A safe learning environment
2) Connection to existing knowledge
3) Motivation
4) Practice
When these needs are met participants are engaged and are more likely to remember and apply what they learn. Below is a brief summary of each of these needs and some suggestions on how to address them.
A Safe Learning Environment
A safe learning environment is one where participants feel a sense of belonging and acceptance, where they are comfortable sharing their views and perspectives, and feel respected. Creating a safe learning environment is the groundwork for all learning. To ensure that learning can take place, we need to identify potential sources of stress and create an environment where participants feel physically, emotionally and psychologically secure.
Below are some suggestions of what you can do to reduce stress and create a safe learning environment:
Address the physical needs of participants
- Provide snacks and lunch – when participants are hungry they cannot focus on learning
- Provide clean and safe toilets and invite people to use them whenever necessary
- Ensure the participants are all able to hear and see information easily
Address the emotional and psychological needs of participants:
- Establish a group agreement at the beginning of the workshop that emphasizes respect for all participants
- Communicate in a respectful, open and friendly manner
- Organize and deliver information that addresses different learning styles and different speeds of learning
- Encourage participants to share their knowledge and experience
- Address disrespectful or discriminatory behaviour
For more detailed information on creating a safe learning environment, see the Trainer Essential: Creating a Safe Learning Environment.
Trainer Essentials: The Four Things that Learners Need
Connection to existing knowledge
The more points of connection we can find between new information and participants existing knowledge and experience, the more likely they are to retain and apply it. We create these connections by making information meaningful and relating it to what participants already know. The stronger the relevance and the connection to existing knowledge the better participants will retain the information.
We often apply this principal when we give directions. We try to think of reference points that the person already knows. The more reference points we provide the easier it is for the person to understand and remember the directions. We can use a similar approach when we teach about a new concept in WASH. For instance, if you are teaching about water borne diseases, find out what water borne illnesses participants have experienced and what they did about them. You can then connect the content of the lesson directly to their personal experiences.
Motivation
Motivation is important to learning because motivated people learn better and faster (Standford Centre for Teaching and Learning, 1998). Motivated participants are also more likely to take action on what they have learned and incorporate it into their everyday lives. This is particularly crucial when teaching about water, sanitation and hygiene (WASH).
In education, motivation is defined as anything that encourages the student to participate and learn (Bennett & Rolheiser, 2001). There are two types of motivation: intrinsic and extrinsic. Intrinsic motivation comes from within the learner. It is driven by interest in the topic, personal development or enjoyment, and does not rely on external pressures. When we make information interesting and relevant to the participants we can stimulate their intrinsic motivation. Extrinsic motivation comes from outside the individual. Grades, rewards and threats of punishment are common forms of extrinsic motivation.
Ideally, you want all participants to be intrinsically motivated; however, this is not always possible. Somebody may not be interested in a certain topic until they have been exposed to it or understand its relevance to their life. Forms of extrinsic motivation, like competition, can be used to pique someone's interest in a topic and kindle their intrinsic motivation.
To learn more on how you can motivate participants see Trainer Essentials: Motivation.
Practice
You know the saying: "Practice makes perfect". The more we try something the better we get, and the more we remember. During workshops we need to provide participants with meaningful opportunities to practice what we are teaching them. Meaningful practice connects new
Trainer Essentials: The Four Things that Learners Need
knowledge and skills to what learners already know. It also helps participants remember what they have learned.
There are a number of activities that can be used, regardless of the topic, to add meaningful practice time to lessons including:
- Think, pair, share
- Group discussion
- Participant presentations or demonstrations
- Solving a case study problem
- Doing hands-on activities and simulations
- Role play
For more ideas on activities that can be used to encourage meaningful practice see: Trainer Essentials: Active Learning.
When you create a safe learning environment, connect participants to their past experience, build on their motivation and provide them with opportunities to practice you are helping them to learn and retain what you are teaching. Each of the needs takes time to fill, but it is time well spent, since it will ensure your message is understood and remembered.
References
Bennett, B., & Rolheiser, C. (2001). Beyond Monet. Toronto, Ontario: Bookations Inc.
Standford Centre for Teaching and Learning. (1998). Capturing and Directing the Motivation to Learn. Speaking of Teaching. Retrieved from http://web.stanford.edu/dept/CTL/cgibin/docs/newsletter/motivation_to_learn.pdf
CAWST (Centre for Affordable Water and Sanitation Technology)
Calgary, Alberta, Canada
Website: www.cawst.org Email: email@example.com
Wellness through Water.... Empowering People Globally
Last Update: March 2015
This document is open content. You are free to:
- Share – to copy, distribute and transmit this document
- Remix – to adapt this document
Under the following conditions:
Trainer Essentials: The Four Things that Learners Need
- Attribution. You must give credit to CAWST as the original source of the document. Please include our website: www.cawst.org
CAWST and its directors, employees, contractors, and volunteers do not assume any responsibility for, and make no warranty with respect to, the results that may be obtained from the use of the information provided.
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2023-2024 RCIA #15
1/8/24
Part III: The Sacraments and Prayer (Chapter 23)
The Sacraments
* We Begin the Sacraments
* Why Seven Sacraments?
The Sacraments
* This will be a transition from what we understand that we should do in light of what we believe (Commandments) to how we are able to do it (Sacraments)
* The ability to live in accordance with God's Plan which comes about through the receipt of God's Grace
* Since God respects our free will He allows us to choose or reject His Grace
* Jesus paid the price for our sins on the cross and established the means to funnel God's Grace (His love) to mankind
* What is grace?
* The free and undeserved gift (love) that God gives us to respond to our vocation to become His adopted children
* Sanctifying grace – a stable and supernatural disposition that enables the soul to live with God and to act by his love
* Actual grace – help to conform our lives to His will
* Sacramental grace – gifts of the Holy Spirit to help us live out our Christian vocation
* Since man is both physical and spiritual Jesus chose to send His Grace in both worlds, the visible and the invisible
* Jesus took common things from the world that we can receive via our senses to help us receive His Grace
* These signs are the Sacraments
* What is a sacrament?
* A sacrament is an outward sign instituted by Christ to give Grace
* Each sacrament consists of the above three components
* An outward sign – something we can perceive with our bodies usually through words and gestures. It is the physical part of the sacrament and it contains two parts:
* Matter – the "thing" used in the sacrament - such as water in Baptism
* Form – the gesture or words that distinguish the matter - such as "In the name of the Father and of the Son and of the Holy Spirit"
* Instituted by Christ
* From the beginning of his public ministry to his resurrection He instituted seven sacraments
* No new sacraments have been added or deleted since that time
* Although Jesus specified the exact manner and form for Baptism and Eucharist the others were clarified by His Church
* To give Grace – each sacrament provides sanctifying grace beginning with Baptism
* Penance restores sanctifying grace to the soul cut off by mortal sin
* The other five sacraments give and increase sanctifying grace
* Each sacrament also gives sacramental grace which is keyed to each specific need in our natural life
* The seven Sacraments serve as sign posts along the pilgrimage of life and are closely related to the passages we go through in our natural progression of life
* Baptism – right after birth, initiation, opens the soul for grace, places a permanent mark or character on the soul
* Penance – after reaching the age of reason usually in the 2 nd grade – medicine for the soul
* Holy Eucharist – after reaching the age of reason usually in the 2 nd grade – food for the soul
* Confirmation – as a youth usually in the 8 th grade – builds on baptism, places a permanent mark or character on the soul
* Matrimony – as an adult – enables two people to become one
* Holy Orders – as an adult – places a permanent mark on the soul
* Anointing of the sick – anytime in life when illness or when in danger of death, especially for the elderly
* Three sacraments focus on initiation:
* Baptism – born again with sanctifying grace
* Confirmation – strengthened by more grace
* Eucharist – sustained by the food for the soul
* Four sacraments focus on living:
* Penance
* Matrimony
* Holy Orders
* Sacrament of the Sick
* Who can administer each sacrament?
* Baptism
* Penance
* Eucharist
* Confirmation
* Matrimony
* Holy Orders
* Sacrament of the Sick
Part III: The Sacraments and Prayer (Chapter 24)
* Baptism
* The Beginning of Life
* The Mark of a Christian
* Getting Baby Baptized
* Before Childbirth and After
* The Birth of a Soul
* Who Can Baptize?
Baptism (Cont)
* Biblical Basis for the Sacrament of Baptism:
* Matthew 3:13-17*
* Mark 1:9-11
* Luke 3:21-22
* John 1:29-34
Baptism (Cont)
* The beginning of life
* Newborns arrive with a soul which is supernaturally dead due to the sin of Adam and Eve
* The original plan – a union with God to the Beatific vision
* Loss of preternatural gifts and the mark left on the soul
* This should be seen as the absence of something rather than a black mark
Baptism (Cont)
* Baptism – the birth of a soul:
* Restores the soul to the light of God (exorcism)
* Necessary for receipt of the other sacraments
* Eliminates original and, in older children or adults, personal sin and temporal punishments
* Does not restore the preternatural gifts, it only opens heaven for us
* Leaves a permanent mark on the soul which guarantees that even if we cut ourselves off from God via mortal sin we can return through the other sacraments
Baptism (Cont)
* The sacrament of Baptism uses:
* White linen garment to represent the white robe worn by the early Christians
* Candle representing the light of Christ
* Blessed water
* Godparents
* Anyone may baptize in an emergency
Baptism (Cont)
* What items are needed to celebrate a Roman Catholic baptism?
* Parents
* Child
* God parents
* Priest/Bishop/Deacon
* Holy Water (Blesses)
* Chrism
* Candle representing the light of Christ
* White linen garment to represent the white robe worn by the early Christians
* Remember, anyone may baptize in an emergency
Part III: The Sacraments and Prayer (Chapter 25)
* Confirmation
* The Sacrament of Confirmation
* The Meaning of Confirmation
Confirmation
* Confirmation - The sacrament for young adults:
* Confirms us spiritually
* As we are born and then grow up
* So we are born spiritually and then grow up and need to be confirmed spiritually
* Strengthens and deepens the faith
* Calls us to share in Christ's role as teacher and prophet
* Calls us to become soldiers for Christ
Confirmation (Cont)
* Calls us to become joyful defenders of the faith and ardent lovers for other souls
* Comes from Sacred Tradition when in Acts the Apostles laid their hands on the baptized making it distinct from baptism (Acts 2:11;17-18)
* Provides additional sanctifying and sacramental graces
* Is normally administered in the U.S. Church by a bishop to those who have reached the 8 th or 9 th grade
Confirmation (Cont)
* The sacrament takes place within the Mass:
* Candidates are called forward and prayed over by the bishop
* Candidates repeat their baptismal promises
* The bishop anoints their forehead with Holy Chrism (one of three sacred oils) calling them by their confirmation name while their sponsor places a hand on their shoulder
* Discuss the tradition of the Bishop slapping each candidate
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Geography Curriculum Map from September 2022
Through the study of geography, St Mary's children will have an understanding of the human and physical features of their local area and the wider world. They will be able to identify and name the countries and continents of the world, where to locate them and know how to care for it
relation to the Equator and the
1,2,3
| | North and South Poles. | | | | | |
|---|---|---|---|---|---|---|
| | 3 | | | | | |
| | Seasonal Changes – throughout the year (link to science) | | | | | |
| Year 2 | | Passport and compass | | Mexico – (Human and Physical | | Geography of London |
| | | direction – inc 7 | | geography – Place knowledge | | inc. ariel photographs |
| | | | | contrasting non-European | | |
| | | continents and oceans | | | | and mapping skills |
| | | | | location) | | |
| | | (Location knowledge, | | | | (Geographical skills and |
| | | | | 2, 3 | | |
| | | geographical skills and | | | | fieldwork) |
| | | fieldwork) | | | | |
| | | 1, 4 | | | | |
| | | | | | | 4 |
| LOWER KEY STAGE 2 | | | | | | |
| Year 3 | Region of the UK (Lake | | Europe – in trade | | Rainforests | |
| | District- Place knowledge) | | links (location knowledge) | | Skills- (Human Geography) | |
| | 1,2,3,4 | | | | | |
| | | | 1,2,3,4 | | 1,2,3 | |
| Year 4 | | Rivers, Mountains and | | Earthquakes and | | Italy – In depth |
| | | the Water Cycle | | Volcanoes (Physical | | European study- Place |
| | | (Physical geography) | | geography) | | knowledge (additional |
| | | 1,2,3,4 | | 1,2 | | |
| | | | | | | learning location of Arctic and |
| | | | | | | Antarctic Circles & 4 figure grid |
| | | | | | | references) |
| | | | | | | 1,2,3,4 |
| Year 5 | | Counties and cities of | | Crystal Palace - Local | | North American Study – |
| | | the UK, geographical | | geography inc. human | | Canada including |
| | | regions, rivers and land | | geography | | Volcanoes and |
| | | use activity inc. 6 figure | | 1,2,3,4 | | earthquakes. (Place |
| | | grid (Location knowledge) | | | | knowledge, physical geography) |
| | | | | | | 1,2,3,4 |
| | | 1,2,3,4 | | | | |
| Year 6 | Physical geography – | Geography – Human | Rivers and Mountains |
|---|---|---|---|
| | climate zones, biomes, | geography economic | (Geographical skills) |
| | | | 3,4 |
| | vegetation. (Focus on | activity – trade links | |
| | Tundra to arctic and world time | 1,2,3,4 | |
| | zones.) | | |
| | 1,3,4 | | |
National Curriculum Key Skills for Geography
| Skill Key | KS1 | Lower KS2 + (KS1) |
|---|---|---|
| 1. Locational knowledge | Name and locate the world’s seven continents and five oceans. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. | Locate the world’s countries using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Identify human and physical characteristics: Mountains and rivers. Identify the position and significance of the Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle. |
| 2. Place knowledge | Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European county. | Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country. |
| 3. Human and Physical Geography | Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. Use basic geographical vocabulary to refer to: Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. | Describe and understand key aspects of : Rivers, mountains, volcanoes and earthquakes, and the water cycle. Human geography including types of settlement and land use. |
| 4. Geographical skills and fieldwork | Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map. | Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. |
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Today I feel:
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Picture of the day
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WEATHER:
(circle one)
HOW I'M FEELING TODAY:
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Constipation
What is constipation?
Constipation is a very common pediatric issue that involves a decrease in the number of stools compared to a child's normal pattern, having large diameter stools, pain or discomfort with stooling, stomach cramping or pain, and/or straining and having a difficult time during bowel movements. With constipation, stools may occur daily or may be less frequent.
What causes constipation?
There are many causes of constipation. Changes in diet or insufficient fiber or fluid intake predispose your child to harder stools. If your child is ill and loses his/her appetite or has a change in his/her fluid intake they are more susceptible to constipation. Children may choose to withhold their stools for many different reasons such as if they have pain from hard or large stools or pain from a diaper rash, control reasons (this is common between 2-5 years of age particularly with potty training), distraction or preoccupation (not wanting to stop play for a bathroom break), or due to unfamiliar environments such as school or friend's houses).
Constipation in infants less than 1 year old
Newborn infants may have a bowel movement with every feeding (up to 8-10 times a day) while others may have only 3-4 bowel movements per day. In breastfed infants older than 2 weeks of age, bowel movements maybe as infrequent as one per week. This is normal, as long as the stool is still soft. All infants in the first few months of life may strain and grunt while trying to pass stool. This is called infant dyschezia and is normal as long as the stools are soft, the infant is feeding well and having appropriate wet diapers.
If the stools become hard and infrequent, your baby has pain or difficulty stooling, and/or bleeding from the rectum your infant may be constipated. At this point, the baby should be checked in the office.
How to treat constipation in infants less than a year old
-Give pear or prune juice to infants greater than ***1 or 4 months of age. Begin with 1-2 tsp per day and increase by 1 tsp daily until you get soft stool or reach 2 oz of juice daily.
-If the baby is older than 4 months, offer strained prunes or other high fiber foods such as oatmeal cereal, peaches, peas, pears, beans, or spinach. Begin with 1 tsp and increase to ½ jar daily.
-In infants who are eating solids, limit carrots, squash, bananas, and apples as these may make constipation worse.
How to treat constipation in older children (over 1 year old)
-Make sure your child eats 5 servings of fruits and vegetables daily (fresh fruits are best, with peels on if appropriate). Make sure the foods you choose are size and texture appropriate for your child to avoid choking.
-Increase fiber intake. Examples of good sources of fiber include: vegetables, fruits, beans, peas, whole grain breads and cereals. The American Academy of Pediatrics recommends children 2-19 years of age eat a daily amount of fiber that equals their age plus 5 grams. The adult total daily fiber recommendation is up to 25grams and may also be used for children.
-Decrease foods that cause constipation such as milk, ice cream, yogurt, cheese, and white breads and pastas. Children less than a year of age should be consuming no more than 16-24 oz of milk per day at a maximum and may need less depending on their degree of constipation.
-Increase the amount of water your child drinks daily.
-Make sure your child is getting enough exercise. The recommended daily amount is 1 hour per day 7 days a week.
-Encourage your child to regularly sit on the toilet for approximately 5 minutes after each meal. Try to make this time pleasant and do not criticize or scold if the child is unable to go.
-If you are toilet training but have started struggling with constipation, it is appropriate to stop training for a while and use diapers or pull-ups until the constipation has resolved.
Medical Management of Constipation
In addition to the above recommendations, we often utilize medication to aid in constipation treatment. One of the most common and safest medications is Miralax. We start with the doses below and titrate as needed every 3-5 days until your child has soft pudding-like stools 1-2 times a day. Your pediatrician will discuss the length of treatment and how to wean them off to prevent constipation reoccurrence. Give the dose of Miralax in 4-8 oz of water or juice.
-Children under 5 years old: 1 teaspoon
-Children 5 – 12 years old: 2 teaspoons
-Children 12 years and older: 1 capful
Do not use stool softeners, enemas, or other laxatives unless recommended by your pediatrician as they can be dangerous if not used properly.
When to call your pediatrician for constipation
Call your doctor now (night or day) if:
- Your child looks or acts very sick
- Persistent abdominal pain longer than 1 hour
- Persistent rectal pain longer than 1 hour including persistent straining
- Vomiting more than 3 times in the last 2 hours
- Age less than 1 month of age and breastfed
-Age less then 1 year of age with recent onset of weak cry, weak suck, or weak muscles
Call your doctor within 24hours during office hours if:
- You think your child needs to be seen
- Age less than 2 months of age
- Bleeding from anal fissures or tears
Call your doctor during office hours if:
- You have other questions or concerns
- You are concerned your child may be constipated or blocked up
- Your child is leaking stool
- 3 or more days between bowel movements despite appropriate dietary changes (Exception to this includes breastfed infants older than 2 months of age and bowel movements are soft)
-Constipation is a recurrent or persistent problem
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Area And Perimeter Worksheet Answers
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Area And Perimeter Worksheet Answers
Area and Perimeter Worksheets We offer a wide range of printables for this area (no pun intended). You're going to find a many basic printable worksheets and a
really fun math lab that you can do with students.
Area and Perimeter Worksheets Printable Area and Perimeter Worksheets With Answers Our range of worksheets is comprehensive as we provide area of triangle worksheets, compound shapes worksheets with
answers, volume and area worksheets, and even an area of quadrilaterals worksheet with answers.
Area And Perimeter (Math Worksheets) | Cazoom Maths Get More Worksheets. Perimeter Basics; Area of Polygons; Area and Perimeter problems; Area of triangles; Area of
rectangles; Surface Area; The Pythagorean Theorem: Applications; Converting Between Units of Volume; Transformations in the Coordinate Grid; Similar Figures and Scale Ratio; Basic Geometric Constructions he Coordinate Grid
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Math Goodies
The second section features shapes that must be measured by the student first. Worksheets include answer keys. Using given measurements, students find perimeter and/or area. Perimeter & Area: Rectangles (ft, m) Perimeter & Area: Rectangles (ft, m) #2. Perimeter & Area: Rectangles (yd) Perimeter & Area:
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Triangles (m)
Area and Perimeter Worksheets & Printables | A to Z ...
The Area and Perimeter Worksheets are randomly created and will never repeat so you have an endless supply of quality Area and Perimeter Worksheets to use in the classroom or at home. We have Area
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Geometry Worksheets | Area and
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These are the Corbettmaths Textbook Exercise answers to Perimeter of Shapes
Perimeter Textbook Answers – Corbettmaths
I created this worksheet for my Year 5's to revise area and perimeter. I&'ve tried to balance the questions to provide middle / less able with more of a challenge yet allowing them to do some questions independently with ease.
Perimeter and Area worksheet | Teaching Resources
Calculating Area & Perimeter. This page shows a set of two-dimensional shapes that have their sides labeled, and the student's task is to compute the area and/or perimeter. For complex shapes, you can also choose to have all the sides labeled so that they do not have to do
Acces PDF Area And Perimeter
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the subtraction to find out the unlabeled sides.
Calculating Area & Perimeter WorksheetWorks.com
Perimeter Worksheets On this webpage you will find our range of worksheets to help your child learn to work out the perimeter of a range of rectangles.
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These sheets are graded from easiest to hardest, and each sheet comes complete with answers.
Perimeter Worksheets - Math Salamanders
differentiated area and perimeter worksheet. Extension and think task sheets as well. differentiated area and
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perimeter worksheet. Extension and think task sheets as well. Resources. ... Area Extension Sheet. Show all files. About this resource. Info. Created: May 13, 2013. Updated: Oct 9, 2014. docx, 811 KB. perimeter worksheet. docx, 54 KB.
Area and Perimeter | Teaching
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Resources
4md3Quadrilaterals (Area and Perimeter) Each worksheet has 15 problems finding the area and perimeter of a rectangle. Each worksheet has 8 problems finding the width, height and area of a scaled rectangle. Each worksheet has 15 problems finding the area and perimeter of quadrilaterals with
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Area & Perimeter Worksheets | Free - CommonCoreSheets
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Perimeter Practice Questions –
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Corbettmaths
Area and perimeter worksheets (rectangles and squares) Find an unlimited supply of free worksheets for practicing the area and/or perimeter of rectangles & squares for grades 3-5. The worksheets are very varied, and include: problems for the area & perimeter of rectangles and squares, with grid
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images or normal images
Area and perimeter worksheets (rectangles and squares)
The worksheet includes 26 area and perimeter questions and is relevant for KS2 pupils approaching their SATS test. Download Free Area and Perimeter Worksheet – Questions Download Free
Area and Perimeter Shapes Worksheet – Answers. If you are not ready to download the worksheets yet, then read on for some information about area and perimeter.
Area and Perimeter Explanation and Worksheet
3 | Area and perimeter guide and
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worksheets. This page includes a brief guide to give upper KS2 students an overview of area and perimeter, and you can download a 14-page PDF worksheet and separate answer sheet too. The questions have been stripped from past papers, so it should give pupils an idea of what might come up in SATs. Check it all ...
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Polynomials Area Perimeter Answer Key - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are D4a ws finding perimeter and area using polynomials, Area and perimeter 3rd, Polynomials
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Worksheets With Answers Our range of worksheets is comprehensive as we provide area of triangle worksheets, compound shapes worksheets with answers, volume and area worksheets, and even an area of quadrilaterals worksheet with answers.
Area Worksheets KS3 | Perimeter
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Area Worksheets
Perimeter and area exercise. Submitted by Chris Cook on 17 September 2009. ... Functional Maths L2 Perimeter, Area and Volume - multiple choice worksheet. Area, perimeter, volume re-cap task. Perimeter, circumference and area. Measures portfolio / workbook.
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Perimeter and area exercise | Skillsworkshop
Finding Area And Perimeter. Displaying all worksheets related to - Finding Area And Perimeter. Worksheets are Area of squares rectangles and parallelograms, Area perimeter work, Area perimeter work, Answer key area and perimeter, Gilbert area and perimeter, Name date
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Area And Perimeter For Grade 7. Area And Perimeter For Grade 7 - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept
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R.E. DAVIS K-8 COLLEGE PREPARATORY ACADEMY
Grades:
Pre-Kindergarten through 8th
School Colors: Scarlet and Blue
School Mascot: Viking
School Theme: "The Future Starts Here!"
Enrollment: 443
Brief Summary of Instructional Program
The principals, faculty, staff, district-level personnel and stakeholders help all students develop the world class skills and life and career characteristics of the Profile of the South Carolina Graduate by providing a safe, caring, and academically challenging learning environment that embraces a vision and purpose to build a foundation that prepares all students to become life-long learners who will be able to ultimately contribute positively to society. The school's motto is "The Future Starts Here!" Students are reminded daily to "Think Positive, Act Positive and you certainly will become a Positive Person!"
Supports), staff members have begun to receive additional training on how to maximize and consolidate existing support services with a defined framework of support and professional development. The use of technology is seen in the One to One Global initiative with the use of Chromebooks in the classroom and "Tech Tuesdays" for teachers.
We are a Title I school where teachers provide students with critical thinking skills and problem solving activities. Test data is used to focus on programs that will help to increase student achievement by remediating weak areas.
R.E. Davis K-8 College Preparatory Academy places an emphasis on AVID, Core Knowledge, NMSI, and Leader in Me. We proudly offer a computer lab program, parent workshops, Saturday Academy, student assistance programs, and academic intervention programs. Through MTSS (Multi-Tiered System of
Political leaders, members of the faith-based community, parents, and other stakeholders participate in the school renewal, accreditation process, and the School Improvement Council. This combination of school, stakeholders, and community ensures a perpetual focus on developing the whole child for career and college readiness.
Phone: 495-3247 Fax: 495-3211
http://redcpa.sumterschools.net
Outstanding Features/Programs
* AVID
* ProTeam
* Leader In Me
* One-to-One Global Technology (Chromebooks)
* Mentor Program
* MTSS- Multi-Tiered System and Supports
* Special Education Programs
* Reading and Math Interventions
* School Counseling Services
* School Mental Health Counselor
* Gifted and Talented Program
Recent Awards/Honors/Grants
* AdvancED Accreditation
* Ben Carson Reading Room
* Two National Board Certified Teachers
* SC Honor Roll Teacher
* $1,000 Grant from Sumter County Cultural Commission
* VFW Chapter Essay Contest Winner
* Sumter Optimist Oratorical Contest Winner
* USC Underwater Archaeology Grant
* Selected by SCDE to Participate in CLI Cohort 2
* Mr. Lowe and Ms. Haynesworth selected as Sumter Item Top 20 under 40
* Mr. Lowe selected as Chamber of Commerce Young Professional of the Year
* Mr. Langford selected as Chamber of Commerce Middle School Teacher of the Year
* Six District Honor Band Participants
* One Band Student selected for Region 5 Honor Band
* C-SPAN Bus Tour Visit
* Anne Frank Exhibit from USC and SC Council on the Holocaust
* SC Aquarium Field Trip Grant
* Ms. Belcher selected to participate in the Youth Financial Literacy Foundation
Extracurricular Activities
* Student Council
* Chorus
* Academic Quiz Bowl
* Athletics
* Band
* Cheerleading
* Oratorical Club
Community Involvement
* Principal for the Day
* Goodwill Parochial School Basketball Benefit
* Veteran Mentor Program
* Hats for Hope
* Relay for Life
* District Career Day
* American Heart Association
* March of Dimes
* Real Men Read
* Crosspoint Baptist Church Backpack Buddies
* Shower Shaw with Cookies
* Good Samaritan Canned Food Drive
* United Way Tape the Teacher Fundraiser
* My Community and Me
* AmeriCorps Volunteers
Parent and Teacher Opportunity
* Parent Teacher Association
* School Improvement Council
* Teacher Advisory Council
* Teacher Forum
* ELA/Math Night
* Science Night
* Data Night
* Social Media/Cell Phone Awareness Night
* Review of District Code of Conduct Parent Night
* Open House
* Orientation Night
* Build- a Pumpkin Night
* AVID Night
* Interim Pick up Night
* Teacher- Parent Conference Night
* Grandparents' Breakfast
* Volunteer Orientation/ Program
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Observing Our Thoughts
a 3 minute exercise of noticing what we are thinking
Instructions
Preface: Thoughts come into our minds and out of our minds all the time. We have very little control of what thoughts enter our mind. Watching our thoughts can be like watching TV or watching the waves of the ocean. In this exercise we are trying to use our observing mind to watch our thoughts with interest and curiosity. It is important that for this exercise, there is no "bad thought." The goal of this exercise is simply to observe our thoughts like we would watch birds eating at a bird feeder or splashing in a bird bath. This exercise will last for about 3 minutes and is best done in silence.
1. Center Yourself: Take a few seconds to center yourself. Keep your eyes closed or at a soft gaze, be aware of your posture, take 3 deep full breaths, allow yourself to be in the present.
2. Observe Your Thoughts: Over the next 3 minutes, notice the thoughts that you are experiencing. The practice of observing your thoughts can be like watching a game of "duck hunt," or watching cars drive by as you sit on your front porch. It can also be like gazing into a pond as clouds and various birds are reflected onto the water's surface.
3. Document Your Thoughts: As you observe your thoughts write them down in the appropriate place in on the table. If you are not sure what category a thought belongs, don't sweat it, just write it where you think it best fits. If your thought is about a task to do, it is probably future thought. If you are thinking about a loved one, it may be a past thought. If your thought is about a current sensation or feeling, this could be a present thought.
Debrief
Preface: No one is forced to share their experience but you are invited to share with the group what you feel comfortable sharing.
1. Discussion: What was that like? What did you notice?
2. Implications: Too many thoughts about the past can facilitate depressed emotions, while too many thoughts about the future can lead to feelings of anxiety. On the other hand, thinking about the past can be grounding, meaningful or comforting and thinking about the future can bring hope.
3. Importance of Present: The present is always available to us. During this activity we were able to be in the present by using the observing self. When our thoughts or emotions get carried away, we can always come back to the present moment. It is unrealistic to think we will always be in the present, but the present is an important resource that is available to us in times of need. The habit of being in the present on purpose is sometimes referred to as mindfulness. With practice (such as mindfulness activities and mediation) it becomes easier to connect with the present.
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* Service as action - Makkouk, Adam 7B
* Primary Playground Cleaning Duty - Year 5B
* Primary Values Education Program - Focus for Week 9 UnderstandingTolerance / Acceptance/ Inclusion - HX
* After school detention duty: ZK
* Literacy Writing Competition Various times this week - Years 4 to 6
* Year 11 Camp till Wednesday - ET, ZK, IO, CE
Tuesday 17/09
* Quran morning Classes K - 8
* Numeracy Club lunchtime - RZ
* Service as action - Widarmanto, Nayyira 7A
* Year 11 Camp - ET, ZK, IO, CE
Wednesday 18/09
* After school detention duty: YM
* Service as action - Malhis, Adam 7B
* Year 11 Camp - ET, ZK, IO, CE
Thursday 19/09
* Numeracy Club lunchtime - RZ
* Service as action - TBC
* K to 6 Learn and Grow - 3.30pm to 4.30pm
* Numeracy Maths Stations from K to 5 and run by Yr 6in Area A during Periods 1, 2 and 3 - SH
* Year 11 Legal Studies excursion to NSW Parliament House all day - YM, ET
* Year 12 excursion to Luna Park all day - JA, WN
Friday 20/09
* Service as action - Mohammed, Rayaan 7B
* Term 3 last day for Year 12
"Justice means minding one's own business and not meddling with other men's concerns." (Plato)
IMPORTANT DATES
Monday 16/09
27 September - Parent Teacher Meetings
IB Learner Profile of the Month BALANCED
We understand the importance of balancing intellectual, physical, and emotional aspects of our lives to achieve well-being for ourselves and others, recognising our interdependence with people and the world around us.
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The Climate and Energy Emergencies
2 nd edition April 2014
Jim H. Adams – www.jimhadams.com
Chapter I – The Big Picture
Introduction. This eBook, an update with pictures of the 2009 edition, shows in simple language the very dangerous changes to our climate due to burning fossil fuels, which emit the greenhouse gas carbon dioxide, and also where our energy comes from, why it is running out, and what we need to change to solve some of these problems. We look from the general to the particular – to where the author lives in Brighton & Hove.
We include in three alarming new chapters the feedback models of climate catastrophe due to David Wasdell (the Apollo-Gaia website is www.apollo-gaia.org) presented by Guy McPherson (http://guymcpherson.com/climate-chaos), overriding the forecasts we have retained here of Doly García on fossil fuel and resource depletion, and sketch ways the world will have to adapt to and reduce the climate emergencies we have brought about – but mankind does not have time. The action needed on climate change is imperative, it requires international agreements, and these agreements must be adequate and enforced. The energy resource depletion and climate models show a large part of humanity faces extinction, together with a vast number of other species unless concerted international action is taken with great urgency.
Units. Definition of units: To give an example of what is meant by a watt, which is a unit of power, a labourer over the course of an 8-hour day can sustain an average output of about 75 watts; higher power levels can be achieved for short intervals and by athletes. A kilowatt is a thousand watts, a megawatt a million watts, a gigawatt (giga = giant) is a thousand million watts and a terawatt (tera means monster) is a million million watts. For instance, the coal powered power station below had a capacity of 180 megawatts.
Energy, the Big Picture. Where do we get our energy from, and why is some of it about to disappear?
- The sun, the moon and the Earth.
a. The sun, thermonuclear energy.
We start, not from the beginning, but from the middle. Our galaxy of stars had formed. One of these stars exploded in a supernova explosion, and the debris of this explosion formed the heavier material for our own star – the sun.
The sun is very dense and very hot. Its main constituents are hydrogen and deuterium. These atoms can collide and fuse to form an element of higher atomic weight – helium, and this gives off energy. This is known as thermonuclear fusion. This is why the sun shines and gives us heat.
b. The creation of the moon and the Earth in a collision.
Computer simulation shows that the heavier material that forms the sun was surrounded by an envelope of gas which condensed into planets.
- Energy resource depletion. We will describe later in more detail energy coming from the sun, the moon and the Earth, and show how we are consuming finite resources of oil, gas, coal and some other energy sources.
Climate, the Big Picture. Why is the climate changing?
- Greenhouse gases. Our atmosphere contains mainly oxygen and nitrogen, but it also contains a small amount of carbon dioxide, which is vital. The carbon dioxide absorbs and scatters radiation from the sun, and so keeps our thin atmosphere and the Earth's surface warmer than it otherwise would be.
Oxygen
Nitrogen
Our recent civilisation has been burning oil, gas and coal, and so the carbon dioxide emitted is warming the planet.
- Milankovitch cycles. The Earth rotates with its axis at an angle to the vertical and around the sun in an ellipse.
What we understand about gravitation tells us this axis wobbles and then comes back again and the ellipse gets squashed and then becomes more circular. There is also a change of the plane of this ellipse with the average for that of other planets. Over Milankovitch cycles of 40,000 and 100,000 years, this changes the angle at which radiation hits the Earth, and so leads to cold glacial periods and warm interglacial periods.
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"Where Learning Begins"
PARENT HANDBOOK
Revised 9/2018
Table of Contents
Dropping off ............................................................................................................................. 13
Outdoor Recreation .................................................................................................................. 22
Children with Special Needs ..................................................................................................... 22
WELCOME
We welcome you and your family to The Valley School, a Maryland State Department of Education accredited center, and look forward to supporting you in your role as parents. We value the uniqueness of each family and will make every effort to meet your individual needs. While The Valley School is primarily for your child, it is your school also. We encourage you to participate in our programs, invite you to observe our classroom settings, and enjoy an impromptu visit. We hope that you will find The Valley School to be a wonderful place that continues to strengthen your relationship with your child.
As with any service organization, however, we must set forth policy to promote the common good and ensure compliance with state rules and regulations. This handbook is written as a guide to summarize helpful information and to highlight our policies. We encourage you to keep it on hand and use it as a reference, but it is not intended to take the place of open, personal communication. Please read over the handbook carefully and then complete, sign and return the handbook acknowledgement found in your enrollment packet. We encourage you to voice any concerns you may have to your child's teachers or to administration. The Valley School reserves the right to make changes to this handbook and the services offered but will provide at least 2 weeks' notice of any changes. Thank you for choosing the Valley School for your child.
Mission Statement
To provide a high quality, developmentally appropriate program for children ages 6 weeks to 12 years old and their families in the Middletown community.
As caregivers and educators, our mission is to provide a childcare experience designed to promote each child's own individual social, emotional, physical, and cognitive development through play, which cultivates a child's natural desire to explore, discover, create, and become a lifelong learner.
Philosophy Statement
At The Valley School we believe that children are born ready to learn and that if the environment is safe, stimulating, and encouraging, as well as providing age appropriate activities that reflect the interests of the children, they can grow up being healthy and strong individuals. We believe that a child's social and emotional needs as well as a child's physical needs are the most important aspects that effect a child's ability to learn.
We believe that parents are a child's first teacher and establishing positive relationships with the families is the first step in building a foundation for learning. Children learn best when parents are involved in their education.
In our program we welcome all children and families. We believe that every child and family have a value to the program no matter what their diverse abilities, disabilities, or what social economic status, ethical or religious background they may come from.
In our program we believe that children learn best through play. Our play-based curriculum incorporates activities from each of the following areas of development. Social emotional, language and literacy, fine arts, mathematics, science and social studies, and physical well-being and motor development for the growth of the whole child. We believe that learning is sequential and proceeds at different rates in each area for each child and we take into consideration the individual needs, abilities, and interests of all the children in our program.
We believe that it is important that the staff members are highly qualified and stay up to date on the latest early education research strategies through continuous professional development to enable them to provide the best care and education to the children in our program.
MSDE Accreditation
In addition to the licensing regulations, we adhere to higher quality standards. The Valley School is accredited by Maryland Department of Education. Accreditation is a voluntary process in which programs commit to continuous quality improvement, to benefit children, families and staff.
A program voluntarily pursues self-appraisal, program improvement and external program review to achieve and publicly confirm that they meet quality state standards set by the organization. You can find out more information as well as the standards at the following link:
http://earlychildhood.marylandpublicschools.org/child-care-providers/maryland-excels/marylandaccreditation
Maryland EXCELS
Maryland EXCELS is also a voluntary Quality Rating and Improvement System (QRIS) designed to meet the needs of both families and child care programs. Maryland EXCELS recognizes the accomplishments of early childhood and school age programs and providers, offers information to families on choosing quality child care, and articulates to the public the level of quality in early and school-age care and education programs. Maryland EXCELS awards ratings through five progressive check levels that define The pathway to excellence. When a program joins Maryland EXCELS, the program has made a commitment to continuous quality improvement. This rating system helps Maryland achieve the following goals:
* To recognize early childhood and school-age child care programs of all kinds that provide high-quality care and education;
* To encourage programs to increase the level of quality they provide and to define a pathway to help them achieve excellence; and
* To provide families with information and choices about high-quality early childhood and school-age child care options.
Currently we are a level 5 and we do intend to strive for a 5, the highest possible rating, when we renew every year.
You can find additional information about the EXCELS program at the following link: https://marylandexcels.org/choosing-quality/
GENERAL CENTER INFORMATION
Licensing-Office of Child Care
The Valley School is licensed by the Maryland State Department of Education Office of Child Care (OCC) and adheres to rigid enforcement of regulations that meet or exceed the minimum standards in child care. These standards relate to our physical facility, staff, health and safety procedures, nutrition, and record keeping. The center undergoes yearly licensing and fire department inspections. We support high standards in child care, as they are in the best interest of the children in our care. You can find the regulations at: http://marylandpublicschools.org/MSDE/divisions/child_care/docs/Subtitle_16_Centers _COMAR_Online.pdf
If you have a concern or questions about a licensed or unlicensed programs you can find the following Parents Guide to Regulated Care at:
http://marylandpublicschools.org/MSDE/divisions/child_care/licensing_branch/parent_ guide.html
Hours and Closings
The Valley School is open Monday thru Friday from 6:30 a.m. until 6:00 p.m. with the exception of the following scheduled days:
* New Year's Day
* Presidents Day (Professional Development Day)
* Good Friday
* Memorial Day
* Independence Day
* Professional Development Day in August (ample notice given)
* Labor Day
* Thanksgiving Day
* Day after Thanksgiving
* Christmas Eve
* Christmas Day
Our annual calendar can be found on our website, our Parent Board, as well at the sign in/out table. It includes all the holidays, events, and scheduled closures.
Closing early: We are open from 6:30AM – 3:00PM New Year's Eve. In the event of inclement weather or a natural disaster, we will follow our inclement weather policy.
We do not reduce or prorate tuition for holidays, vacations, inclement weather, or illnesses.
Ages Served
* Infants (6 weeks-12 months)
* Toddlers (approx. 12 months-20 months)
* Two Year Old's (20 months-36 months)
* Pre-school (3's &4's)
* Kindergarten Readiness (4's & 5's)
* Before and After School (ages 5-12)
* Summer Camp (ages 5-12)
These are approximate ages of the children in these classrooms. Before a child may move to the next age classroom each child is individually evaluated and must meet several social/emotional, academic and developmental milestones. We will not move a child just because of their chronological age alone. There also has to be an opening in the next classroom.
ENROLLMENT/REGISTRATION
Before a child may attend The Valley School, certain paperwork will need to be turned in. The following is a list of paperwork that you can pick up at the front desk or you can also find it on our website.
* Registration Form
* Parent Agreement
* Emergency Card*
* Health Inventory
* Immunization Record
* Lead Addendum
* All About Me
* Photo Release
* Parent Handbook acknowledgement
Some other forms that may need to be completed as well are:
* IEP/IFSP
* Individualized Infant/Toddler Schedule (If applicable)
* Emergency Health Care plan (If applicable)
* Medication Administration Form (If Applicable)
* Sunscreen authorization Form
* Diaper ointment authorization (If applicable)
* Cot Wavier (If applicable)
All paperwork needs to be turned in to the front desk BEFORE a child may start.
*Parents are responsible for keeping the center informed at all times of any changes such as cell phone numbers, work phone numbers, authorized release persons, emergency contacts. Updates are also done annually at the front desk.
New Enrollments
New enrollments will be accepted throughout the year if there is an opening. Each spring, families will need to re-enroll their child for the next academic year and pay the annual activity fee.
Waiting List
If The Valley School is at full capacity for the age group you are looking for, you will be placed on a waiting list. There is no fee to be on the waiting list. Once an opening comes available you will be contacted by email or by phone. You will then have 1 week to decide if you want to take the spot. In most cases it is a first come first served basis. Children who are born to parents who have children already enrolled or staff that have children, take top priority.
Re-enrolling
TUITION AND FEES
Registration Fees
When you register your child, you will pay the non-refundable registration fee, annual activity fee and the last week deposit. This will also guarantee your child's place at The Valley School. This last week deposit is credited back to you upon receipt of your written two-week withdrawal notice. If such withdrawal notice is not given, the deposit is forfeited.
Activity Fees
Activity Fees will be collected during each fall registration period for all children and also again in the summer for ages 2 and up.
Payments
Tuition is due and payable the Friday before care. Payments can be dropped off in the tuition box outside the director's office or may be paid by credit card through our website, or by ACH. We also offer direct withdraw from your credit card or bank account. You will need to complete a form for us to do this. The form can be found at the front office.
Processing fees
There is an additional fee for any payments made with credit card or bank card. (see tuition chart for fees)
Late fees
A late charge of $25 is added to each week your tuition is late.
If an unforeseen emergency arises that prevents you from paying your fees as agreed, you must contact administration as soon as possible. Repeated late payments will be cause for your child to be dropped from enrollment.
Withdrawal/Program Changes
Should it become necessary to withdraw your child from The Valley School, you are required to give two-week written notice to administration. Your last week's tuition deposit will be applied at this time. Otherwise, you are required to continue to pay tuition for two weeks after notification of withdrawal, regardless of your child's attendance in the program.
Discounts
Families enrolling multiple children will receive a five percent discount off the tuition rate of oldest child. Military families will receive a ten percent family discount.
Additional Charges
* Extra days beyond the enrolled program time period are billed at the drop-in rate and are due with your regular weekly tuition payment.
* Punctuality is a crucial element in the operation of our center, and we ask for your cooperation in adhering to these hours. Also, please be conscientious of your child's schedule. Late pick-up fees are one dollar per minute. These fees are due the following day before your child may be dropped off in the morning. Paid by CASH only.
* Additional fees may be assessed for field trips, shirts, extra-curricular activities, photography etc.
EARLY CHILDHOOD PROFESSIONALS
Our Staff
The Valley School's teachers are highly motivated and dedicated early childhood professionals. All our Lead Teachers are required to have a CDA (Child Development Associate), a two-year degree, or a four-year degree to teach at The Valley School. All of our co-teachers/ Associate Teachers have the 90-hour certificate or a Child Development Associate Certificate (CDA).
Staff Development
All Lead Staff are trained in Principles of Child Development, Methods in Early Childhood Programs and Child Guidance, Americans with Disabilities Act as it relates to child care,
Basic Health and Safety, Breastfeeding. All staff is also trained in CPR and First Aid which is renewed every 2 years. Each year The Valley School requires continuing education requirements that exceed the MSDE Office of Child Care requirements.
Credentialing
The Valley School staff are required to participate in the Maryland Child Care Credentialing Program. This program recognizes child care providers who go beyond the requirements of state licensing. Our teachers complete at least twenty four hours of continuing education through professional conferences and trainings as well as a certain amount of Professional Activity Units each year. Our support staff also participates in ongoing training appropriate to their role at The Valley School. For more information on credentialing can be found at: http://earlychildhood.marylandpublicschools.org/childcare-providers/office-child-care/credentialing-branch/child-care-credential-program
We are committed to our staff and recognize them as vital components of a successful program for your children. We make every effort to ensure the work environment is pleasant and supportive of their needs. We value each staff member's life experience and want to empower him or her as individuals. We support staff development and continuing education because we believe that adults who are learning bring that same enthusiasm for learning to the children.
COMMUNICATION
Kid Reports
The Valley School uses Kid Reports to keep you informed of your child's daily activities. Each day you will receive a daily email with pictures informing you about their day.
Calendars
The Valley School publishes a monthly activity calendar as well as a yearly calendar to keep you informed of our activities, upcoming events and school closings.
Bulletin Boards
Quite a bit of information is listed on the classroom and center Bulletin Boards. Please check there for any updated information.
Thursday Folders
The Valley School also communicates with families weekly via Thursday Folders. These folders may include completed artwork, projects, informational fliers, notes from teachers, reminders, curriculum information, etc. Please return the folders the next day so we can have them ready for you the following week.
Emails
We also send email blasts on a regular basis
Newsletters
Each classroom has a monthly newsletter which will be in the Thursday folders and will be sent by email. You can also find the current Newsletter on the parent board.
Facebook/Twitter
You can also find us on Facebook and Twitter.
DAILY PROCEDURES
Dropping off
Children's safety is important to us especially during arrival and departure times. It is important to sign your child in and out each day. Sign-in/out sheets are located on the table by the front door. When you sign your child off in at The Valley School, you also certify that to the best of your knowledge, your child is in good health and can participate fully in all activities.
1. Parent/Drop off person must sign the child in every day.
3. Please have your child wash their hands or use the supplied hand sanitizer when entering and leaving the classroom to help prevent the spread of germs.
2. Parents are required to accompany their children into their classrooms and get the attention of the teacher to let them know that they are responsible for the child now.
4. It is also important that children are aware that their parents are leaving. While this acknowledgement may result in an occasional emotional upset, parents should take comfort in knowing that such separation anxiety usually ends by the time the parent reaches the front door.
Please don't bring your child to school at naptime. This will most likely upset the child and the other children who may be sleeping. Your child most likely will cry and wake the children up. A lot of times the child will fall asleep in the car on the way back from an appointment and so they will not sleep at the center. The child will have missed the fun activities of the day and who wants to just come to child care and go down for a nap?
Pick up Procedures
1. A child may not leave the classroom before the parent has entered.
3. If a person other than someone that is listed on the emergency card is picking up, please notify the office in advance.
2. When picking up a child, make sure that the teachers acknowledge you and the child leaving. This way the teacher knows how many children she is responsible for and that time.
4. Children will not be accepted or dismissed through the gate on the playground. It is necessary for the parent to come in the building and sign
Authorized Pick up Persons
Parents are required to list the name, address and phone number of each person other than the parent who is authorized to care for their child in an emergency. Parents or any other person designated to pick up a child must be prepared to show picture identification to The Valley School staff. Children are not released to any other person not named on the emergency card, unless we have prior written request from the parent. Children are not released to anyone younger than sixteen years old unless specified in a letter that is signed by the parent.
Absences
If your child will not be at school, please contact the office by phone or email to let us know. We will relay the information to the teacher.
Visitors
Parents and other authorized family and friends are always welcome at The Valley School. We do encourage you to consider the children and their work and ask that you enter their classroom with quiet respect.
Birthdays and Other Parties
Every child's birthday at The Valley School calls for a special celebration and parents are encouraged to join in the festivities. For example, parents are welcome to bring special treats in recognition of a festive occasion, but we request advance notice.
Also, because we are a nut-free facility, please limit your celebration to a simple, storebought snack and/or drink at our scheduled snack time. Unfortunately, we cannot allow gift exchanges, piñatas or excessive food. Invitations may be placed in children's cubbies or may be sent to the administration to be emailed out to classmates.
Sleeping Arrangements
After lunch, restroom use, and hand washing, the children will take a nap or rest quietly on their individualized cots for ages 18 months-5-year old's. After forty-five minutes of resting quietly, those children who are not asleep may read a book or do another quiet activity on their cot for the duration of the rest time. The classroom will resume scheduled activities once most of the children in the classroom are awake. We ask that you please take your child's sheets home each Friday to be washed and returned. The Kindergarten Readiness class doesn't "nap". They instead have a 30 min quiet time. You may request for your child to nap if so desired.
Clothing
Please be sure that your child's name is clearly marked, with a permanent marker or special labels, on all articles of clothing and sheets etc. so that we can minimize the loss of personal belongings. In the event of a missing item, please notify us promptly. Unclaimed items are donated to charity.
Clothing should be comfortable, easy for the child to manage (buttons in front, elastic waist bands, etc.) and appropriate for "messy" activities, such as creative arts and
outdoor recreation. Clothing that comes on and off easily, without adult help, gives your child added confidence and avoids toileting accidents. Closed-toe shoes, sneakers or other soft-sole shoes are advised for the prevention of injuries. NO open-toed shoes or flip flops will be allowed on the playground.
We ask that infants, toddlers and 2-year old's have two changes of clothing and a supply of disposable diapers and wipes. Preschoolers should have one change of clothing.
A sweater or jacket should be brought to the center during the spring/fall months and Coat, hat, and gloves for all children during the winter months. We never know from day to day what the weather will be.
Inclement Weather Policy
We make every effort to remain open during inclement weather. Our goal is to make sound decisions based on the safety of families and staff, while still meeting families' needs for child care. We make every effort to communicate a decision to close or delay opening as quickly as possible. Decisions are announced no later than 5:45 a.m. There are several ways to learn about center closings or delays: website posting, e-mail, our social media sites, and recorded phone message.
If the program closes early, you will be notified by phone and e-mail as well as a posting on our website. It is imperative that you arrange to have you child picked up as soon as possible in the event of an early closing. Staff will stay until all children are picked up.
Personal Belongings
It is difficult for young children to share toys and personal belongings with other children. Likewise, it is difficult for the staff to monitor all the many belongings children might bring from home. As a result, with the exception of show-n-tell, please leave all toys at home. Personal items for naptime at The Valley School should be limited to a pillow, sheets and blanket, naptime toy for resting. Children are encouraged to bring a book for the teacher to share during group times.
Toilet Training
When the parents, teachers and the child are ready to work on toilet training, we all work on it as a team. The teachers and parents will discuss training procedures on an individual basis. Let us know what techniques you are going to use such as (giving an M&M each time they go), what words you use, and we can give you our ideas if needed. Please bring several changes of clothing and an extra pair of shoes. Potty training must start at home over the weekend and then we will continue training during the week. Children typically must be toilet-trained before entering the Ponies room.
CURRICULUM
Infants -3years- The Creative Curriculum® for Infants, Toddlers & Twos, published by Teaching Strategies, is a comprehensive, research-based curriculum that helps teachers and caregivers understand developmentally appropriate practice and how to offer nurturing daily routines and meaningful experiences that meet children's strengths,
interests, and needs. Creative Curriculum is an approved by the Maryland State Department of Education.
In addition to the Creative Curriculum we also use "Healthy Beginnings". Healthy Beginnings is a resource to help the teacher's nurture the tremendous potential for learning and growth that every child has… that every child is born with. Specifically designed for caregivers of infants and toddlers from birth through age three, Healthy Beginnings gives us knowledge and support around child care and child development, and the Activity Planner helps provide fun, developmentally appropriate activities that build young children's skills and promote all kinds of learning.
For our Pre-K 3's-
For the Kindergarten Readiness, (4 and 5 yr old's) we use "The DLM Early Childhood Express", by McGraw Hill as well as the Maryland State Voluntary Curriculum to guide our planning. The DLM Early Childhood Express offers a comprehensive Pre-K child-centered curriculum with strong teacher support and 21st century technology. The curriculum links connections in literacy, math, science, social studies, fine arts, health and safety, personal development, physical development, and technology
Lesson plans will be posted on the parent board each week.
Centers
In conjunction with our curriculum, most of our classrooms are organized into centers. In Dramatic Play we have such items as dress ups, plastic foods, pots and pans, and dolls of different ethnicities. For example, if the children are talking about a Pizza Parlor then we make a Pizza Parlor prop box and place it in dramatic play. For the Science/Sensory area there is a sensory table with different materials for the children to manipulate. These materials include magnets, nature items, sorting trays and sensory bottles and are periodically rotated. In Block Play there are serval types of building blocks, cars, people, writing, and math. In our Language and Literacy areas we have soft seating and books in a variety of subjects and made of different materials in the Library. We also include books made by the class. The children have access to writing materials, paper and crayons to write letters and numbers in the Writing center. In the Math area there are math games, unifix cubes, numbers, beads and string, an abacus, and a balance and rulers to weigh and measure items. In our Art area we typically have an easel, paint in many colors, crayons and markers.
Materials
The materials, toys, and equipment used in our program support children's developing social skills and interest in adult roles, growing imaginations, increasing motor skills, and rapidly expanding vocabularies. We provide learning materials that are accessible on low shelves and shelves labeled with pictures and words to aid the children in putting them away in the correct place. Our materials are developmentally and age appropriate and support the social, emotional, physical, and cognitive growth of children.
Our materials are appropriate for children of all abilities and are conducive to multiple modes of exploration. We ensure that books, dolls, toys, clothing, music and displays
reflect the culture and ability of the children enrolled in the program. We provide books, some of which are in different languages and about different countries. We offer paint, paper and crayons in multicultural colors, and dramatic play outfits from different countries to name a few examples of our multicultural environment. Our materials are rotated on a weekly and/or monthly basis depending on the children's interests.
Different types of Music are played throughout the day. The children often play with musical instruments and sing songs, daily.
At The Valley School, we believe that play and fun are critical to learning. We also want the children to be excited about coming to the center. We incorporate into weekly themes and classroom items that interest the children.
We also offer Spirit Days, Pizza Day, and interest-based activities and service-based learning projects for our before and after program, among other things.
ASSESSMENTS
Development Screening
In accordance with state licensing regulations, we use a developmental screening tool "Ages and Stages" with each child. The screenings will occur in the first 45 days of the child's enrollment. We will share our findings with the parents. Our staff are trained in using the tool.
Developmental Progress
Lead Staff observes children's progress and conducts ongoing assessments throughout the year. The teachers observe the children daily and make anecdotal notes when necessary. These observations help them when preparing lesson plans. They also spend time collecting items for the portfolios during the year and doing the checklists/assessments that are included in the curriculum when they are required. The Lead teachers do formal assessments with the children three times a year. Fall, winter, and spring. We share this information with the parents twice a year. Once in the fall, and then again in the spring.
CHILD GUIDANCE AND DISCIPLINE POLICIES
A critical area of our curriculum is helping children gain self-control. This goal is best achieved in a loving, supportive environment where children are treated with respect and fairness.
Our philosophy on discipline is based on respect for the child. The key to success for children is in preparing a supportive learning environment and using selective intervention to guide children in their behavior. We believe that when the environment and activities are prepared with age appropriateness in mind and presently correctly, children can initiate their own play and exploration, and the need for teacher control is reduced.
Our policy in helping children gain self-control is to intervene and redirect energies before problems begin. Our positive discipline approach consists of redirection, choices, consequences, warnings, supplying language, and problem-solving. We cannot write enough guidelines to fit every child or situation. Therefore, each child is treated as an individual, and parents are expected to work as partners with The Valley School staff in helping the child practice self-discipline in the classroom.
When an unacceptable behavior begins to occur at The Valley School, the teachers will inform the parents and a behavior reports may be filled out. If the behavior continues to occur, the parents will be asked to participate in a conference to develop a plan to correct the behavior in a positive way. The plan will depend on the child and the situation.
We recognize that children often respond to changes and situations they do not fully understand. It is important that you keep The Valley School staff informed of matters that may be affecting your child's behavior. In this way, we can offer support when they are at our school.
Our goal is to assist you in raising a happy, well-adjusted child. We can accomplish this goal best through mutual respect and support. We are confident that you, as a parent, will give us that support.
Biting Policy
As we know, biting is a common occurrence among children who do not have language to express their feelings. We understand that biting is normal at certain ages, but it is not an acceptable means of resolving issues. At The Valley School, we will take immediate action in the classroom as well as with the family regarding any biting incidents. Whenever a child is bitten, the teachers must first comfort the child. Next, the wound should be washed with soap and water. Then ice should be placed on it. Once the child has returned to play the teacher must write an incident report for the child that was bit and a behavior report for the child that did the biting. Then the parents of the child that was bitten will be called and informed of the incident. The parents of the child that did the biting will be informed at dismissal. Once a child has become "a biter", the staff will be responsible for keeping an eye on that specific child by observing, shadowing, and separating the children before an incident occurs. If a specific biting incident continuously occurs, and if we do not receive appropriate cooperation from the family or the children are continuously getting hurt, we may elect to withdraw the child from our facility.
PARENTAL INVOLVEMENT
We hope that The Valley School is one of many enriching experiences in you and your child's lives. Because we recognize that you are entrusting us with your most precious family member(s), we want you to consider The Valley School as part of your extended family. Consequently, you are considered an essential element in every facet of your child's activities at The Valley School. We strongly encourage families to participate and
are encouraged to share their hobbies, talents and cultural backgrounds.
Some suggestions for parental involvement include:
* Get involved in the Parent Advisory Committee
* Help with center events throughout the year
* Attend school celebrations
* Attend a fieldtrip
* Volunteer to visit the classroom and read a story
* Donate a book or other supplies and materials
Parent-Teacher Conferences
Children's assessments are conducted throughout the year to provide parents with an overview of their child's developmental progress. Throughout the year, we conduct portfolio assessments, which involve the collection of multiple samples and repeated observations of the child's performance in naturally occurring situations. We also evaluate the child's developmental progress through notation during group as well as one-on-one interactions between the teacher and individual students. Parent-teacher conferences are also held biannually. Once in the fall and once in the spring. During these conferences, we take the time to answer any questions or concerns parents may have regarding their child's experience at the center. These conferences also enable parents and staff to work closely to meet each child's specific needs. Parents and teachers are also free to request additional conferences any time they wish. We utilize the information gathered during children's assessments and parent-teacher conferences to improve and to update an individualized curriculum for each child.
Parent Advisory Committee
The Parent Advisory Committee (PAC) is made up of parents who have children enrolled at The Valley School and are interested in sharing their opinions and supporting our program. At these meetings we brainstorm ideas for planning new events for students and families and discuss school-related topics. Minutes are sent out to all enrolled families. Please see monthly calendar for dates. Child care is provided, if needed.
Resolving Parental Concerns
Occasionally, differences in philosophy or child-rearing practices may occur in the child care setting. All concerns about your child's care should be discussed promptly with a teacher or the administration to come to a resolution that will best support your child. Be sure not to discuss a child in front of the children and other staff that aren't involved. If a concern is going to take a while and takes the attention of the teacher away from the children, then please request that the director or assistant director can step in the supervise the children. Our priority is the children and their safety. All efforts to arrive at a mutually agreed upon solution will be made. If a solution cannot be agreed upon, parents may request a meeting with the Owner of The Valley School. The Valley School asks that parents communicate with teachers while the teachers are at the Center. Please refrain from calling staff at home to discuss issues related to the Center. If there is an emergency, please call the Director or Assistant Director of the Center before
calling any other staff member. We greatly appreciate your cooperation in respecting the personal and family time of the Center's employees.
Classroom Observations
Parents are encouraged to visit their child's classroom for added insight into our programs. You are welcome to schedule a follow-up discussion with teachers or administration to offer comments or suggestions.
Volunteers
We extend an open invitation to parents to observe or participate in their child's classroom whenever desired. Parents and volunteers are encouraged to accompany the children on field trips and help on special projects throughout the year. Occasionally, we will have a high school student come and do volunteer work. Volunteers will never work with children under 3 years of age, be alone with any children, be counted in the teacher ratios, and will never be in the bathroom with a child or change a child's diaper. Volunteers will wear a badge letting you know that they are a volunteer and not a staff member.
Parental Discipline Protocol
The Valley School asks that when you pick-up your children from the classroom, if you notice a situation that warrants disciplinary action, please notify the teachers in the classroom or administration. Please do not take it upon yourself to discipline any students in our care. Parents entrust The Valley School and our teachers to discipline students according to our policies.
Please make sure that your child is following the rules while at the Valley School. This includes but is not limited to using walking feet, staying with parents, and only exiting the front door with a parent.
HEALTH
At The Valley School we encourage children's healthy growth and development by providing daily physical activity, outdoor play, by serving nutritious snacks.
Allergies
If your child has allergies, please ensure that you have included that information in your enrollment forms. An "Allergy Action Form" must be completed. This will inform the administration and staff of the steps to take if your child should come in contact with an allergen.
Immunization Requirements
In accordance with state licensing requirements, each parent must submit a doctor's certificate and immunization record upon enrollment. These records are kept on permanent file at the center and must be updated as your child receives immunizations. For current immunization requirements click on the link
https://earlychildhood.marylandpublicschools.org/system/files/filedepot/3/age- appropriate_immunization_requirements_for_children_enrolled_in_child_care_programs-_2014-2015.pdf
Administering of Medication
Any time that a child is required to be given medication at The Valley School, parents must complete a Medication Authorization Form. If the medication is a prescription medication, both the parent and the physician will need to sign the form. This form can be found on our website or at the front desk.
According to state licensing requirements, the medication must be kept in its original container and clearly state the following information:
* child's name
* doctor's name
* prescribed dosage
* time to be given
At least one dose of the medication must be given at home in order for the parents to monitor the child's reaction to the medicine.
* date
For over-the-counter medications, licensing standards state that we must administer the medication in amounts according to the label directions or as amended by a physician in writing. Medication can only be administered by a staff member who has been certified to administer medicine. The Valley School houses all medications in a secure place, well out of reach of children. We maintain dated records, the amount of medicine dispensed, and the name of the staff person who administered the medication for one year. We also provide refrigeration when necessary. Medicines are returned to you or properly disposed of when they are no longer required by your child.
Sunscreen
We do provide sunscreen, "Rocky Mountain" for those parents who are interested in having it applied to their child. If you would like to use a different brand you will need to provide it. Parents will need to fill out a permission slip for us to apply any sunscreen. Forms can be found on our website or at the front desk. Please apply sunscreen to your child in the morning and the staff will apply it in the afternoon and before water play/swimming. This will help us tremendously.
Diaper cream, lip balm or skin cream
We must have written parental authorization to administer.
Parents wishing to personally administer medication (during the time he child is in care) may do so-however, the parent must indicate on the paperwork that they did so.
Illnesses
Our priority at The Valley School is providing a healthy, safe learning environment for all children.
While we take precautions to protect your child against illness, most children experience a normal number of infections and illnesses throughout the year. In such cases, we will notify you if it is necessary to take your child home or to the doctor. We will provide a quiet, calm place for your child to rest in the classroom or the reception area until your child is picked up. Children will be sent home as soon as possible if any of the following is experienced: an illness prevents the child from participating comfortably in activities (as determined by the staff); an illness results in a greater need for care than the staff can reasonably provide without compromising the health or safety of other children in the classroom; or a child is experiencing any of the following conditions which State licensing regulations say it is necessary for a child to
be excluded from care:
* Fever (100.4) accompanied by behavior changes or other signs/symptoms of illness. Child must be fever free for 24 hours without the aid of Motrin or Tylenol before returning to the center
* Diarrhea (not associated with diet changes or medications) until diarrhea stopped and the child has regular bowel movements.
* Vomiting – Child must be symptom free for 24
* Strep Throat- excluded for 24 hours after antibiotic has begun
* Severe cough or wheezing- difficult or rapid breathing until seen by a professional
* Excessive greenish or yellow nasal discharge, indicating possible infection
* Mouth sores with drooling, unless a health care provider determines the sores are not contagious
* Rash with fever or behavior change, until a physician determines that these symptoms do not indicate a communicable disease
* Pink eye (conjunctivitis) until after treatment has been initiated
* Head lice-child must be "nit-free" before returning to the center.
* Abnormal behavior-Signs/symptoms of severe illness, including lethargy, uncontrolled coughing, inexplicable irritability or persistent crying, difficulty breathing, and/or wheezing
In addition, we also ask that your child be symptom free for 24 hours without the assistance of fever reducing medication before returning to school.
Should your child become exposed to an infectious disease at The Valley School, we will notify you promptly. In return, we request that you report to us when your child has been exposed to or diagnosed with a particular infection or disease.
A written statement from a parent or physician is required before a child may return to the program after an absence of three days or more due to illness.
Outdoor Recreation
Outdoor recreation for fresh air and exercise is scheduled twice daily, weather permitting. Each playground has developmentally appropriate climbing structures for each age group. A park-like playground is aesthetically pleasing as well as conducive to normal muscle development and creative use of space. Your child is given the opportunity to climb, balance, stack, and simply enjoy nature. In addition, the children enjoy playing ball, participating in group games, and experiencing a variety of textures. The school agers will take trips to the parks throughout the year. Parents will need to sign the annual permission slip to allow the children to go. The children may take walks away from the building on the sidewalk out in front of the school when it is too wet to play on the playgrounds or to incorporate themes to enhance their curriculum. The infants will be strolled in the stroller and the toddlers, twos, and three-year old's will hold the rope or the teacher's hands.
Children with Special Needs
At The Valley School, we believe that every child should have a successful and meaningful experience. We will do everything we can to include every child; however, administration and the parents will work together to decide if we are able to accommodate a child with special needs. Upon enrollment, we would like a copy of your child's IEP, or any other individualized plans to enable the teacher to tailor your child's curriculum regarding any disabilities or other special learning needs.
Cleaning, sanitizing and disinfecting
Cleaning, sanitizing and disinfecting are important steps to removing dirt and reducing the spread of germs in child care settings. Each classroom has a cleaning chart that needs to be done and checked off every day. We use a solution of regular household bleach and water. This solution is effective and an easy way to remove or kill germs found on surfaces in child care. Bleach and water solution may be used in several ways:
* Dipping the object into a sink or pan filled with the bleach and water solution then letting the item air dry.
* Using paper towels soaked in bleach water solution to wash surfaces, then letting the surface air dry.
* Using spray bottles to thoroughly wet a surface, then allowing the surface to air dry.
Tables are cleaned and sanitized before and after eating. All containers of bleach/water solution are made daily.
The bathrooms and sinks areas in the classroom are cleaned daily. The carpets and floors are vacuumed and mopped daily also.
Handwashing
All staff and children need to wash their hands often to prevent the spread of disease to children and staff members. Handwashing procedures are located near the sink.
Below is a list of ideal times to wash hands.
When staff should wash their hands
*
Upon arrival in the classroom
* When changing from one group of children to another
* Before preparing or serving food
* After eating food
* After diapering/toileting a child
* After contact with bodily fluids (vomit, blood, mucus)
* Before and after administration of medication
* Before and after sensory play, including water play
* After coming indoors or returning from a break
* After handling pets
* After using the restroom
When the children should wash their hands
* Upon arrival in the classroom
* Before eating, drinking or preparing snacks for others
* After eating
* After using the toilet or having their diapers changed
* After contact with bodily fluids (vomit, blood mucus)
* Before and after sensory play, including water play
* After returning indoors from the playground
* Use soap and warm running water
* Rub hands vigorously for at least 20 seconds (sing the "ABC's").
* Wash all surfaces, including backs of hands, wrists, under fingernails with fingers pointed to the sink drain
* Rinse hands well with the water running
* Dry hands with a disposable towel
* Turn off water with the paper towel
If the children are too young to do it themselves, the teachers will assist the children.
Food and Nutrition
Snacks
Good nutrition is an essential ingredient in our child development program.
The Valley School prepares and provides two snacks daily. Each snack is planned to meet a child's nutritional requirements and is presented in an appealing manner. The Valley School provides snacks that include whole grains, fresh fruits and/or vegetables, and limits fat, sugar and salt in food served by the program. The snack menu is posted on the parent boards and can be found on our website as well.
Breakfast/Morning Snack
The Valley School provides a morning "snack" between 7:30 and 8:30. Typically, this is some type of breakfast item such as pancakes, Nutri grain bars, cereal, toast etc. If your child needs to eat before this time or doesn't want to eat what we are having for breakfast, you may bring your child's breakfast.
Lunch
Parents are expected to bring a packed lunch from home. Please put an ice pack in the lunchbox if anything needs to be kept cold. Staff will warm up any food that needs to be warmed.
Snack
Afternoon snack is served between 3:00 and 4:00 pm depending on which classroom your child is in.
Milk
We serve whole milk to the children under 2 and 1% to the older children with breakfast, lunch and snack.
Infants
Food
For children in our infant classroom, parents must provide all food (i.e., formula, breast milk, table foods, jar foods, snacks).
Bottles
Bottles need to be prepared each day and brought to the center ready to be warmed in the bottle warmer.
Breastfeeding
We will provide a comfortable area with a rocking chair which enables mothers to breastfeed their child. Parents have the right to breastfeed or provide breast milk for their child.
Pizza Day
Once a week we have Pizza Day. Each child may bring $2 and we will order pizza for them for lunch.
Nut Free
Because we are a nut-free facility, we ask that any food brought from home be nutfree. We utilize mealtime to instill in children at an early age the long-term benefits and the joy of healthful eating habits. All meals are served in the classroom, and teachers eat with the children in a family-style manner. We encourage parents to drop by for lunch with their children.
SAFETY
Keeping Records Current and Confidential
To provide emergency medical care to children at The Valley School, we require signed authorization by each child's parent or legal guardian. This form contains vital information about each child, such as parents' office and home phone number and addresses; and the name, address, and phone number of the child's physician. This form must be kept current and on file if the child attends The Valley School. Please notify us of any changes. We will request updated contact information on an annual basis.
Children's files are stored in the front office. All child and family information will remain confidential unless a legitimate need exists to share such information. Furthermore, this information will not be disclosed to relevant persons without written permission by a parent or guardian.
Access to the building
To ensure the security of the children at The Valley School, administration is readily available at the front door to greet incoming guests. If administration does not recognize a guest, the guest will be asked to provide a photo identification card before he will be allowed to proceed through the building. All our playgrounds are enclosed by vinyl fences with safety latches. Each classroom is designed with safety features, including two exits.
Key Fobs
Each family will be assigned 2 key fobs which will allow them to enter the facility. Please don't allow anyone to enter the building with you that you don't recognize. The key fobs will need to be returned once you withdrawal from the program. A deposit of $5 per key fob is required which will be returned to you when you return the key fob.
Field Trips
Information regarding the field trips will be presented in your child's monthly classroom calendar and in your Thursday folder. This sheet serves as a permission slip to allow your child to attend the field trip. This sheet will need to be signed and initialed for your child to attend the field trip. During field trips, the teacher and the bus driver will have cell phones to call for help whenever necessary and first-aid kits to address any injuries.
Photos
The Valley School has a strict policy that prohibits teachers and staff from taking pictures of children for purposes other than those outlined in the Photo Release Form or for sharing with families as appropriate. Parents also have the option of restricting this, which should be indicated on the Photo Release Form in your child's file.
Volunteers
We also periodically use student volunteers who have been carefully screened and interviewed before working at the center. These volunteers interact only with children ages 3 years and older and are always supervised by a staff member. Volunteers are never counted in staff to child ratios and wear volunteer badges. They may help by playing educational games with children, providing homework assistance, or assisting with administrative tasks in the office. If you have any questions or concerns about our student volunteer program, please feel free to speak with the Director or Assistant Director.
In the event of a disease outbreak, The Valley School will contact the Health Department and proceed according to their instructions. In the unlikely event that The Valley School has an intruder/volatile person, we will contact the local
police department and follow their instructions.
In the unlikely event that the center is ever severely damaged or declared unsafe, the staff will evacuate all children to a designated emergency shelter to wait the arrival of a parent or guardian. Most likely, we will evacuate to the Thompson Funeral Home located next to and behind our building. In the event of such an emergency, the administration of The Valley School would notify each child's parent. In the event of inclement weather or a natural disaster (floods, tornadoes, hurricanes, etc.), we will follow our closing policy.
GENERAL EMERGENCY PROCEDURE GUIDELINES
Injuries/Accidents
If your child is hurt while at The Valley School, an injury/accident form will be filled out. Depending on the severity of the incident, the parent will either be contacted by phone or informed at time of pick up. The parent will need to sign the form. If you would like a copy of the form you may ask the teacher to make you a copy.
In the event of a medical emergency
If a person becomes ill or injured at the center the following procedures will be followed:
1. The staff member who witnessed the emergency will remain with the injured person.
2. The Director or Assistant Director will call 911
3. The Director/Assistant Director will attempt to contact the parent(s) at all available telephone numbers. If a parent cannot be reached, the individuals listed as emergency contacts/authorized pick up persons on the Emergency Card will be called.
4. If a child needs to be transported to the hospital, a staff member familiar to the child will remain with the child until the parents/relative arrives and takes custody of the child.
Children who are ill or injured will be sent to the office and remain under the supervision of the Director and/or Assistant Director until a parent arrives. An incident/sick report will be filled out and the parent will need to sign it when they arrive.
Fire
We teach the children about fire safety and have the Middletown Fire Company come and talk to the children during the year. In accordance with the Maryland State Law, The Valley School conducts fire drills on a monthly basis. It is crucial to the safety of the children that they learn proper emergency evacuation procedures. In our effort to simulate emergency conditions during fire drills, children are required to line up and exit the building, dressed as they are, and walk down the sidewalk, as quickly as they can, with a teacher in the front and one in the back of the line, over to Thompson Funeral Home parking lot. The teacher takes with her the first aid kit, the children's emergency numbers, and the attendance tablet. When the class arrives at the Funeral Home parking lot the teacher then takes attendance to make sure all the children are accounted for. The Director/Assistant Director check the building for children that may have accidentally been left behind, then proceeds out to the classes in the parking lot. She checks to make sure that all children are accounted for.
* If there isn't a fire, the director announces that it is safe to go in the building and everyone returns to their classroom.
* In the event of a real fire, someone will be instructed to call 911 and the parents/emergency contact will be contacted, as soon as possible.
Evacuation plans are posted in each classroom.
Shelter in Place
1. Once the staff is told to Shelter in Place the staff will collect the classroom first aid kit, and attendance tablet.
2. Staff member closest to the hallway exit is responsible for leading children out that exit and to the designated shelter area. Every classroom must stay together as a group.
3. The infant and toddlers shall enter the kitchen first.
4. All the other classrooms will place themselves in the hallway in front of the kitchen and away from windows and doors.
* Once assembled in the designated shelter area, (Hallway in front of kitchen) the Lead Teacher is responsible for using the Kindle or classroom attendance sheet to ensure all children are accounted for.
[x] Staff member farthest from the interior exit is responsible for ensuring everyone has evacuated the classroom.
[x] If the Lead Teacher is not present, the Full Time Assistant Teacher assumes this responsibility.
* The Director and/or Assistant Director will verify, as soon as possible, with Lead Teachers that all children are accounted for.
* All children and staff must remain on the floor in the designated shelter area and wait to receive an "all clear" from the Director and/or Assistant Director.
* During a tornado warning, the Director and/or Assistant Director will be responsible for monitoring weather information by radio and will keep staff members informed of emergency weather changes.
Intruder or Dangerous Adult Procedures
A dangerous adult is considered someone who is displaying inappropriate or threatening behavior, carrying a weapon, or showing signs of intoxication from either drugs or alcohol. This also includes an individual that is prohibited by court order from picking up or having contact with a child. If there is an intruder or dangerous adult in the center:
* Staff members in the immediate area will position themselves between the children and intruder/dangerous adult.
* A staff member will attempt to have the parent/intruder move to the hallway and close the classroom door, while a second staff member calls the Director or Assistant Director to assist with the situation.
In the event of an intruder or dangerous adult:
* ALL staff and children must return to their classrooms; lock all classroom doors; and sit on the floor away from doors and windows. Wait for an "All Clear" from the Director or Assistant Director before continuing with activities.
* The Director and/or Assistant Director, or a staff member designated by the Director and/or Assistant Director, will contact the Police Department to notify them of the situation.
* The Director and/or Assistant Director will instruct the intruder or dangerous adult to leave the premises, maintaining visual contact with the individual until the police arrive, or until the individual leaves.
In the event of an intoxicated parent:
* The Director and/or Assistant Director and Lead Teacher will talk with the intoxicated parent about alternative arrangements for pick up, while another authorized pick up person is contacted.
* If another authorized pick up person cannot be reached, the child must be released to the intoxicated parent.
* The Director and/or Assistant Director, or Lead Teacher will inform the parent that the police will be notified.
* Call the Police Department and inform them of the situation. Provide as much information as possible, including parent's name, make/model of the car, and license plate number.
Blizzard/Severe Winter Weather
* The Director and/or Assistant Director will monitor the weather and local news stations throughout the day to determine when it is appropriate to close the center early or cancel care for the following day.
* Lead Teachers are responsible for contacting parents to inform them of the early closing. Routine classroom activities will continue until parents arrive.
Lightning
* All children must immediately return indoors when lightning is observed. Children playing under or around a tree must be immediately removed from the area.
Missing or Abducted Child
* In the event of a missing child, the Lead Teacher will search for the child in the immediate area, while another staff member calls the Director and/or Assistant Director to help with the search.
* If the child cannot be found in a reasonable amount of time, the Director and/or Assistant Director will notify the Police Department and the child's parents.
* In the event of an abducted child, the Lead Teacher must immediately contact the Director and/or Assistant Director, the Police Department, and the child's parents.
Power Failure
* Staff members and children should remain in the classroom and if possible, proceed with activities as usual, or may go to the outdoor playground until power resumes.
* If power cannot be restored within a reasonable amount of time, the center will close and parents contacted.
* Lead Teachers are responsible for contacting parents to inform them of the closing and of the need to immediately pick up their child.
* Activities will resume as possible until parents arrive.
Bomb Treat
If a staff member receives a bomb threat or locates a suspicious package, the Director or Assistant Director must be immediately notified. DO NOT ATTEMPT TO MOVE A SUSPICIOUS PACKAGE. The Director or Assistant Director will contact the Police Department.
IF YOU ARE ON DUTY IN CLASSROOM:
* Position yourself between the children and impending threat, as much as possible.
* Collect the classroom first aid kit, classroom binder, and attendance clipboard.
[x] Staff member closest to the outdoor exit is responsible for leading children out that exit and to the designated meeting place: Thompson Funeral Home. Every classroom must stay together as a group.
[x] Staff member farthest from the outdoor exit is responsible for ensuring everyone has evacuated the classroom.
* Once assembled at the designated meeting place, the Lead Teacher is responsible for using the classroom attendance clipboard to ensure all children are accounted for.
[x] If the Lead Teacher is not present, the Full Time Assistant Teacher will assume this responsibility.
The Director and/or Assistant Director will verify, as soon as possible, with Lead Teachers that all children are accounted for.
Earthquake
In case of an earthquake, staff members will assist children in seeking shelter under tables or outdoors and away from buildings. The first aid kit, classroom emergency binder and classroom attendance clipboard should always remain with the Lead Teacher. When notified by the Director or Assistant Director that the situation is safe, the Lead Teacher must use the classroom attendance clipboard to verify all children are accounted for. Parents will be notified as soon as possible.
Parents may review more details regarding our Emergency Preparedness Plan upon request.
Anti-Bullying
The Valley School takes matters of bullying very seriously and is committed to a safe and civil educational environment for all children, free from harassment, intimidation or bullying. "Harassment, intimidation or bullying" means any intentional written, verbal, or physical act, when the intentional written, verbal, or physical act:
* Physically harms a student or damages the student's property; or
* Has the effect of substantially interfering with a student's education; or
* Has the effect of substantially disrupting the orderly operation of the school.
* Is severe, persistent, or pervasive that it creates an intimidating or threatening environment; or
Nothing in this policy requires the affected student to possess a characteristic that is a perceived basis for the harassment, intimidation, or bullying, or another distinguishing characteristic.
Harassment, intimidation or bullying can take many forms including slurs, rumors, jokes, innuendo's, demeaning comments, drawings, pranks, gestures, physical attacks, threats, or other written, oral or physical actions. "Intentional acts" refers to the individual's choice to engage in the act rather than the ultimate impact of the action(s). This policy is not intended to prohibit expression of religious, philosophical, or political views, provided that the expression does not substantially disrupt the environment. Many behaviors that do not rise to the level of harassment, intimidation, or bullying may still be prohibited by other policies or classroom rules. False reports or retaliation for harassment, intimidation or bullying also constitutes violations of this policy. In cases of bullying, our disciplinary policy will be followed.
POLICY AND PROCEDURES
Media Free
Our center is a media free center. We don't have a TV, computers, I-pads etc. for the kids. We believe that the children are here to learn, and enough time may already be spent at home using electronics.
Cell Phones
Staff—Will never be seen using a cell phone while they are to be supervising children. This includes texting, talking, searching the web, taking pictures, Facebook etc.
Parents—Please finish your conversations before entering the classroom.
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http://www.aocd.org
Melasma is also known as chloasma or the mask of pregnancy. It is not a harmful disease, but can severely affect a person's cosmetic appearance. In this acquired condition, the skin on the face and neck slowly develops brown patches. Melasma is more common in women than men, and usually occurs during the second or third trimester of pregnancy. It may also develop in persons taking oral contraceptives, hormone replacement therapy, or excessive sun exposure.
The brown patches are attributed to an increased amount of pigment in the skin. The pigment may be located superficially in the epidermis (epidermal melasma), deeply in the dermis (dermal melasma), or a combination of both. The location of the pigment has important treatment considerations, and a dermatologist is skilled at making this determination.
Treatment
Melasma associated with pregnancy usually fades slowly after delivery. Similarly, the pigmentation usually fades slowly after discontinuation of oral contraceptives. Darkening will most likely reoccur with subsequent pregnancies or reintroduction of oral contraceptives.
Fortunately, there are some very effective treatments that will help even the skin tone more rapidly. First and foremost, exposure to the ultraviolet light (sunlight and tanning booths) must be minimized. Sunscreens or sunblocks must be used. Depigmenting agents also known as "bleaching" creams are available over the counter as well as by prescription. The agent most commonly used is hydroquinone. This ingredient may also be combined with other agents such as tretinoin and glycolic acid to increase the efficacy of the medication. The skin may be sensitive to these medications and should be slowly and carefully introduced. The depigmenting effect is slow and will occur over several months.
Aside from or in addition to the depigmenting creams, a dermatologist may employ other techniques. Chemical peels, microdermabrasion, and even some lasers can be effective treatments.
One should keep in mind two very important points when it comes to the treatment of melasma. One, treatment is a slow process usually taking several months or more. Two, treatment results depend on the depth of the pigmentation. Treatment for epidermal melasma is much more successful then dermal melisma.
This information has been provided to you compliments of the American Osteopathic College of Dermatology and your physician.
The medical information provided in this article is for educational purposes only and is the property of the American Osteopathic College of Dermatology. It is not intended nor implied to be a substitute for professional medical advice and shall not create a physician - patient relationship. If you have a specific question or concern about a skin lesion or disease, please consult a dermatologist. Any use, re-creation, dissemination, forwarding or copying of this information is strictly prohibited unless expressed written permission is given by the American Osteopathic College of Dermatology. For detailed information including links to related topics on this and many other skin conditions with photos, visit: https://www.aocd.org/page/DiseaseDatabaseHome
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Preventing an Avian Flu Pandemic
Consider a hypothetical new strain of the bird flu (H5N1++) -- a mutated virus, particularly deadly and contagious, capable of being passed from human to human.
Antiviral drugs (e.g., Tamiflu) suppress the symptoms and thus reduce the probability of the disease being passed by those already infected to those still susceptible. A vaccination, on the other hand, reduces the susceptibility of those not yet infected. [Note that only experimental/unreliable vaccines are available as of right now.] Both the vaccine and antiviral drugs reduce the probability of a death outcome for those infected.
1. Provide recommendations on the amount of antiviral drugs & vaccine that should be stockpiled to prevent an epidemic in USA.
3. The draft report of the federal government's emergency plan, obtained and examined by ABC News, predicts that as many as 200,000 Americans will die within a few months as a result of an avian flu outbreak. How conservative is this estimate?
2. As of right now, a total of 2.5 million doses of Tamiflu are currently on hand in the USA. It is estimated that limited amounts of a reliable vaccine will become available only 6 months after the first outbreak. Provide an estimate for I(t), the likely number of people infected as a function of time. Investigate the impact on I(t) of different quarantine policies.
4. Where should the stockpiles be stored within the country? Assume that each Storage Center can efficiently distribute vaccine and drugs to the people within 150 miles from it, and that those not covered by any Center incur an additional delay of 5 days in receiving all medicine. Given the geographic distribution of the US population, what is the minimal number of Centers needed to avoid the epidemic?
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Prevention of Fire
No open fire; fire, open source of ignition and smoking prohibited
In case of fire
Keep calm Alert fire
Press manual call point
Get into safety
Try to extinguish the fire
Brandschutzordnung nach DIN 14096 / Objekt:
Aushang „Verhalten im Brandfall" – englisch / www.brandschutzdialog.de
Emergency call 112
Warn people who are in danger/ activate alarm
Take along derelicts
Close doors
Use marked ways of escape
Do not use elevators
Find collection point
Pay attention at instructions
Use fire-extinguisher
Use extinguishing hose
Use firefighting means and devices (e.g. fire blanket)
Erstelldatum:
FeuerTRUTZ Network GmbH
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ENERGY
The campus carbon footprint (more than 200,000 metric tonnes of carbon dioxide per year) is largely the result of energy use in buildings. Pledge to take action on campus!
TAKE ACTION! I pledge to...
Turn off the lights when I leave the room, and turn off my computer and other electronic equipment when I leave for the day.
Use daylight or a task lamp with an LED or compact fluorescent bulb and turn off overhead lighting whenever possible.
Not use a space heater in my office, and to report hot or cold temperature comfort issues to the Thermal Feedback "tile" on my.ucdavis.edu.
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2.
3.
RAMACHANDRA BABU
(a response to the questionnaire)
: Personal Background & Early Years
SECTION ONE
1. Tell us something about your family background and the cultural context in which you grew up.
I was born in a small village 80 Km from Chennai in a middle class family. My parents are from Kerala had settled there running a hotel. My
schooling was done in the local High School in Tamil medium. The ten-day festival at the temple, and the crowds that gather, the musical performances are
the lingering memories of the past.
Were there any people in your immediate environment who had any interest in, or professional involvement with the visual or performing arts. Did they
in any way initiate your interest in cinema or the visual arts?
My father is said to be an expert in drawing pencil portraits. Though I
have not seen him drawing he had once shown me one of his portraits hanging in a hotel at Chennai. Before starting the hotel business he was a cinema operator
for sometime. He had encouraged me in drawing and painting.
How were films, people associated with cinema viewed in your family and in your immediate circle of acquaintances?
Just like any other job cinema was also considered as a profession. A
top Tamil film Director was my father's customer who still owes him some money for the food he partook during his days of struggle.
1
4. Please describe in some detail the 'visual field' of your childhood, (perhaps in terms of colours and light). By visual field we mean the ensemble of things that you saw and that have left an imprint on your memory. These could be details in nature, memories of performances or rituals, or films, or paintings and photographs, things that you saw on the street or in a city, or any other striking visual memories.
There was a big lake near my place where I used to go and watch the sun set. The ever-changing play of colours in the dusk hours had left a lasting impression. I used to wonder at the floating shapes of the clouds turning into different forms like an elephant or a face or a chariot etc. Another thing was the beauty of nature, when viewed from a hilltop which I used to climb in my childhood. The vast expanse of landscapes over which the shadows of clouds race along are a sight to behold.
5. Do you recall the first or very early films that you saw? Can you tell us something about that experience? What was/were the films? Do you recall anything about the cinema hall, or space where the film was shown, and about the general atmosphere about the space?
I remember seeing a Black & White film, a Western in which bald headed tufted Red Indians fought Cowboys wearing hats, wielding guns, riding horses and generally shooting everything in sight. It was a morning show. There was something wrong with the sound so I didn't remember hearing any dialogues or music. Just some "Thud…Thud…" noise when the operator fumbled with the projector which I mistook for the sound of gunfire. Also the film broke several times. The hall was not crowded as not many people came to see English films. The Cinema hall was a big structure with four classes of seating arrangement Sofa, chair, Bench and Floor. We generally avoided sitting in Sofa class as it consisted of Cane chairs full of bed bugs.
6. How did you get interested in watching films? Were you ever a member of a film society or film club? Did you know about film societies?
I was not a member of any film society nor have I heard about any such. I was only a casual viewer of films.
7. What were your other interests? Have those interests remained with you in later life?
My only other interests apart from drawing and painting were stamp and coin collecting which I still retain to some extent.
8. Did you have an interest in still photography? Were you ever a member of any amateur photography club?
As a chemistry student I got interested in learning how to mix chemicals for film developing and printing purposes. I used to take photographs with a box camera and used to develop and print in a makeshift darkroom. I was not a member of any amateur photography club.
9. Can you name some of the important films that you saw when you were growing up? Why did you think of them as significant?
During the college days I saw many Hollywood films out of which those that impressed me were Lawrence of Arabia, Dr. Zhivago by their visual brilliance. Especially Lawrence of Arabia which had such strong visuals you felt the heat of the desert though you were sitting in an air-conditioned theatre. Similarly you felt the freezing coldness of the Russian winter in Dr. Zhivago. The films of Alfred Hitchcock were fascinating to watch with their master craftsmanship. Films like Beckett with superb dialogues and fine acting were gems of that period.
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10. How, why and when did you decide to become a cinematographer? What were the factors that influenced this decision? Did your family encourage
or discourage your choice of vocation?
Was your becoming a cinematographer not a result of a conscious decision, but a result of circumstances? If so, please tell us something about those circumstances.
After my graduation I wanted to study painting at Shantiniketan, but finding it to be of five years' duration I had to leave it. While applying for various other courses I came across the Advertisement for Film & Televison Institute of India, Pune. As I was keen on non-office type of jobs and this was one connected with the visual arts, I thought I would give it a try. Luckily for me, I got selected just on the basis of my paintings rather than on previous photographic expertise. In fact I was the sole person who came with paintings while others came with albums and albums of photographs. My family were very encouraging in my decision to join the Institute.
SECTION TWO: On learning to be a Cinematographer
1. Tell us about your education as a cinematographer, did it occur in film school (which institute), or in the industry.
I did my Diploma in Cinema (Motion Picture Photography) at the FTII,
Pune, 1968-71.
2. If you studied in a film school, can you tell us about your years in the institute, and what your memories are of that time? About the syllabus, and quality of film education and technical training. Things that you were
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dissatisfied with. Any specific memories of visiting faculty, important workshops.
I think it was one of the best things that had happened to me. A sprawling campus, with students from all over India and neighbouring countries made our horizons wide open. We had the latest equipments and fully equipped facilities to train. Some of the teaching staff were excellent and thought provoking. Both theory and practicals were well mingled and I suppose that I learnt all the basics from the Institute training only-. Except for the Acting students who were a bunch apart and who behaved as if they are superstars which led to a strike, life there was fine. Of the visiting filmmakers I remember meeting Satyajit Ray, Mrinal Sen, M.T.Vasudevan Nair etc who shared their experiences both in classrooms as well as outside.
3. Can you talk about the important films that you remember seeing from this time. In what way was your perception of cinema, and of cinematography, changing as a result of a sustained and formal film education?
Pather Panchali - It was a revelatory experience of a totally different kind of filmmaking. The lighting was soft and natural, very realistic. Films of Akira Kurosawa, Bergman, Eisenstein, etc. made a deep impact which still haunts me. I try to do realistic lighting as far as possible, true to the source in the frame. I think films should be purposeful and not merely entertainment.
4. When you look back on the exercises that you had to do as a student of cinematography, what are the things that come to mind?
In the Institute we used to do all the things right from loading the magazines, threading the film, focus pulling, lighting, camera operation as well as pushing the trolley. The present day cinematographers can't even do the threading of the film. The overall training enabled me during emergencies when
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some Camera assistants fail to turn up or some inexperienced one comes to location.
5. Tell us something about the experience of shooting your diploma film or first film? If you had to do it over again, what approach would you take? What were the mistakes that you learnt from?
My diploma film mostly consisted of outdoor locations. I think I have lit the indoor scenes pretty well though shot inside the studio floor I managed to give it the look of being shot on location.
6. Were you attracted to the work of any particular cinematographer/s. If so, what attracted you to their work. Tell us something about the important cinematographic influences on you in this period? Have you found that in the course of time, these influences have varied, or have they remained the same?
The cinematographers who influenced me were Subrata Mitra, Sven Nykvst, Nestor Almendros. I liked their realistic lighting, soft and natural looking, as if they never used any lights at all. I still feel it is very valid even today.
7. What if any, were the other sources of influence (outside cinema and filmmaking) on the shaping of your vision?
My other source of inspiration was nature, the ever-changing patterns of light created by just one source, the sun during day and the moon during night.
8. What suggestions do you have about the education of a young person studying cinematography in a film institute today?
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Apart from studying in the Institute, he should study the works of great painters and sculptors to understand the use of light, colours, composition, shapes etc.
9. If you learnt in the industry, what were the sources of information on technical matters? What was the relationship that you had with the cinematographers from whom you learnt your craft? From the point of view of learning your craft, can you tell us about any significant experiences that you had?
Not applicable
10. What is the nature of the relationship between you and the cinematographer/s from whom you learnt your craft today?
N/A
SECTION THREE: On entering and being in the Profession.
1. Tell us something about how you entered the profession? What were the first few projects that you worked on?
At the end of my final year, John Abraham who was my senior by two years asked me to work as a camera assistant in his first feature film "Vidyarthikaley ithile ihile" (1972) in Malayalam. Later on when I came to Madras, John asked me whether I am willing to accept the challenge of doing cinematography on my own. I accepted it and did the film even though I was not aware of the ways in which the Industry functioned. Thus without assisting anybody and with out having any Industry experience I became a Cinematographer. Later on I did one or two films, but a significant one was "Nirmalyam directed by M.T.Vasudevan Nair, which won the President's Gold
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Medal for the best feature film in 1973. Later I did K.G.George's "Swapnadanam" which also won many State and National Awards.
2. What are the kinds of experiences that you had as an assistant? Who were the cinematographers that you worked with as an assistant, on which films and for how long?
Not applicable.
3. Tell us something about the different things that you learnt from the cinematographers that you have assisted.
N/A.
4. How has your experience of being an assistant influenced your relationships with your assistants today?
N/A.
5. Is there anything in the generally prevalent relationship between assistants and cinematographers that you think needs to be questioned?
Many assistants just attend the shooting part, get their payments and go home. They just do not bother to come to the Laboratory and watch how their exposure or light is being manipulated on the colour analyzer etc. so that they can correct their mistakes in future. Some of them don't even watch the films they have worked. Then how will they learn?
6. Can you talk about any devices that you designed or innovations that you brought into practice? How did these come about?
I was fascinated by the "Box Lights" made by Subrata Mitra at the Institute, but I found them difficult to lug around from location to location. So I made a wooden frame of 4 feet by 3 feet and covered it with a variety of white plastic tablecloth. This frame I kept in front of the light to get a soft even light.
Nowadays Acrylic sheets are being used for this purpose. Some years back I
have successfully made a portable jib arm which is mounted on a tripod to be used as a mini-crane. It was based on an Australian product, the photo of which I
saw in a magazine.
7. Were there any 'improvisations' that you had to resort to, in order to deal with a particular problem or situation?
Even to get frames made will lake a few days in a location and you will be left to do some makeshift arrangements to soften the harsh HMI lights. In order to overcome that I have got Aluminium frames made which can be dismantled for transport.
8. How did you get the 'break' to shoot your first film?
See my answer to Q.No.1
9. Can you trace a graph of your learning curve from film to film, or project to project?
Each film is a learning experience as locations vary every time. You have to think about how you are going to place your lights without being seen by the camera. All the time you have to be innovative and ready to experiment. Only by taking the untrodden path can you discover.
10. Please describe in detail at least 3 important sequences that you have shot in the course of your career. Describe also the work that you had to put in,
in order to realise these sequences.
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In the Malayalam film "Padayottam" (70mm) there was this "Chess Board Dance" sequence to be shot at night, on the banks of a river. Dancers were dressed up as chessman and a huge Chessboard was constructed. In order to show the expanse of water and the distant hills, I wanted to shoot the long shots at dusk hours. For that we had to put hundreds of lights well in advance. We usually started the job around 3 pm. The year was 1980, we had only Arc Brutes and incandescent lights and I was using only 100 ASA film for fine grain results in the Blow-up. We had very little time to measure and balance the lights against the fast fading daylight. We had two cameras covering from two angles and we used to take two takes of each shot at two different times so that we could choose better matching shots. Like that we shot for 4 or 5 days to cover all the long shots. In the final film the effect was wonderful as you can see the faint sky, the distant mountains and little shimmer of the river all in a night scene.
While shooting for the Malayalam film "Itha ivied vare" (1977) I wanted to avoid painted backdrops in studio sets. So whenever we had to shoot opposite angles, I shot it in outdoor locations with real skies, trees and water as background. Though it was difficult to match the colour temperature, I could balance in the laboratory and give the sets a real location feeling.
In the film "Oru vadakkan veera gaadha" (1989 - Mal) there was a dayfor-night sequence of the hero riding a horse for a rendezvous. Late afternoon light was my choice and the Director agreed and waited for the suitable light, and shot it around 4 pm using it as back light, under exposing by about 2 stops, without an 85 filter on the camera. The result was excellent and people still talk about it.
11. Can you tell us something about the problems that you have had professionally and technically and how you have dealt with them? Can you
tell us about at least 3 significant professional and technical decisions that you have had to take in the course of your career?
For the historical filmOru Vadakkan Veera Gaadha
I wanted to give a golden tone to evoke the oil lamps used in those days. I could not find any
suitable filter to put either on the camera or on the lights. I finally managed to get the effect by having the voltage reduced by putting the lights on dimmers. I could
further vary them to obtain a shimmering effect too.
Always light up based on the source in the frame. Never take the shot if the light is too less, for you can't save a shot which was underexposed. Do not
yield to pressure by others for taking a shot, for they will be the ones to criticize you first when they see it on the screen. Only the result counts. These are three
of my decisions.
12. Can you tell us about how you have seen the position of a cinematographer change:
a)
In the industry at large b)
c)
In a film unit
In terms of public perception.
In the Industry people look for quality work rather than just getting some image on film. Not just some fast cameraman who uses very few lights. In the film
unit he is still supreme, but the aura surrounding a cameraman of olden days is gone. He is more of a glorified customer. In the eyes of the public he has a better
image, people read their names in the credit titles and remember it for a long time too if they like the images.
13. How do you react when you hear the statement "The Cinematographer takes too much time to light up"? What are your thoughts about the
pressure of time, and its effect on the quality of your work?
This is an often-heard statement. People can wait for days for the stars to arrive on location, wait for hours for a set property or costume to be brought to
the set, but they can't bear to wait for a few minutes for the cinematographer to do the final touches for finishing his lighting. Sometime all the effort taken is lost
in the last hurried up moments when a net is not held in position or a flag is not properly placed to cut off the light falling on a bright background. It is better to
turn a deaf ear to all the noise being made around, for ultimately it is the result that counts. The same people will turn against you if the results are bad, saying,
"We may in our tensions ask you to hurry up, but you must have seen that the result is not affected”.
SECTION Four: On The Practice of Cinematography.
1. Do you have preferences in terms of what you like to shoot, and why?
* song & dance
* action
* drama
* nature & wildlife
* historical and period based work
* fantasy/science fiction/ special effects oriented work
* work with an emphasis on architecture
* work with an emphasis on graphic elements
* documentaries
* other
I prefer to work in Historical & Period based themes, Fantasy, Science Fiction, and Special Effects oriented subjects because you have a lot of scope to try out different type of lighting patterns. In such situations you feel as if you are creating something, which is true especially in work involving graphic elements, where images are created electronically.
2. Tell us your opinion (based on your experience) about what you think is the nature of the relationships between the following. (In these relationships please talk in terms of what you think is the ideal and what you perceive as the existing reality.)
* cinematographer & director
This should be one in which a lot of understanding is involved. They both must be able to adjust to each other's strengths and weaknesses as well as complement each other. It is a relationship that should exist not only on the sets but off the set too, so that even after pack up we should sit and chat about how we should go about shooting the film. Ego problems should not arise in accepting good suggestions made by the cinematographer. The relationship should be "Made for Each Other".
* cinematographer & art director/costume designer
Here is one which needs close collaboration especially in deciding upon the look of the film in terms of the colour scheme, texture and design of materials used which will ultimately affect the final look. This should start right from the script stage itself for perfect blending.
* cinematographer & choreographer/action director
It is always better to discuss possible angles, camera movements, camera speed etc. to achieve effective picturisation.
* cinematographer & sound-recordist
An understanding location Sound Recordist will always seek the opinion of the Cinematographer for possible mike placement.
* cinematographer & assistants
Closest possible collaboration is needed here. Understanding the needs of the Cinematographer instinctively and doing the necessary thing in the most efficient and fastest manner is the hallmark of a good assistant. Among themselves they should have perfect co-ordination so that there is no confusion on who is to do what on the sets. They should be bold enough to ask questions and have the guts to point out if any thing goes wrong. In fact they are the pillars that support a Cinematographer.
* cinematographer & actors (experienced & inexperienced, stars & non stars)
Actors should be in close communion with the cinematographer for whatever they enact on the set is going to be on the screen through his craft only. Even poor performance can be enhanced by inspired lighting and camera placement and vice versa. Unfortunately the new breed of stars is not aware of this. If they do not hit the marks the focus goes wrong and they do not get proper light. I remember veteran actors asking me which is their Key light and the placement of the camera. Some even went to the extent of holding a mirror and watching their facial expressions too. They also know their good angles and always remembered to present their best sides to the camera. Another thing they should remember is that it is their face that is being photographed, so they should come and stand in their marks for lighting purposes and not to opt for stand-ins or others.
* cinematographer & light boys
They are the people who translate the cinematographer's vision into reality. They must understand the style of the cinematographer and the way he likes to light up and do it accordingly. They should be adventurous enough to climb anywhere to place lights at impossible positions. They can make or mar a cinematographer's work and hence have to be kept good-humoured.
* cinematographer & laboratory technicians
Here is the most important collaboration that will affect the final outcome of a cinematographer's work. An understanding Lab Technician will help a cinematographer to achieve the desired look and tonal quality in the final print. He will also point out if there are any mistakes in terms of exposure or focus or other faults etc at the time of negative processing. A good colour timer should read the mind of the cinematographer and give him the desired colour tone.
* cinematographer & production in charge
In order to economically and effectively utilize the facilities within the allocated budget thorough planning is needed. Interaction with the Production in charge and the cinematographer can result in smooth shooting without any undue delays or re-shoots etc.
3. What in your opinion is the relationship between the craft of Cinematography and the other departments in filmmaking:
* Art Direction
The closest collaboration and coordination is needed with this department. Right from selecting the location. choosing appropriate background colours. props etc they can be a lot creative in realizing the Cinematographer's vision.
* Editing
They should respect a Cinematographer's artistic decision by not using N.G. shots and also by not cutting shots while in movement thus creating visual jerks. 1hey should also see that visuals are given their due screen time for the audience to appreciate them. They must take extreme care while handling the negative in the editing room. It has been my experience that the maximum damage occurs during the negative cutting stage.
* Scriptwriting
Script writers should be able to conceive a film in terms of visuals, i.e., through the eyes of a Cinematographer. So discussions with him will be highly productive in terms of visual richness.
* Music
Having a good sense of music will be really helpful, for if you know the kind of background music that will accompany a particular shot, you can devise the camera movement faster or slower accordingly.
* Sound
Sound should complement the visuals. A jarring sound can mar a beautiful shot. As different elements join together to constitute a great picture, all the departments must function together in the right proportion without overshadowing each other.
4. Please tell us about at least 3 instances from your experience that clearly illustrates the cinematographer-director relationship. Who are in your opinion the significant directors that you worked with, on which films and for how long? Tell us something about the different things that you learnt from the directors that you have shot for.
Having done ten films for Director KG George, who has been a friend of mine since 1968 Institute days. I found his mise-en-scenes very interesting to do, for instead of going for several shots he combines artiste movements along with camera movements to create a single fluid uninterrupted shot and achieves a better effect. This kind of shot needs a lot of planning as well as a number of rehearsals by all concerned. But the result is worth the effort.
The late Bharathan is also another director who opted for mise-enscenes. Being an Art Director, he had the eye for visuals and planned the shots accordingly, choosing the proper locations, props and also waiting for the suitable atmospheric conditions. He would also suggest lighting patterns and refer to paintings of past Masters as reference. He inspired you to do your best by creating artistic atmosphere on and off the set. No wonder I got State Awards for Cinematography for two of his films.
Director Jijo for whom I did the only 70mm Malayalam film Padayottam is a person who lives film. All the time he meticulously plans out things. He is a perfectionist to the extent that he saw to it that the film was projected in all its glory in the theatres where it was screened. A team of people consisting of Laboratory technician, Sound Engineer, Projectionist, myself the Cinematographer and Jijo visited all the theatres with test films and a reel of our 70 mm print, projected them and corrected the projection conditions. I think the success of their 3D film Chota Chettan was also only due to this perfectionism.
In a career spanning 28 years I have had the opportunity to work with some of the leading lights of the Malayalam film industry such as John Abraham, Ramu Kariat, MT Vasudevan Nair, KG George, Bharathan, IV Sasi, PN Menon, Mani Ratnam, Hariharan, KS Sethu, Madhavan, Lohita Das, Fazil, etc. I also had the opportunity to work in 19 maiden directorial ventures, which include John Abraham's, KG George's, MT Vasudevan Nair's among others. I have done 10 films each for KG George and IV Sasi, and 7 films for Bharathan.
I have learnt many things from my Directors: how to do and how not to do shot division, shot composition, handling of actors, framing, lighting, mood, how a shot is going to be edited etc. In the early days of my career, I used to be present all through the script stage, location hunting, artiste selection, shooting, dubbing, editing, rerecording and release. In fact we used to live together discussing all the time about films.
5. "Without a well worked out screenplay/script and an imaginative director who is willing to take risks to open out possibilities for the camera, the cinematographer's labour is not worth the footage" - Comment.
I fully agree with the statement. Without a proper basic structure however fine a building you may construct it is bound to fall down and collapse. A painting done on poor quality cloth is bound to crack, flake and fade. Script is the skeleton of our being.
6. What in your opinion are the different professional and technical demands made on cinematographers in:
* Mainstream Commercial Cinema
We have to be fast, flexible and willing to do the lighting in a higher key so that the highly paid stars are shown in all their glory. That means more glamour or rather Ad filmic look. Instead of looking for lighting continuity Directors seek fancy lighting effects. You get more state of the art equipments, bigger units, more crowd the merrier.
* Parallel Cinema
It is the opposite of the Mainstream ones. You have to make do with available equipments, constantly improvising to finish the film within the budget and schedule. The pay packet may be thin, the living conditions poor, the work hard but you are immensely satisfied with your ultimate product.
* Documentary
This requires a lot of patience, dedication, understanding of the subject and lots of hard work in unexpected situations.
* Ad Films
Any thing goes as long as it is outrageous and eye catching!
* Music Videos
I haven't done any, but I suppose it is just like Ad films
* Television Serials
It is a race against time, of how many episodes you can cover in the given number of days. There is no place for lighting effects. It is just assembly line production.
* Television Shows
I haven't done any.
7. What are the different ways in which you approach working on film and working on video?
I prefer working in films mostly because I feel that in Video you do not have control over the final images. Ultimately that is what counts most. Moreover a film image is meant for repeated viewing unlike a video which mayor may not be seen afterwards. Film is forever!
8. What do you think is the importance and role of new image making technologies, digital and computer aided image making in shaping the work
of the cinematographer today?
Digital and computer added image making are all tools in the hands of a creative Director. Just as computer created creatures cannot replace actors, there ought to be a Cinematographer with an artistic vision sitting if not behind the camera but in front of the computer. There ought to be a creative artist and not just a computer expert if visionary and haunting images are to be created. A
Cinematographer should take it in his stride such developments as if unlimited shades of colours are being added to his palette.
9. What are the international trends that you see emerging in cinematography today? What kind of work do you admire in Hollywood, European Cinema, Other Asian Cinemas (Iran, Hong Kong, Japan, China, South Korea etc.) in Mainstream Indian Cinema, in parallel and regional cinema in India?
Excepting our mainstream cinema, I rind that in all other Hollywood, European, Asian, Our own Parallel and Regional cinema, the trend is for naturalistic "Unlit" type of photography. No gimmicks, no fancy angles, crazy movements, flashy filters no oddball lighting effects. If it is to be done there is a separate category of filmmaking, namely Ad films and Music videos. There to get the attention of a viewer for a short duration all kinds of visual acrobatics are being performed. But imagine doing it for a full two and half hours at a stretch in a feature film. This is exactly what is happening in our mainstream cinema. A part of the blame is due to some of our eminent cinematographers who introduced it in our feature films.
10. What are the trends that you see emerging in Documentary cinematography?
I haven't done a documentary in the past 20 years or so.
11. What are the trends that you see emerging in cinematography for advertising?
In ad films gimmicks won't last much. It is the idea which will stand the test of time. I still remember the Award winning ad films I have seen at the Institute not because of the fancy cinematography but by the content which exemplified the product.
12. Do you perceive a difference between the cinematography of the mainstream film industries in Bombay, and in the South? If so, what is the nature of this difference? Is there a difference also in terms of the work culture, professional standards etc?
I have done only one Hindi film – Patita - Dir: IV Sasi so I can't say much about this.
13. Do you think there are different schools of cinematography, in India as well as internationally?
I think there are different schools of cinematography. Hollywood European. Russian. Latin American etc.
14. What kind of cinematography would you have very negative feelings about?
I hate indifferent cinematography - just placing the camera, putting lights etc. with out any reason or purpose.
15. How do you keep up with new trends and ideas in cinematography? What are your sources of information on new developments?
I watch new films as well as T.V. Programs showing 'behind the scene' events. I also read American Cinematographer, Cinefex, BSC, ACS, Kodak Newsletters to read about new developments.
16. What is the level of your interaction with other cinematographers? What issues would you discuss with your cinematographic colleagues?
I keep in touch with others personally and over the phone while I am at home. Also through the newsletter - NDIAN CINEMATOGRAPHER which I edit for the INDIAN SOCIETY OF CINEMATOGRAPHERS.
With colleagues I discuss the recent trends in Cinematography, the latest equipments, films, new movies, and other factors affecting cinema on the whole, etc.
17. Are there enough forums for debate and discussion on cinematography? What are the role of the associations, guilds and other organisations of cinematographers?
I feel we do not have any proper forums for debate or discussion. Even though an association or guild may be formed, it can only function effectively if members take sufficient interest. I am telling this from my experience as founder President of Indian Society of Cinematographers, that though we had been requesting for Articles, anecdotes, letters etc. for our Newsletter I am yet to get one. May be they are busy or couldn't find time to write. But they should actively take part by expressing their views. Another thing is, since we are small in number and spread out all over the country it is difficult to keep in touch compounded by the fact that most of us are away on location.
18. What is your opinion about the practice of giving awards for cinematography? Has this helped raise standards? Has it encouraged unhealthy competition and patronage networks?
Awards are by nature encouraging and accord recognition. But the monetary rewards are a pittance when compared to the other categories. But I feel that it hasn't helped to raise the standards. I am sure that no cinematographer does a film aiming for the awards. Firstly he tries to create his best possible work. Only when he sees the final result he thinks, perhaps he might get an Award. Only when non-deserving cases get the Awards do we feel the handiwork of politics, money and other influences.
19. Do you think that cinematography gets the critical attention it deserves in the press and in film criticism/reviewing?
I do not think that we get critical attention from reviewers and critics. It is usually a one-line statement that the photography was excellent or eye-catching!
20. Do you think that the ordinary viewing public in India is sensitive to and aware of the contribution made by the cinematographer to a film or television programme?
Ordinary viewing public gets carried away by picture post card visuals, acrobatic camera movements, odd lighting effects and then think that to be great cinematography. They are not aware of our contribution to the film as a whole.
21. Why do you think there are very few women in the profession of cinematography? And why are so few women taken on as assistants are?
I think it is because the work is tough physical work requiring you to be on your feet even for 24 hours at a stretch for long schedules running for months at a time. While everybody on the set relaxes, the cinematographer is busy doing the lighting for the next shot. Immediately after the director yells, " CUT - OK", he rushes to the cinematographer to tell him that he wants the next shot to be taken like this. Even during lunch break invariably he is yanked away to see some location or to see some dress or props etc. Because of the sheer physical stamina needed women hesitate to come to this profession. I think that many of us do not take female assistants because we do not want to take up the additional burden of looking after their security etc. on location.
22. What do you think of the payments given to cinematographer? "Cinematographers are well paid but highly exploited." - Comment
The statement should have been "Cinematographers are poorly paid but highly exploited!" Even a character artiste who works for a week or so in the film
gets more money than a Cinematographer who toils for months. Actors get their full amount before they finish their shooting if they do not dub (75% during
shooting and balance before
dubbing, if they are dubbing) whereas a cinematographer is finally paid only at the time of release printmaking.
23. What is your opinion on the payments and working conditions of assistants, light boys, grips electricians etc.
Now a days after the formation of Trade Unions, their lot has improved much. They are not cheated of their payments, their wages are fair and working
conditions have improved.
24. Do you find yourself having to become involved in protecting the interests of the camera crew often? Why is this so?
Though it doesn't happen often, I sometimes stand by the crew especially when they are falsely blamed for something that they didn't do.
SECTION FIVE: Technical Questions and Issues.
A. Pre-production Planning:
1. Given a choice between Film and Video what would you like to work on and why?
I strongly prefer Film only! If you really care about your work being viewed as you had wanted it to be, you wouldn’t go for anything else. If you do
not want some one in the Telecine section, engineers in the Telecasting Studio
and millions of viewers to adjust the colour, brightness and contrast of your lovingly crafted images, then go for film, and only film!
2. What are your preferences in terms of the following and why:
In Film & in Video Accessories & Gadgets
16mm Beta Video Assist
35mm Digi Beta Remote Control
Cinemascope Mini Digi Lighting Fixtures
Hi 8 Steadycam
(In which situations would you choose to work with which of the above)
I believe all these equipments are tools for you to create the images you want. According to the nature of work you select them. A Panavision Camera
doesn't by itself create a great film. Many of the world classics were created by hand cranked cameras. So insisting that you will use only such and such
equipment is absurd. It is the "How" you do which is more important rather than
"With What" you do it.
3. What are the different meters that you feel are essential to your work, and why?
I feel a good Digital Meter which can be used for reflected and incident light reading both in f Numbers as well as in foot candles is ideal. If you have a
Spot Meter it will lessen your frequent 'to and fro' walk between the camera and the subject.
4. What are your preferences in terms of aspect ratios? What, in your opinion is enhanced, and what is lost, when you move form one aspect ratio to
another?
Personally I like the 1:1.66 format for social dramas and Cinemascope for Epic dimensions or Nature based wide vistas. At present most films are being made in Cinemascope, we are constrained by filling the frame with just faces especially when it comes to taking close-ups. I personally think that we are not utilizing the vast possibilities of the Cinemascope screen of letting the audience choose what portions of the screen they want to watch. Frequently the shots are not sustained for sufficient length of time to allow for it. In fact fast cutting has a jarring effect in bigger formats.
5. What are your preferences in terms of film stock, and why?
The choice depends on the budget of the film, but if asked I prefer Kodak for the colour reproduction, grain structure, latitude. But Fuji stock is also good, especially the high speed ones which I feel are better than Kodak when it comes to graininess.
6. Which camera/s do you prefer to work with, and why?
Beggars cannot be choosers. The only cameras available are the old trusted Arriflexes. I would prefer the newer 535 model, for the picture steadiness, variable shutter and higher speed and precision control.
7. Which lenses do you prefer to work with, and why?
I would like to work with Cooke lenses, because they are extremely sharp, no diffusion and no flares even when wide open. I would like to try the new Zoom lens of Russian design now being made in the U.K. which is said to be excellent. It must be much better than the anamorphic adapted 25-250 Angenieux lenses. I understand nobody in the world uses the Kowa anamorphic lenses/which we use in large numbers in our country.
8. Given a choice between working in a studio and a location, what would you opt for, and why?
I would always prefer a location for the simple reason that you cannot place the light wherever you want. It makes you think, innovate and be creative in the placement of lights. You take an existing available source of light and modify or enhance it according to your need. This I find challenging and also you are never repetitive as the lighting conditions and locations keep on changing.
9. From a cinematographer's point of view, what typically are the things most neglected and forgotten at the budgeting and production planning stage?
During budgeting things like Steadicam, remote crane, high camera platforms, vehicle mounts, helicopter Work, rigging equipments are not taken into consideration. Same is the case with special lighting equipments and minor graphic work. These come up during the course of shooting and sometimes it is not possible to use them because of budget constraints. In the planning stage too make-up and wardrobe tests are not done, which means there will be lot of delays during the shooting time in correcting the make-up and costumes as every artiste now-a-days have their personal make- up man and costumer.
10. How much say and involvement do you have in discussions about sets, locations, costumes and props? What are the things that you think have to be kept in mind when discussing these questions prior to production?
I am willing to spend as much time possible for discussion about sets, locations, costumes and props, but the concerned director or producer doesn't find time or give serious concern about such things. In my opinion a cinematographer should be consulted on these matters long before the shooting starts for his invaluable contribution for the betterment of the film as well as saving a lot of wastage during the shooting stage.
11. "If we do a comparative analysis of the heads and amounts of expenditure in an average film, we find that the least amount of money is actually spent on what the film is going to end up looking like" - Comment
Very true! Look at the film Titanic, you can see where the money has gone, certainly not into the pockets of the stars. And look at our mega productions and see if it is worth the boasted crores of rupees budget. You know a major portion is wasted due to poor script, bad planning, shoddy execution and astronomical star salaries.
12. What are the different kind of tests that you are able to do, and would like to do prior to filming (In terms of equipment and stock tests)?
Testing of equipment or stock generally doesn't take place, as the equipment will not be available as also the stock. But I usually test the lenses visually with the aid of a Lens testing chart and immediately get the first few rolls printed and see the results for any defects. Ideally I would like to take a steadiness test and focus test of all lenses. Also if any new stocks are to be used, exposure test should be taken and emulsion from the same batch should be used.
13. What is your opinion on the general standards of maintenance of camera equipment, lights and accessories?
Generally the equipments are very badly maintained as they are rushed up from one shooting location to another. Regarding cameras and lenses, we do not have many company trained service personnel who have the expertise as
well as equipment to repair such precision lenses and cameras. A few such have their hands full, so there is a long waiting list and ultimately the equipment hirers take it only when a serious breakdown occurs. Many of the lights come without plugs and not proper insulation that every time you touch a light barefoot, you are bound to get an electric shock. There is utter disregard for safety features.
14. To what do you attribute the absence of innovations in technology, equipment and accessories, especially with relevance to Indian conditions? What can be done to remedy this?
Technological innovations like remote controlled aerial cameras, helium balloon lights, underwater cameras, lighting equipments, fluorescent lighting, miniature photography, etc. all can enhance our way of filmmaking. Of course some of them are expensive but it is nothing when compared to star salaries. Producers should come forward to spend money for this purpose. Our equipment rental companies buy new equipments only on the basis of their return of investment in the form of rental income. They want their investment back as soon as possible. They are also ignorant about the latest equipment scene.
15. What in your opinion is the importance of lab reports on stock tests?
Lab reports on stock tests show you exactly how your results will be in the final film. So they are of very much importance to me.
16. How do you decide upon a particular laboratory?
I decide on the Lab for the following factors: The processing should be consistent with no day-to-day variations. The negative handling should be perfect, no scratches, watermarks or dust particles. Developing should be of proper density and prints should be of proper colour tone, contrast and density.
The colour timer should understand enough to know your tastes and time your release print as per your intentions. It is the result that counts and nothing else.
B. Lighting
1. When you begin thinking of a lighting design for a film, do you work towards an overall look for the entire film, or do you work out your lighting
scheme in terms of different sequences, scenes and shots.
After going through the script and discussing with the Director, try to integrate suitable lighting schemes for individual scenes etc.
2. How do you realise 'the look of a film' in your work? Please talk about this in detail, with examples in terms of lighting, framing, saturation, colour and
movement.
The look of a subject is decided on the basis of a subject whether it is a period one, romance, action, comedy, etc. Lighting effects can be high key in
Romantic and comedy films whereas it will be low key, dark and moody in mystery, suffering or depressive situations. Colour can be bright and splashy in
happy moods and dull and subdued in grim scenes. Figures can be composed either as the centre of focus or at the edges as if unimportant. Oddball
compositions can give hints of something about to happen or other worldly weird look, useful in horror and science fiction films. Movement can be of great value in
fast packed action films. Playing with colour saturation can be used to depict drab existence.
3. How do you begin to light a set?
After forming a suitable lighting pattern I look for the possible sources in the set, then start the background lighting first, then the artistes' lighting is done, while on the way the props are also lighted accordingly.
4. Do you light for the frame, or for points of emphasis within the frame? Does
Lighting determine the frame, or, does framing determine the lighting.
Please answer with examples from your work.
First I fix the frame and with reference to the frame I do the lighting. Generally the framing determines the lighting. But in some rare cases where I want to include a light source (Table lamp, Window, firelight etc.) I might frame it so that the audience get to know from where the lighting effect is coming from.
5. What are your preferences in terms of specular/ bounced/ diffused lighting, and why?
Though I love diffused lighting, I use specular and bounced light too, for in nature we have all the three types of light. So to do a naturalistic lighting we have to use all of them. For sunlight effect we have to use specular light only. Similarly light coming through frosted glass windows will be of diffused variety and the light coming from the ceilings are bounced light.
6. What kind of filters do you use, in what contexts, and to what effect?
I do not use many filters because invariably their presence is felt on the screen. Sometimes I use a light Black ProMist to create a dreamy effect or slight Fog in early morning outdoor sequences.
7. Do you like to work for a 'lit' feeling or for an 'unlit' feeling? Why?
I like to work for an "unlit" feeling for the simple reason that the audience should not feel the presence of a cinematographer putting some light here and there. Our work should be as unobtrusive as possible.
8. Do you ever mix Tungsten and Daylight? In what situations? Why?
I mix Tungsten and Daylight only in situations where there is a Tungsten source in the set. Otherwise I do not mix the two types of lights.
9. "The Film Industry wastes a lot of power. There is a lot of unnecessary lighting in films today" – Comment.
True. There are cinematographers who flaunt their greatness by having a number of generators and an army of lightmen to man the hundreds of exotic lights. Whether they need it or not a lot of light is brought and using less than two generators is below their dignity. They forget the fact that God, the Greatest Cinematographer just uses only one light, the Sun for all his myriad lighting effects!
10. Do you ever consciously make an effort to use fewer lights?
I always try to use the minimum number of lights as possible in a situation.
11. How much room or leeway do you give to the possibility of changes in your lighting scheme in terms of variations (clouds, sunshine, changes in the weather etc.) in the light condition in your locations?
I try not to give any visual jerks due to variations in lighting conditions in out door locations. If it becomes suddenly cloudy and if there is no possibility of sunlight coming up, I might use some specular HMI lights to simulate sun light effect or use Scrims vice versa.
12. Do you incorporate such variations into your lighting pattern, or, do you insist on taking shots at particular time and only under pre-determined light conditions?
If possible I will opt for shooting in the same lighting condition. But sometimes it will be cloudy for days on end. So I will see to it there is some transition shot, say a close up of a person sitting in shade comes before the overcast shot so that there is not much of a visual jerk.
13. Do you insist on working at a particular aperture setting for a film? Do you have a favourite aperture setting? Why?
I do not have any particular aperture preference but I try not to shoot wide open as lens performance deteriorates at that setting.
14. What makes a location or a set interesting to work with in terms of Light? What can we say is the 'feel' of a location?
A building with a lot of windows or openings is an interesting place to light, whereas a room with out any windows is difficult to light. The only source may be through the door or perhaps a lamp in the ceiling. And some places like old palaces, stately mansions inspire you by their classic architecture to opt for a period style of lighting.
15. In a given location or set, how do you consciously incorporate natural light sources, available practicals like lanterns, firelight, candlelight etc., architectural features like pillars, doorways and different elevations in the designing of your shots and lighting?
As I always follow the sources in the set as a basis of my lighting pattern, I always insist on switching on the practicals first. It will help me to see the existing pattern of light and then I will modify it to suit my lighting design. I try to include the practicals, lanterns, firelight etc. in the frame so that the viewer knows from where the light comes. Architectural features are incorporated in the frame for compositional purposes, and also for providing foreground information for perception of depth. For moving shots, pillars, doorways, etc. can be effectively used for obtaining three-dimensional feeling.
16. Do you ever experiment in terms of playing with differences in exposure for different takes of the same shot?
I do not give different exposure values for different takes of the same shot.
17. How do you work in the possibilities of camera and character movement into your lighting scheme for a given shot? Please give at least 3 examples from your work.
The shot: Two persons enter a cellar with a flaming torch and search. Since it was the opening shot of the film, I planned to dolly back from a mid-Iong shot of total darkness, in which the door is opened and the room is flooded with the light. As they move forward from one chamber to another the background gets darkened and the foreground gets illuminated, the camera moves back. Finally they come nearer to camera for a closer view and move out of frame. I had all the lights on dimmers so that the background illumination is faded off as soon the characters move away from that chamber. Meanwhile they are lit by a number of small units which are being carried by hand and followed by a team of light men. At doorways the changeover from one team to another was accomplished by fading out and fading in of the dimmers, which were also used to give the flickering effect of flames. It required many rehearsals and perfect coordination to achieve the effect. (Film: Oru Vadakkan Veeragaadha)
The shot: At night the Doctor is rushing through the corridor to attend an Emergency case. To create tension, I wanted a staccato pattern of light to fall on the face of the doctor. I installed some overhead photofloods to form pools of light to pass through and also used the windows to provide a pattern light. Finally the problem was a lengthy dolly shot for which we could not lay tracks as it would be seen in the frame. It was solved by me sitting in a wheel chair and taking a handheld shot. (Film: Sandyakku Virinja Poovu)
The shot: The character wakes up at mid night on hearing some sound and searches in the darkness. As this was a horror film, I had the character silhouetted against windows lit by moonlight and when he goes in dark areas, he is faintly lit by patches of backlight. To forebode the danger the camera was planned to follow him from behind as an over the shoulder shot. This time I had a Steadicam to achieve the effect. (Film: Aakasha Ganga).
18. Do you like to use the idea of moving your camera between different intensities of illumination in a given space? Or, do you prefer evenness in terms of lighting on the set?
I do not like evenness of light at all. It is the variations in intensities of illumination which gives depth in lighting. I like the camera to travel through different zones of brightness in the same shot.
19. Have recently developed faster film stocks changed or had any impact on your overall philosophy and pattern of lighting?
Newer faster films haven't changed my overall lighting pattern except for the fact that now I can use smaller units of light consuming less power.
20. When do you say that the lighting for a shot is done?
When I feel that I have finished the rough lighting, I'll call for the full rehearsals with the artistes and camera movements to fine-tune my lighting, and only when I am satisfied, I'll say that the lighting is done and we can go for a take.
C. Framing
1. "The presence of a video monitor or video assist diminishes the autonomy and authority of a cinematographer on a set in terms of determining the framing of a shot" - Comment.
True. Each person on the set may have their own opinion regarding the framing and composition and they may directly or indirectly express it if they get an opportunity to see it in the video monitor right there on the set. Decisions about framing and composition are determined by the cinematographer and Director and not by collective discussion of the crew.
2. How do you guide the viewer's eye within the frame? Through graphic elements, symmetry/ asymmetry, volume, light or colour.
I guide the viewer's eyes within the frame through graphic elements, symmetry/asymmetry, volume, light, colour, etc. based on the classic rules of composition.
3. What are preferences in terms of working with different camera angles?
Eye level camera angles are used normally, as in everyday situations we view the world from our standing eye level. In the case of point of view of a person, the camera is placed at his eye level position. A low angle is used for emphasis, to show huge or domineering figures. Similarly a high angle is used to show lowly or downbeat, sad or desolate situations. So according to the need of the shot camera angles are chosen.
4. How do you create depth in a frame? With the help of light, or colour, or both?
I try to create depth through the use of light mostly as the colour of the set, costumes, props may be determined from earlier scenes and in continuity. So colour scheme may not be manipulated much for creating depth. Hence I depend on light for that purpose.
D. Lenses & Lensing:
1. What are your preferences in terms of working with block and zoom lenses?
I prefer to work with block lenses only because they are much sharper than the zoom lenses and we can work at wider aperture and with less lights.
2. Which makes of lenses are your favourites? Why?
I have no choice as we have mostly Kowa anamorphic lenses only. (See my answer -Section 5, A-7 for more details).
3. Do you think that variations in focal length have expressive and subjective connotations? Please give examples to illustrate your opinions.
Longer focal length lenses are ideal for isolating the subject from the background and hence are used for shots in which the character feels loneliness or separation etc. The so-called normal lens covers an angle approximating human vision and is capable of keeping the background also reasonably in focus.
This lens can be used in everyday situations where you want to provide both
Ramachandra Babu
foreground and background information - the focal length is neutral and nonspecific. Wide-angle lenses encompass more information that we normally encounter in our field of vision and unusual by nature. Hence they can be used to dramatize and depict strange and powerful emotions. Ultra wide lenses call attention by their distorting qualities and so may be used for odd shots or out of the world visuals.
4. Does working in different aspect ratios have any relationship to the kind of lensing that you would go for? Compare between film and TV, and between
16mm, 35mm and cinemascope.
Different aspect ratios determine the kind of lenses you would use.
As also the size of the screen. Wide screen and Cinemascope formats lend
themselves easily to panoramic vistas and hence to wide angle lenses. For T.V.
and 16 mm viewing closer shots are preferred, so normal and long lenses are much used. In the case of 35 mm all the lenses can be used as it is neither too
small nor too large a format.
5. What in your opinion is the subjective and aesthetic factors that makes zooming different from moving the camera itself?
When compared to dollying in, zooming doesn't produce a perspective shift. When a subject is close to a background, zooming in can be very effective
in going closer to the subject unobtrusively with out giving any perspective clue of camera movement. It can be used to effectively convey the thought process
going on in the mind of the subject.
E. Movement
1. What is the way in which you approach movement? Do you see movement as a way to move from the whole frame into its details, or to move from details towards the whole?
There should be a reason for movement. Either the subject moves or something has to be revealed or some detail has to be pointed out. Just movement for the sake of movement is not desirable. I see movement both as a way to move from the whole frame into details as well as to move from details towards the whole.
2. Do you think that movement affects the subjective experience of the duration, or 'time value' of a shot?
Movement affects the subjective experience of the duration, or "time value" of a shot. While in a static shot the distance travelled by a subject can be perceived, in a moving shot it cannot be done. It is possible to compress time in moving shots.
3. When you are thinking of revealing a space in your shot division or breakdown, do you prefer to work in terms of a series of camera set ups that move the viewer within the space, or do you prefer a fluid mobile camera on tracks and trolleys?
I prefer to work in terms of a series of camera set ups that move the viewer within the space for a scene in which a location is revealed.
4. What are your preferences in terms of a choice between a stable frame, which allows for movement within it, and a dynamic, mobile camera? Why?
It will depend on the nature of the scene involved. Not all scenes would require static shots alone or mobile cameras only. Certain scenes need camera movements and some others static placements.
5. What are the common difficulties and problems that you face in executing camera movements?
Jerk free tracking systems are rare. Flexible tracks which we can lay in any configuration are not available. Good reliable levelling systems to lay tracks in all kind of terrain are also lacking.
6. In which conditions would you consider taking the camera off its tripod and going in for handheld shots?
For subjective shots of persons, for realistic documentary feelings and for dynamic action sequences I prefer handheld shots.
7. What is your opinion on the use of steadicam shots that are increasingly evident in films today?
In our films Steadicam shots are not utilized purposefully. They are used mainly in action shpts or just to follow characters in places where laying of tracks
is not possible. Hardly they are creatively used in dialogue scenes ever. I think the main reason is, barring a few we do not have good operators who can frame
the shot well. We still use antique models without remote focus and no wireless video transmitters for the cinematographer and Director to watch the shot in a
separate monitor.
F. Colour
1. Do you think of colour in any way other than only in terms of registering the presence of colour?
Colour is feeling, a state of mind which cannot be measured and ascertained but felt and experienced.
2. What are the personal associations and cultural connotations that you have with different colours? Do you make use of these categories in working out a colour scheme for a film?
For me Blue is my favourite. It is soothing to the eyes especially the blue skies, the blue sea, etc. White is the symbol of purity and yellow is of holiness (Turmeric, Sandal paste) Green stands for peace and plenty. Red is the colour of violence and passion. Black stands for death and other unknowns. I try to incorporate my personal associations and feelings in working out colour schemes for films.
3. What are your thoughts on monochromatic rendition and on working for deep, saturated colours as stylistic options?
I am not averse to experimentation and if the subject needs that kind of colour schemes. I am willing to try.
4. Do you basically think of a frame in Black and White terms and then add colour (as ornament or flourish), or is your conception of a frame always in vivid colour?
My conception of a frame is always in vivid colour, but I check my lighting through a contrast viewing glass. In a way I balance the tones in Black and white terms.
5. How do you work with the art director and costume designer to develop a colour palette for a film?
Once I decide upon the colour scheme, the Art director is consulted on the colours to be used in the background and props and based on that the costume designer is told what are the colours he can use against which backdrop. A harmonious blending of colours can be achieved by this interaction.
6. What is the kind of work that you do on colour in the laboratory?
In the laboratory it is usually overall increase or decrease of one colour which is done. This is particularly useful for creating tonal uniformity. You can add a little warm tone to a whole scene or reduce some blue from night scenes. Only limitation is you can play with only one colour.
7. To what extent if at all do you play with the colour balance on video?
The same as I do with film. But in Video we have contrast control too.
8. Do you find any difference in the rendition of colour in video and film?
I find the colour in video is garish and the range of tonal quality is limited. Some colours don't reproduce well and also bleed into the background.
G. Laboratory & Post Production Work
1. What are your thoughts on the grading process?
Grading process is the place where the culmination of your creativity takes place. Unfortunately this is the most neglected phase in filmmaking. Producers think that once they hand over the negative to the Lab, their job is over and they want their copies to be struck as fast as possible. They just don't realize that it is here each and every shot is minutely studied, to be colour corrected and printed to proper densities to come out as release prints as the cinematographer had intended it to be. This requires time to do the necessary test prints, to view the first print, correct it, see another print, if there are any more corrections, and then give the print strike order. Invariably enough time is not given for the cinematographer to complete this important phase of filmmaking.
2. What is the extent and nature of experimentation that you would do in the laboratory?
Only sort of experimentation I could do in the Lab was push processing. But I would like to try out Bleach by passing process etc.
3. What is the input of the work in the lab into the ultimate look of a film?
Laboratories play a major part in achieving the ultimate look of a film. Many films are ruined in the final print stage when proper stock test was not made. Also negative processing should be of the highest quality if results have to be good.
4. What is your opinion on the standards of Indian laboratories? What can be done to make for better standards and working conditions in the
laboratories?
If we try, our Laboratories can give world-class prints. Our processing is as good as any lab in the advanced countries. Where we fail is in the filmhandling department. There are scratches, pinholes, cinch marks etc, which ruin the print quality. Strict dust free atmosphere combined with absolute cleanliness and careful film handlil1g should become part of everyday work culture. Also quality control in the chemicals and process control should be maintained.
5. What in your opinion are the essential qualities and features of a good film print?
A good film print should be free from physical marks such a scratches, water marks, pin holes, etc. It should be of uniform density so that highlight as
well as shadow details are seen and also have proper contrast and colour saturation. The images should be sharp and there should not be any jitter during
projection.
6. How much space is there for a cinematographer to intervene in video post- production - say in terms of colour rendition and image brightness? If a
cinematographer's presence is taken for granted in a film laboratory, why is he/she generally absent from the entire process of video post-production?
In video post-production there are limitations for colour rendition and image brightness due to the technical constraints of the electronic media. I think
the cinematographer is avoided in video post-production for the simple reason that those manning the telecine think that they know everything about colour
rendition and they are seeing the final result right there on the screen and there is no need for some one to sit there and tell them how to do it. Unlike film where
you get to see the final result only after processing, here it is instantaneous. So they think that there is nothing more to it.
H. Viewing Conditions
1. What is your opinion on the standards of screens and projectors in cinema theatres in India? What can be done to make for better standards and
viewing conditions in the theatres?
Majority of our theatre screens are full of dirt and the projectors are in very poor conditions with broken mirrors, old lenses with worn out coatings and with the arc lamp run at a lower amperage etc. Even in cities like Thiruvananthapuram and Ernakulam, where I happened to inspect the theatres as a member of the Technical committee for two International Film Festivals, I found that most of the theatres were having a screen brightness in the range of 5 to 9 footlamberts instead of the International standard of 16 footlamberts. By cleaning the screen, installing new mirrors, servicing the lenses and by running the arc at the correct amperage we could bring them up to the international standard of 16 Fl. It shows that results can be obtained if we try a little. Our Indian Society of Cinematographers has been crusading since its inception for inclusion of these minimum standards in the Cinema licensing rules. Unless the minimum projection standards are made mandatory, the theatre owners are not going to comply. Also, like restaurants, theatres can be classified A, B, C class according to the projection quality so that viewers can know which theatre offers good viewing conditions.
2. What is your opinion on the quality of telecine transfers in television stations?
The quality of telecine transfers in television stations is of poor and indifferent quality. The colour contrast and brightness are all off key.
3. What is your opinion on the quality of transmitted video signals on television (including satellite TV)
When compared to the land stations, the transmitted video signals of Satellite TV are much better. It is still even better in the case of Digital Transmission.
SECTION VI: AESTHETIC QUESTIONS
1. Do you adapt different styles in different categories of filmmaking?
I do change my styles according the nature of the film. You just can't have the same style for a period film and a modern drama or a village story. It will look awful.
2. Can we make a distinction between 'realist' and 'expressive' cinematography? What are the markers of this distinction?
Realistic cinematography mainly consists of naturalistic lighting pattern. Whereas expressive cinematography, I feel, utilizes stylistic lighting patterns and modifying the chemical processes to achieve desaturated colours or increased contrast etc deliberately for artistic results. I feel that there is nothing wrong to do "expressive" cinematography if the subject demands it.
3. How much freedom do you give yourself in terms of changing your style? Or, do you work towards maintaining a consistent stylistic signature in all your films?
As I do not want myself trapped forever in a fixed style of cinematography, I keep on trying out newer things. You have to be constantly experimenting to fuel your creativity.
4. Subrata Mitra once said, "Could Pather Panchali have been shot with Panavision cameras, and sophisticated accessories?" - Comment.
Certainly Pather Panchali could not have been made with sophisticated equipments. Subrata Mitra became innovative by utilizing the Bengal government's police searchlights (the only lights available) to his advantage by bouncing them onto white cards and got into soft lighting. Necessity is the mother of invention.
5. Can an excess of technological gadgets sometimes be a hindrance to the practice of cinematography, and to creative freedom?
An abundance of sophisticated equipments may produce a technically perfect film, but rarely an artistically superior cinema. It is not the equipments but the man behind it who is the creator.
6. How does the presence of the human body affect the decisions that you take in terms of lighting for a frame? What is the relationship of the image size of your frame to the volume occupied by the human figure within it?
When an actor is introduced in a frame, primarily he/she should be recognizable as a person and should not get merged into the background. Then only comes the question of whether face should be clearly seen etc. The nature of space occupied by the human figure depends mainly upon the nature of the shot (CU, MS, LS) and whether the character should be prominent etc.
7. What are the different elements that you take into consideration when you position the human body within the frame? Do these elements change when you move from a studio set to a location, from an interior scene to an exterior scene and from daylight to night?
First consideration will be the person's relationship with the backdrop. Whether it belongs to the person or a strange one. Whether the surrounding objects imprison, overpower or have any influence on the person. Then you have to look for possible light sources in the frame for placing the human figure to bit lit as required. These elements remain the same, though in the case of outdoor locations the landscape should also be taken into consideration.
8. Are there any differences in the way in which male and female figures are lit and framed?
As there are differences in the body shapes of males and females, so is there subtle lighting change to emphasise the curves of the female body. Also softer lighting is used to accent femininity.
9. Are there any differences in the way in which, the eyes, the face and the body are lit and framed?
There are differences in the way in which eyes, face and the body are lit and framed. An example would be how a Long shot of a person, close up of the face and an extreme close shot of the eyes are lit and framed.
10. Do different characters in a narrative demand the application of different lighting codes and conventions?
Yes. Giving harsh lighting for villains, soft lighting for gentler characters etc, can subtly do it.
11. "The visibility of the Star in mainstream films demands its own form of lighting." - Comment.
If you want to practice in the mainstream cinema, the faces of the stars should be lit in a visible manner. Otherwise the producer will sack you by saying that he had paid huge sums as star salaries but they are not seen on the screen. He would any time prefer a cinematographer who would do more flattering glamour lighting. So one had to strike a compromise. You have to retain your lighting pattern and at the same time see that star faces are at least visible.
12. Do you light up the space and then allow the characters to move within it, or, do you light the characters and by doing so evoke the space?
Lighting the space and allowing the characters to move in and adjusting the lights accordingly is my way of working.
13. "Pragmatic considerations and Time Management determine the aesthetic of a film" - Comment.
Time management plays a large part especially if you want to take shots at specific times like sunrise or dusk hours. Unless the cast and crew are ready and right on location many crucial shots may not be taken and you may have to compromise by doing it at some other unsuitable time. Pragmatic considerations will help you to make full use of available facilities. Both will contribute to the aesthetic of the film.
14. "Editors spoil cinematographers labours" - Comment.
To a certain extent, especially when they cut the shots in mid movement or when shots are cut abruptly without giving the viewer enough time to appreciate the frame. Sometimes they even use N.G. takes which you might have rejected due to some technical problem but they justify by saying it suits them best editorially, and include it in the final film. In the name of increasing the tempo of the film shots are often chopped up. Shots taken in different contexts are juxtaposed creating problems while colour timing.
15. Do you shoot an urban setting differently from a rural setting?
As the entire milieu is different, the scenery is different and so is the pace of life, hence I would shoot an urban setting differently from a rural one.
16. "There is a preference for the panoramic eye in the depiction of the rural, and for the dynamic, mobile eye in the depiction of the urban" - Comment.
One is influenced by the atmosphere, the kind of landscape one sees etc. while one plans a shot. Naturally the wide open vistas of rural landscapes prompt one to go for panoramic shots. Similarly the fast paced urban lifestyle matches dynamic mobile camerawork.
17. "The mobile camera (extended tracks &cranes and steadicam) have transformed the cinematographic experience and effect." - Comment.
I would rather say that the mobile camera is being over used. Whether it is needed or not remote cameras whirling overhead performing aerial gymnastics have become the fashion now-a-days!
18. Do you imagine the sound track when you are shooting?
Sometimes, when I take dolly shots I keep thinking about the possible music score to come over it and ask the dolly operator to push it at a particular speed.
19. "Conception of a sound track gives rhythm to the shot taking" - Comment.
If you have an idea of what the sound track would be and if you could match the rhythm to the shot, taking it will be more harmonious .
20. Is shooting a beautiful object beautifully good cinematography?
Definitely not. Real good cinematography means to find out not only beauty In everyday objects but also in bringing out the unseen qualities of the object as well. It is the inner beauty that counts rather than the exterior. Good cinematography should be the soul and bring out the character make it an enlightening experience.
21. What is the notion of beauty that you aspire for? What are the aesthetic goals that you set yourself?
Beauty should be eternal, divine. It should be appreciated by all people irrespective of race or region or culture. It should be universal. I seek to create some everlasting images on celluloid that will linger on in the viewer's memories for a long time. The images should not only be beautiful but also meaningful. It should be a spiritually elevating philosophical experience. It should be timeless for it is what you are going to leave as your legacy, your monument. It should be something by which people will remember you for, long after you had gone.
22. Have you seen the concept of 'Beauty' change in the course of your career as a cinematographer?
During my career the concept of beauty has changed from being only external to inner beauty as well as meaningful beauty and beauty with a purpose.
23. Why is the pursuit of 'Beauty' alone the motivation for so much cinematography? Can there be other motivations?
People want to see beautiful images. Though the sun rises and sets everyday, they don't have the time or patience to notice it the least. The very same people will sit dazzled by the Technicolor sunset on the screen. The easy way for a cinematographer to get appreciation is to cater this kind of audience by supplying beautiful images. But good cinematography is not a collection of beautiful images only. An individual shot of, say, a sunset has no value of its own in a film. It is determined by the shot preceding and the one succeeding it. It is the totality of the film that matters most and the camerawork should be in tune with it. A layman may feel that a jerky out of focus shot as shoddy camerawork, if
he sees it as separate shots. But if it is used to convey the mental state of a disoriented character it will be hailed as a masterstroke. Cinematography does not have an existence of its own. It is part and parcel of CINEMA.
24. Do you find that there is a generally accepted notion of an 'aesthetic minimum' for cinematography today? Does this constrain or enable you? Do you have your own, personal 'aesthetic minimum'?
Exotic locations, backlit bevy of damsels soft focussed and enhanced, dizzy remote crane acrobatics, odd low angle spot lighting of background and props etc have become the "aesthetic minimum" for today's cinematography. I don't set myself any such minimum. I would rather go out for the "maximum" to perfectly match my cinematography according to the subject of the film I am doing.
25. What are the aspects of the cinematographer's craft that you find unrealised in your working life? Just as a Director has the freedom to discuss an 'idea' and develop that into a script or screenplay, why does the cinematographer not have the same freedom to develop a specifically cinematographic conception into a full-fledged script!
A cinematographer can showcase his best work only when he teams up with a good, sensitive, sensible and understanding director. Unfortunately this is a rare commodity. The lack of imaginative scriptwriters is another problem. It becomes very frustrating to keep on doing mundane work day after day. I would like to do a lot of experimentation in terms of altering the processing techniques for both negative and positive, playing with contrast, with Lightflex etc. Try out surrealistic images in science fiction settings as well as do down to earth purposeful films that will enlighten our people.
It is a good idea but the cinematographer himself should direct it if it has to be fully realised into a fine film.
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Name of Journal:
ISSN:
Matematica
0204-6881
Aria: Mathematics
Periodicity: Six issues per year
Year of first issue: 1962
Editorial Board: Rusi Rusev, Gencho Skordev, Nikolay Hadzhiivanov, Marin Marinov, Stoyko Stoykov, Snezhana Chocheva, Nikolai Raikov
Editor: Rusi Rusev
Language: Bulgarian
Style of Journal: Articles, Short communications, Reviews, Editorial articles, Information for competitions and educational events, New technologies, Journal competition, Problems' sections
Reviewing: Articles are published after reviewing mainly by members of the Editorial Board and in some cases by Bulgarian and/or Foreign reviewers
Target Group: Students from primary, secondary and high schools, colleges, teachers, educators
Short Annotation: The journal targets all important groups in the Mathematical education in Bulgaria by its six main themes:
1. grades 4-7 as background for the development of the talented students and for all other students who need better mathematical education
2. preparation for the exams after grade 7 as competition for high schools
3. grades 8-12 as one of the main journals for Olympiad problems in Bulgaria
4. competition for grades 5-7 in two stages
5. competition for grades 8-12
6. preparation for final exams and university exams
The journal publishes the information (problems with solutions, winners) for all major competitions in Bulgaria and for the BMO and IMO.
Journal Matematica
I. Tonov
History of Journal: Ministry of Education initiated publishing the journal in 1962. The first Principal Editor was Alipi Mateev. Over the years, the journal is one of the main sources of mathematical materials for teachers and students.
Support of Journal: The journal is distributed mainly on subscription. It is supported morally by the whole mathematical community and the UBM, in particular.
Address of Journal: 58A, Chehov str., Sofia 1113
E-mail for Contacts: email@example.com
Compiled by P. Boyvalenkov
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TRIGGER FINGER
Dr Jennifer Green, Hand & Wrist Surgeon
www.canberrahandcentre.com.au
WHAT IS TRIGGER FINGER?
Trigger finger is a common disorder of the hand, which causes painful clicking, or locking of the fingers or thumb. The medical name for this condition is stenosing tenosynovitis. Stenosing refers to the narrowing of an opening or passageway in the body. Tenosynovitis refers to inflammation of the outer covering of the tendons that bend and extend the fingers and thumb.
The tendons are tough, fibrous cords that connect the muscles of the forearm to the bones of the fingers and thumb, allowing us to bend and flex our fingers.
The tendons glide through a protective covering called the tendon sheath. The sheath is like a tunnel, and is lined with a thin membrane called synovium. The synovial lining produces a small amount of lubricating fluid that helps reduce friction as the tendons glide through the tendon sheath. Areas of thick fibrous tissue called pulleys are also part of the tendon sheath. These structures are attached to the bones of the fingers and thumb, and hold the tendons close to the bones over which they pass.
Trigger finger is often caused by thickening of the synovial sheath surrounding the tendons. It may also result from enlargement of the tendon itself or narrowing of the first (A1) pulley.
When irritated, the normally thin covering of the sheath may be thickened to several times its normal size. The tendon is no longer able to glide freely and may swell forming a nodular thickening at the point where it tries to pass into the tunnel.
During forceful bending of the finger or thumb, the enlarged portion of the tendon is dragged through the constricted opening. This motion is often accompanied by a painful click. The finger or thumb may become locked in a bent position. Straightening the finger or thumb may require using the other hand to pull the finger out straight causing a painful snap as the swollen part of the tendon passes back through the sheath.
WHO GETS TRIGGER FINGER?
This condition most often occurs in people over 40 years of age. It can also occur in toddlers. In infants it is a painless condition where the thumb becomes fixed in the bent position.
WHAT ARE THE CAUSES?
The exact cause of trigger finger or thumb is not always clear. In many cases, however, this condition may be the result of repeated strain of this area due to work or hobby activities. Tasks that require repetitive grasping or prolonged use of tools (scissors, screwdrivers etc) which press firmly on the tendon sheath at the base of the finger or thumb may irritate the tendons and result in thickening of the tendons themselves or the tendon sheath. Symptoms of trigger finger may also be associated with conditions such as diabetes, hypothyroidism, pregnancy and rheumatoid arthritis that produce thickening of the sheath or tendon. The cause in children is poorly understood but possibly tendon thickening follows a minor injury. Most people who develop this condition are otherwise healthy adults over the age of 40.
WHAT ARE THE SIGNS & SYMPTOMS?
Before development of the actual "triggering", the first sign may be discomfort in the palm at the base of the affected finger. Painful clicking is the most common symptom. As the condition progresses the finger may become locked. In children the condition is usually painless and is only noticed when the thumb becomes stuck in the bent position.
HOW IS IT TREATED?
If symptoms are mild, the initial treatment may involve the use of a small plastic splint that slides over the finger to reduce the movement of the tendon and reduce swelling, often in conjunction with a steroid injection into the tendon sheath. Steroids are very strong antiinflammatories and reduce swelling slowly over several weeks, in conjunction with splint treatment. The splint is worn for four weeks both day and night and removed only for washing.
In cases that do not respond to conservative treatment, or when the symptoms have been present for several months or the finger/thumb is locked, surgery may be recommended.
In infants, no treatment is recommended in children under 3 years of age as most cases resolve spontaneously. If the thumb deformity has not corrected by the age of 3 years surgery is advised.
IF SURGERY IS REQUIRED
Surgery is performed on a day surgery basis under local anaesthetic and sedation in adults, or a short general anaesthetic in infants. A horizontal incision is made in the palm at the base of the affected finger or thumb. The first (A1) pulley is released, relieving the constriction of the tendon as it passes through the sheath.
In cases involving inflammation of the tendon lining, it may be necessary to remove the thickened synovial covering surrounding the tendon (tenosynovectomy).
A light dressing is then applied to protect the wound but allow the finger to move. The dressing is kept on until sutures are removed 10-14 days following surgery. Dissolving sutures are used in infants. Activities requiring the use of the affected hand may be uncomfortable for 6-8 weeks. Gentle stretching of the finger straight for 5 mins, three times daily is highly recommended straight after the surgery to minimize stiffness.
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Phone: 405 0099
Fax: 405 0032
Hello,
Our school continues to grow and as of today we have 161 children and the promise of a further eleven that will join us as they reach five years old later on the year.
A growing school is, in the main, a good thing. It means more funding, more resources, increasing teaching staff and provides for opportunities that come with a slightly larger school.
There are also challenges though. The number of teachers and classrooms that a school has is largely based on the number of children it has and when a school is just below the cut off figure for an extra teacher or classroom this can add some pressure to schools.
Class sizes are the obvious one and although we have traditionally worked hard to keep our class sizes down, this year we have seen a slight increase in the number of children in all of our classes and we have no available space in which to open a further room.
There is work underway to change this and we are very hopeful that it will soon be confirmed that we are to be provided with an additional classroom but the trick then is to ensure that this is a quality classroom, modern, warm, and here for the long term rather than something hastily provided to us.
In the meantime, I appreciate your patience and support as we manage with what we have – we will get there!
Kind regards,
Paul Barker.
Learn, Love, Contribute, Grow
Aim High—Stand Tall - Taraia nga taumata E tu teitei
www.kaeoprimary.school.nz www.facebook.com/KaeoSchool
Term 1
Week 5
Students of the Week
Here are our Students of the Week and top Kiwi Canners for Week 4 – congratulations to Kalei, Kawiti, Zion, Violet, Tahlia, Layce, Mereana and Athena.
Kaeo Rugby
Junior Rugby Registrations will be held this Friday (6 th of March) between 3.30 and 5.30pm at the Kaeo Community Swimming Pool. All children aged 6-14 years old are welcome. Any parents who are interested in coaching or managing a side are also encouraged to drop in. Any enquiries please contact Ellyett Hayes on 021 885084.
Dates for your diary
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THE DEVENS ENTERPRISE COMMISSION SUPPORTS THE UNITED NATION'S SUSTAINABLE DEVELOPMENT GOALS
DEVENS 20/20: Advancing the United Nation's Sustainable Development Goals
What are the UNSDG's?
The world's population is growing exponentially – at the same time, the natural environment is changing at an unprecedented pace: sea levels are rising; ocean acidification is accelerating; the earth's temperature continues to increase; one million plant and animal species are at risk of extinction; and the natural environment continues to be exploited by our growing population. In short, we are managing the planet's resources in an unsustainable manner and our actions globally are exceeding the carrying capacity of the earth's ecosystems. Hunger, inequality, poverty, violent conflicts, vulnerabilities to natural disasters, lack of access to clean water and basic healthcare are on the rise as the effects of human-induced climate change continue to impact more and more vulnerable populations. But all is not lost! More people around the world are living better lives compared to just a decade ago. More people have access to better healthcare, decent work, and education than ever before. Understanding our natural systems and how our actions impact them can help us in reprioritizing and Investing in more sustainable approaches to conservation and development that can create significant opportunities for shared prosperity. The Untied Nations Sustainable Development Goals (SDG's) are comprised of 17 overarching goals that aim to end poverty, protect the planet and improve the lives and prospects of everyone, everywhere. According to the United Nations, the SDG's are "…the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including those related to poverty, inequality, climate change, environmental degradation, peace and justice. The 17 Goals are all interconnected…" (https://www.un.org/sustainabledevelopment/sustainabledevelopment-goals/ ).
Devens Redevelopment and the SDG's:
Devens commitment to Sustainable Development was derived from the 1994 Reuse Plan. The first goal of the Reuse Plan states: "Development must be sustainable, which means achieving a balance of economic, social, and environmental needs, while maintaining and enhancing the natural resource base." Since 1996, when Devens was transferred from the Department of Defense to the Commonwealth of Massachusetts, the Devens Enterprise Commission and MassDevelopment have worked to advance this goal. But how is Devens doing? Over the past decade, The Devens Enterprise Commission has undertaken a series of internal and external audits to help evaluate how the Devens redevelopment process is meeting this sustainability goal. From Case Studies and regular Sustainable Indicators Reports, to a 4-Star STAR Community rating and LEED for Cities and Communities designation, Devens has been monitoring and measuring development and conservation efforts to not only celebrate its achievements, but to strive for continuous improvement as these efforts progress. The SDG framework presents another opportunity to evaluate our redevelopment efforts and identify how Devens is contributing to the advancement of these global goals, and where we need to improve our efforts. This evaluation also allows us to look at how we can use our experiences in Devens as a model to further advance each of the SDG's globally.
The following matrix identifies each of the 17 SDG's and focuses on Devens' contribution and how redevelopment to-date has or has not helped advance each of these goals. The sections highlighted in GREEN are SDG's that Devens is fulfilling well. The sections highlighted in YELLOW are SDG's where Devens is contributing but more effort is needed. Devens contributions take into consideration the 232 indicators that the SDG's are based on.
| SDG GOAL | SUMMARY | | DEVENS CONTRIBUTION | ADDITIONAL RECOMMENDED |
|---|---|---|---|---|
| | | | Green: good; Yellow: needs improvement; Red: little/no contribution to date | ACTIONS TO FURTHER ADVANCE SDGs |
| | End poverty in all its forms everywhere. | The poverty rate in Devens has dropped from 39% in 2012 to 13.68% in 2015 (still higher than national average of 13.4%). This drop is likely due to the expanding support programs and services in Devens that are helping to reduce poverty in the region and the state as a whole: Transitions women’s shelter; Providing affordable housing (25%); Veterans Housing and support Services; Education & job training programs like Shriver Job Corps and Mount Wachusett Community College. | The poverty rate in Devens has dropped from 39% in 2012 to 13.68% in 2015 | |
| | | | (still higher than national average of 13.4%). This drop is likely due to the | |
| | | | expanding support programs and services in Devens that are helping to reduce | |
| | | | poverty in the region and the state as a whole: | |
| | | | Transitions women’s shelter; | |
| | | | Providing affordable housing (25%); | |
| | | | Veterans Housing and support Services; | |
| | | | Education & job training programs like Shriver Job Corps and Mount | |
| | | | Wachusett Community College. | |
| | End hunger, achieve food security and improved nutrition and promote sustainable agriculture. | In 2016, 48% of the Devens residential population had access to healthy food options within a ¼ mile. In 2019, the Devens Farmers market opened, providing additional access to more than 50% of Devens residents. Numerous other programs and services in Devens further contribute to this goal: Loaves and Fishes Food Pantry (reducing hunger for vulnerable populations); Devens Farmers Market (increased access to healthy foods) Natural Café (additional health food options); Little Leaf Farms – supporting sustainable agriculture; State Local Food Action Plan & Zoning to support local agriculture. | | |
| | Ensure healthy lives and promote well- being for all at all ages. | | 98.8% of the population of Devens, MA has health coverage. In addition: | |
| | | | The DEC partners with the Nashoba Associated Boards of Health to | |
| | | | provide health and wellness clinics for Devens residents and businesses; | |
| | | | Devens Healthy Communities Proclamation; | |
| | | | Tara Vista Behavioral Health Center provides regional services for | |
| | | | substance abuse and co-occurring mental health disorders; | |
| | | | Dragonfly Wellness Center offers holistic therapies and wellness | |
| | | | classes/clinics; | |
| | | | Devens Complete Streets Policy makes streets safer and helps reduce | |
| | | | traffic accidents, and provide more healthy transportation options; | |
| | | | Water Resource Protection and Hazardous Material Regulations continue | |
| | | | to protect air, water, and soils from contamination; | |
| | | | Improved indoor and outdoor air quality due to green building | |
| | | | requirements, TDM, Street Tree replacement, open space protection; | |
| | | | Supporting biotech industry which works on communicable and non- | |
| | | | communicable disease treatment. | |
| SDG GOAL | SUMMARY | | DEVENS CONTRIBUTION | ADDITIONAL RECOMMENDED |
|---|---|---|---|---|
| | | | Green: good; Yellow: needs improvement; Red: little/no contribution to date | ACTIONS TO FURTHER ADVANCE SDGs |
| | Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. | | All children in Devens have access to free schooling (Hildreth Elementary | |
| | | | School and Bromfield School in Harvard), including kindergarten. Additional | |
| | | | education resources in Devens include: | |
| | | | Shriver Job Corps offers GEDs and technical and career training | |
| | | | alternatives. | |
| | | | Parker Charter school (special attention to at-risk students) | |
| | | | Co-located workforce training programs at Mount Wachusett Community | |
| | | | College; | |
| | | | Women’s Institute – Life Skills training; | |
| | | | Clear Path for Veterans; | |
| | | | Seven Hills Adult Daycare and Guild of St. Agnes Child Daycare; | |
| | | | Applewild preschool and kindergarten; | |
| | Achieve gender equality and empower all women and girls. | Devens is home to a number of social services that support and empower women and children, including: Transitions Women’s Shelter – 13-unit LEED Gold home for homeless women with Children. Provides shelter, support and training services for women, empowering them to rise out of domestic violence and poverty. Equal opportunity employers; Support services such as child and adult daycare facilities for working women with children. | Devens is home to a number of social services that support and empower | |
| | | | women and children, including: | |
| | | | Transitions Women’s Shelter – 13-unit LEED Gold home for homeless | |
| | | | women with Children. Provides shelter, support and training services for | |
| | | | women, empowering them to rise out of domestic violence and poverty. | |
| | | | Equal opportunity employers; | |
| | | | Support services such as child and adult daycare facilities for working | |
| | | | women with children. | |
| | Ensure availability and sustainable management of water and sanitation for all. | | The quantity and quality of water in Devens continues to meet all applicable | |
| | | | drinking water standards and all Devens residents and businesses have | |
| | | | plentiful access to clean water and sanitation. Other contributions to this SDG: | |
| | | | Devens water and wastewater facilities support surrounding communities | |
| | | | as well (Ayer tie in to Water for emergency back-up, regional wastewater | |
| | | | treatment at Devens WWTP); | |
| | | | PFAS contamination in drinking water being addressed through additional | |
| | | | water treatment and working with the Army to ID sources; | |
| | | | DEC Regulations facilitate water reuse, water efficiency, waste | |
| | | | minimization, reuse and recycling; | |
| | | | Regional Household Hazardous Waste and C&D disposal facilities on | |
| | | | Devens (for residents and small businesses in Devens and 13 surrounding | |
| | | | towns); | |
| | | | Protected water resource ecosystems (ground and surface water). | |
| SDG GOAL | SUMMARY | | DEVENS CONTRIBUTION | | ADDITIONAL RECOMMENDED |
|---|---|---|---|---|---|
| | | | Green: good; Yellow: needs improvement; Red: little/no contribution to date | | ACTIONS TO FURTHER ADVANCE SDGs |
| | Ensure access to affordable, reliable, sustainable and modern energy for all. | | Devens is a local and state leader in energy efficiency and clean renewable | 1. Support State Adoption of a Net Zero- Energy Stretch Building Code; 2. Adopt the Stretch Energy Code for all projects in Devens; 3. Increase efficiency without increasing costs; 4. Increase amount of renewable energy generation; 5. Invest in infrastructure transmission efficiency (reduce transmission loss). | |
| | | | energy. Examples of this include: | | |
| | | | Net-Zero Energy (NZE) homes and condos – State pilot project to | | |
| | | | demonstrate how NZE homes can be built at no extra cost. Energy | | |
| | | | Positive homes (generating more than they consume) combining | | |
| | | | efficiency and renewables; | | |
| | | | Stretch Energy Code required for certain projects | | |
| | | | Low utility rates contribute to affordability (but counterproductive for | | |
| | | | efficiency); | | |
| | | | Over 10% of Devens energy is generated by solar (rooftop and ground- | | |
| | | | mounted systems). | | |
| | Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all. | Devens redevelopment has attracted over 100 businesses and more than 5,000 employees to the region and continues to be an economic, environmental and social success: Job creation, creativity and innovation; Small and medium size businesses as well as large employers. Educational support services (workforce training partnerships - all ages); Promoting sustainable tourism in partnership with US Fish and Wildlife Service, Nashua River Watershed Association, Devens Recreation); Devens is an Economic Target Area and an Economic opportunity Area. Devens employees earn more than state median income (on average); DEEC supports efficiency resource use for businesses. | Devens redevelopment has attracted over 100 businesses and more than | 1. Attract and retain more sustainable businesses; 2. Sustain economic growth for the region and state; 3. Support more sustainable consumptive patterns in business through improved energy, water and resource efficiency; 4. Support equal pay for equal work policies; 5. Explore Foreign Federal Trade Zone authority at Devens (Ch. 498 S.17). | |
| | | | 5,000 employees to the region and continues to be an economic, | | |
| | | | environmental and social success: | | |
| | | | Job creation, creativity and innovation; | | |
| | | | Small and medium size businesses as well as large employers. | | |
| | | | Educational support services (workforce training partnerships - all ages); | | |
| | | | Promoting sustainable tourism in partnership with US Fish and Wildlife | | |
| | | | Service, Nashua River Watershed Association, Devens Recreation); | | |
| | | | Devens is an Economic Target Area and an Economic opportunity Area. | | |
| | | | Devens employees earn more than state median income (on average); | | |
| | | | DEEC supports efficiency resource use for businesses. | | |
| SDG GOAL | SUMMARY | | DEVENS CONTRIBUTION | ADDITIONAL RECOMMENDED |
|---|---|---|---|---|
| | | | Green: good; Yellow: needs improvement; Red: little/no contribution to date | ACTIONS TO FURTHER ADVANCE SDGs |
| | Reduce inequality within and among countries. | | The DEC is an equal-opportunity employer and does not consider race, | |
| | | | creed, color, age, sex, sexual orientation, national origin or qualified | |
| | | | handicap status. | |
| | | | Non-discrimination and sexual harassment policies are in-line with state | |
| | | | and federal requirements; | |
| | | | State minimum wage law helps promote higher income levels across the | |
| | | | board, regardless of race, creed, color, age, sex, sexual orientation, | |
| | | | national origin or qualified handicap status. | |
| | | | Devens employees earn more than state median income (on average); | |
| | Make cities and human settlements inclusive, safe, resilient and sustainable. | | Affordable housing access (low income, moderate income, age restricted, | |
| | | | veterans housing, Transitions and other special needs populations); | |
| | | | Energy and water efficient development; | |
| | | | Redevelopment of previously developed areas/infrastructure; | |
| | | | Protection of over 1,400 acres of accessible open space (Green | |
| | | | Infrastructure connectivity); | |
| | | | Superfund site – brownfield clean up and responsible redevelopment; | |
| | | | Cultural heritage Historic District and United Native American Cultural | |
| | | | Center; | |
| | | | Inclusive planning processes; | |
| | | | Hazard Mitigation and Climate Vulnerability Assessments/Plans; | |
| | | | Regional connectivity (infrastructure, jobs, services). | |
| | Ensure sustainable consumption and production patterns. | The Devens Eco-Efficiency Center’s Great Exchange program diverts waste and promotes reuse; Devens Recycling – regional waste/reuse diversion; Regional Household Hazardous Waste Recycling facility for residents and small businesses; Living Sustainably Resources for Devens Residents on website; Recycling (glass, metal, aluminum, paper, cardboard, electronics, tires); Commercial composting programs in place; Partnerships with UMass Toxic Use Reduction institute; Devens Sustainable Indicators Report (consumption monitoring). | The Devens Eco-Efficiency Center’s Great Exchange program diverts | |
| | | | waste and promotes reuse; | |
| | | | Devens Recycling – regional waste/reuse diversion; | |
| | | | Regional Household Hazardous Waste Recycling facility for residents and | |
| | | | small businesses; | |
| | | | Living Sustainably Resources for Devens Residents on website; | |
| | | | Recycling (glass, metal, aluminum, paper, cardboard, electronics, tires); | |
| | | | Commercial composting programs in place; | |
| | | | Partnerships with UMass Toxic Use Reduction institute; | |
| | | | Devens Sustainable Indicators Report (consumption monitoring). | |
SDG GOAL
SUMMARY DEVENS CONTRIBUTION
| Take urgent action to combat climate change and its impacts. | Hazard Mitigation and Climate Vulnerability Assessments/Plans; Community and Municipal GHG Emissions inventory; Currently undertaking Climate Action Planning process to reduce GHG emissions and mitigate and adapt to changing climate (will also contribute towards reduced ocean acidification); Climate Mitigation and adaptation strategies in existing regulations (awareness and enforcement); Low-Impact Development (nutrient removal to protect waterways, resiliency, aquatic biodiversity); | | 1. Finalize Climate Action Plan and implement GHG reduction strategies (update regulations where applicable to meet plan goals); 2. Improve Air Quality; 3. Support developing countries in education and awareness of climate mitigation and adaptation and more sustainable approaches to development; 4. Support the Green Climate Fund. |
|---|---|---|---|
| Conserve and sustainably use the oceans, seas and marine resources for sustainable development. | Low-Impact Development (nutrient removal to protect waterways, resiliency, aquatic biodiversity); Currently undertaking Climate Action Planning process to reduce GHG emissions and mitigate and adapt to changing climate (will also contribute towards reduced ocean acidification); Climate Mitigation and adaptation strategies in existing regulations (awareness and enforcement); | | 1. Preserve and support aquatic and terrestrial biodiversity; |
| Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss. | Superfund site – brownfield clean up of degraded land and responsible redevelopment and protection of over 1,400 acres of land; Clear-cutting prohibitions, tree preservation laws; Floodplain protection; Threatened and Endangered Species Protection; Landscaping regulations that support increased biodiversity and invasive species management; Sustainable Forestry management through the Devens Forward process. | | 1. Implement Sustainable forest management processes at Devens; 2. Better invasive species management; 3. Integrate Natural capital values into planning process (economic value of nature and biodiversity); 4. Include biodiversity and ecosystem service protection in updates to Open Space Planning; |
| Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. | | Low violence rates in Devens; | 1. Track public service requests and public satisfaction of public services; 2. Strengthen community and regional participation in governance issues. |
| | | Absence of organized crime, prostitution; | |
| | | Government accountability (Conflict of interest and ethics training for | |
| | | staff and commissioners) | |
| | | Partnership with the State Police | |
| | | Devens Enterprise Commission open public hearings and meetings; | |
| | | MassDevelopment Board of Directors Annual meetings at Devens; | |
| | | Strong level of communication between residents, businesses, DEC and | |
| | | MassDevelopment (responsive, participatory, and representative); | |
| | | Freedom of Information Act compliant. | |
ADDITIONAL RECOMMENDED ACTIONS TO FURTHER ADVANCE SDGs
Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development.
- Leading by example: Sharing strategies, resources and case studies on sustainable redevelopment practices in Devens as a model (including case study with the US Economic Development Administration);
- Partnerships with Canada, China, Japan, Korea, Germany, Trinidad and Tobago – information exchanges to learn from each other and advance all of the SDG's globally;
- Educational partnerships between Devens and many higher learning institutions to enhance and promote sustainable development:
- Yale School of Forestry and Env. Studies
- Harvard Graduate School of Design and School of Public Health
- MIT Department of urban Studies and Planning
- Tufts Department of Urban and Environmental Policy and Planning
- University of Massachusetts
- Clark University
- Worcester Polytechnic Institute
- Dalhousie University School for Resource and Env. Studies (Canada)
Partnerships with regional organizations such as:
- Nashua River Watershed Association
- MassAudobon
- Montachusett Regional Planning Commission
- Public, non-profit and private partnerships in Devens as examples: -Devens Eco-Efficiency Center
-Loaves and Fishes
-Transitions Women's Shelter
-Clear Path for Veterans
-UMass Donahue Institute & TURI
-BMS & MWCC
Written by Neil Angus, AICP CEP, LEED AP, Environmental Planner for the Devens Enterprise Commission. The Devens Enterprise Commission is the permitting and regulatory authority overseeing the redevelopment of the former Fort Devens, located approximately 35 miles outside of Boston, Massachusetts. More information of Devens is available at www.devensec.com . Neil can be reached at email@example.com
1. Develop more case studies on how Devens is meeting specific SDG's
2. Continue to share and exchange knowledge and resources within our region, as well as nationally and with developing countries to further mutual goals and the SDG's;
3. Partner with developing countries and those without the knowledge and capabilities of sustainable approaches to development and conservation.
4. Explore Foreign Federal Trade Zone authority at Devens (Ch. 498 S.17).
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SPRINGWELL COMMUNITY COLLEGE
Anti-Bullying Policy
This policy is based on the Department for Education guidance 'Preventing and Tackling Bullying. Advice for Headteachers, staff and governing bodies', July 2017
Introduction
At Springwell Community College we aim to provide a safe, caring and friendly environment for all our students to allow them to learn effectively, improve their life chances and help them maximise their potential.
We recognise there is a need to safeguard the welfare of all those within the college community and to encourage co-operation, tolerance and harmony. We have high expectations of all students and strive to create a climate in which all children can fulfil their potential.
Bullying of any kind is unacceptable. If bullying does occur, all students should know that incidents will be dealt with promptly and effectively.
Springwell Community College is a 'telling' college and anyone who knows that bullying is happening should be able to inform a member of staff in safety.
As a college we:
- Discuss, monitor and review our anti-bullying policy and practices on a regular basis.
- Support all staff to promote positive relationships to prevent bullying and will intervene by identifying and tackling bullying behaviour appropriately and promptly.
- Ensure that students are aware that all bullying concerns will be dealt with sensitively and effectively. We would expect students to feel safe in and out of college, including an understanding of the issues relating to safety, such as bullying. We also want them to feel confident to seek support from the college should they feel unsafe.
Objectives
This policy outlines what Springwell Community College will do to prevent and tackle bullying. The policy has been formulated in consultation with the whole college community with input from; members of staff, governors, parents/carers, students and other partners. We are committed to developing an anti-bullying culture whereby no bullying, including between adults or adults and children, will be tolerated.
The policy will be reviewed and further developed on a regular basis. We seek to learn from good anti-bullying practice elsewhere and utilise support from the Local Authority and other relevant organisations where appropriate.
Roles and Responsibilities
The Headteacher has overall responsibility for the policy and its implementation, liaising with the governing body, parents/carers, the Local Authority and outside agencies. Through delegation, Student Progress Leaders have the general responsibility for handling the implementation of the policy.
Student Progress Leaders are:
- Miss Ness Fazil – Student Progress Leader, Year 7
- Miss Caroline Hoyle – Student Progress Leader, Year 8
- Mrs Carole Selby – Student Progress Leader, Year 9
- Miss Rae McAlpine – Student Progress Leader, Year 10
- Mr Mark Walker – Student Progress Leader, Year 11
Their responsibilities are:
- Policy development and review.
- Leading the college's peer led Anti-Bullying Ambassadors, "Springy Anti-Bullying Team" and Springwell Bully Busters.
- Implementing the policy and monitoring and assessing its effectiveness in practice.
- Managing bullying incidents alongside all college staff.
- Reporting and recording bullying incidents.
- Assessing and co-ordinating training and support for staff and parents/carers where appropriate.
- Co-ordinating strategies for preventing bullying behaviour.
- Managing the anti-bullying ambassadors within college and supporting weekly meetings
The nominated governor with the responsibility for anti-bullying is: Mrs Sarah Swift.
Definition of Bullying
"Behaviour by an individual or a group, usually repeated over time that intentionally hurts another individual either physically or emotionally and involves an imbalance of power" (DfE 'Preventing and Tackling Bullying', July 2017).
How does bullying differ from teasing/falling out between friends and other types of aggressive behaviour?
- There is a deliberate intention to hurt or humiliate
- There is a power in balance that makes it hard for the target to defend themselves
- It is usually persistent
Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of sexual, sexist, transphobic, racist or homophobic bullying and when students with disabilities are involved. If the target might be in danger then intervention is urgently required.
What does bullying look like?
Bullying can include:
- Name-calling
- Taunting
-
Mocking
- Making offensive comments
- Physical assault
- Taking or damaging belongings
- Producing offensive graffiti
- Gossiping and spreading hurtful and/or untruthful rumours
- Excluding people from groups
- Imbalance of power between an individual and/or a group towards another individual and/or a group of people.
- Cyber bullying – inappropriate text/instant message/website entries/social media communication
- Sending of offensive or degrading images by mobile phone or the internet.
Forms of Bulling covered by this policy
There is no hierarchy of bullying, all forms should be taken equally seriously and dealt with appropriately.
Bullying can happen to anyone. This policy covers all types of bullying including:
- Bullying related to race, religion or culture.
- Bullying related to Special Educational Needs or Disability (SEND).
- Bullying related to appearance or physical/mental health conditions.
- Bullying related to sexual orientation (homophonic or biphobia bullying)
- Bullying of young carers, children in care or otherwise related to home circumstances
- Sexist, sexual and transphobic bullying
- Bullying via technology – 'cyber bullying'
- Peer on peer abuse
Although bullying can occur between individuals it can often take place in the presence (virtually or physically) of others who become the 'bystanders' or 'accessories'.
Responding to bullying
The college community will:
- Create and support an inclusive environment which promotes a culture of mutual respect, consideration and care for others which will be upheld by all.
- Work with staff and outside agencies to identify all forms of prejudice-driven bullying.
- Actively promote systematic opportunities to develop student's social and emotional skills, including their resilience.
- Provide a range of opportunities for students, staff and parents/carers to access support and report concerns.
- Challenge practice which does not uphold the values of tolerance, non-discrimination and respect towards others.
- Consider all opportunities for addressing bullying in all forms throughout the curriculum and supported with a range of approaches such as through displays, assemblies, tutor time, peer support, the anti-bullying team and Students Matter (see Appendix 3).
- Regularly update and evaluate our approaches to take into account the developments of technology and provide up-to-date advice and education to all member of the community regarding positive online behaviour.
- Train all staff (teachers, support staff and ancillary staff) to identify all forms of bullying and how to follow the policy on reporting and recording incidents.
- Proactively gather and record concerns and intelligence about bullying incidents and issues so far as to effectively develop strategies to prevent bullying from occurring.
- Actively create 'safe spaces' for vulnerable young people.
- Use a variety of techniques to resolve the issue between those who bully and those who have been bullied.
- Work with other agencies and the wider college community to prevent and tackle concerns.
- Celebrate success and achievements to promote and build a positive college ethos.
Reporting and Procedures
Reporting
Our college has clear and well-publicised systems to report bullying for the whole college community (including staff, parents/carers and students). This includes those who are targets of bullying or have witnessed bullying behaviours (bystanders).
The systems for reporting bullying at Springwell Community College are:
- Students can reported to any member of staff
- Students can report to any member of the 'Springy AB team'
- Staff and students can report to a Student Progress Leader or member of the Senior Leadership Team
- Visitors can report to any member of staff
- Bystanders report to any member of staff and members of the 'Spring AB team'.
Procedures
If bullying is suspected or reported the incident will be dealt with, immediately, by the member of staff who has been approached. All reported incidents will be taken seriously and investigated. This will involve all parties. The college will take the following steps:
* Interview all parties separately.
* Inform parents/carers.
* Look at a range of responses appropriate to the situation: solution focussed, restorative approaches, circle of friends, individual work with target/perpetrator and referral to outside agencies if appropriate.
* Refer to the Behaviour for Learning Policy and college sanctions and how these may be applied, including a hierarchical approach should the bullying persist.
* Teachers/tutors will be kept informed.
*
Follow up, especially keeping in touch with the person who reported the situation.
* Police involvement (if a crime has been committed).
* Provide support for the target and the students identified as the bully.
* When responding to cyberbullying concerns the college will take all available steps to identify the bully, including looking at college systems, identifying and interviewing possible witnesses and contacting service providers and the police if necessary. The police will need to be involved to enable the service provider to look into the data of another user.
* Support anyone involved (See Appendix 2).
Recording bullying
Bullying incidents will be recorded by the member of staff who deals with the incident on a Bullying Incident Form (BIF – see Appendix 1).
The completed BIF should be given to the relevant Student Progress Leader and a central record made.
The information held will be used to ensure individual incidents are followed up. It will also be used to identify trends and inform preventative work in the college and development of the policy The information will be presented to the governing body, in an anonymous format, on a regular basis.
Anti-Bullying Community
As part of our on-going commitment to the safety and welfare of our students, we at Springwell Community College have developed the following strategies to promote positive behaviour and discourage bullying behaviour:
- Restorative approaches
- Involvement in SEAL including Anti-Bullying visits
- Involvement in Healthy Schools (Healthy Schools Award 2017)
- Celebration of national Anti-Bullying week and Safer Internet Day annually
- A thorough and wide ranging PHSE curriculum
- Specific curriculum input on areas such as cyber bullying and internet safety
- Springy AB Team campaigns
- Peer mentoring schemes
- Parent/carer information events
- Staff training and development for all staff (including stonewall training)
- Counselling and mediation schemes.
Links with other policies
This policy links with a number of other college policies, practices and action plans including:
- Behaviour and discipline policy
- Complaints policy
- Safeguarding and Child Protection policies
- Confidentiality policy
- e-Safety (Online Safety) and Acceptable Use policies (AUPs)
- Curriculum policies such as PSHE and citizenship and computing
- Mobile phone and social media policies
- Searching and confiscation
Links to Legislation
There are a number of pieces of legislation which set out measures and actions for schools in response to bullying as well as criminal law. These may include:
* The Education and Inspection Act 2006
* DfE (Independent School Standards) ( England) Regulations 2014
* The Equality Act 2010
Springwell Community College Bullying Incident Form
This form is to be completed by a member of staff ONLY then forwarded to SCC Anti-Bullying
Coordinator: email@example.com who will log the incident and refer as SCC AB policy where
Bullying behaviour can be defined as:
Deliberately hurtful, upsetting, frightening or threatening to other people
Repeated often over a period of time
Difficult for victims to defend themselves against
Verbal
Physical
Cyber
Racist
H-Phobic
Disability
Aggressor/s (Name & Form) Joe Bloggs 8UJN
Target/s (Name & Form) Neil Grett 8HYN
d ( & ) h When (date/time) Monday 6 th Feb 2012 Breaktime
Where (Location: classroom/bus/playground etc.)
Inspire Breakout space
Department: (if occurred in a lesson) N/A
Details of Incident:
NG reported that JB had been name calling him all lesson P2 English –SDX
JB has been doing this everyday-calling him fat
SDX had dealt with the matter and moved JB.
On way out of POD – JB continued to call NG names and then pushed him over .
ACTION TAKEN:
LCC spoke to NG –checked that he was ok
NHJ wrote BIF and forwarded it to AFJ
SIGNED:NHJ
DATE:6/2/12
CHO USE ONLY Copies to IWI HST SPL: FT: OTHER:
Supporting those involved in bullying
Students who have been bullied will be supported by:
* Offering an immediate opportunity to discuss the experience with their teacher or a member of staff of their choice
* Being advised to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience as appropriate.
* Reassuring the student and providing continuous support
* Restoring self-esteem and confidence
* Working with the wider community and local/national organisations to provide further or specialist advice and guidance (see Appendix 3).
Students who have bullied will be helped by:
* Discussing what happened and establishing the concern and the need to change
* Informing parents/carers to help change the attitude and behaviour of the child
* Providing appropriate education and support
* If online, requesting content be removed and reporting account/content to service provider
* Sanctioning in line with school behaviour/discipline policy. This may include official warnings, detentions, removal of privileges, fixed-term and permanent exclusions.
* Speaking with police or local services
Supporting Adults
Adults (staff and parents) who have been bullied or affected will be supported by:
* Offering an immediate opportunity to discuss the concern with the designated lead and/or a senior member of staff/headteacher
* Being advised to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience as appropriate.
* Where the bullying takes place outside of the college site then the college will ensure that the concern is investigated and that appropriate action is taken in accordance with the behaviour and discipline policy
* Reassuring and offering appropriate support
* Working with the wider community and local/national organisations to provide further or specialist advice and guidance
Adults (staff and parents) who have bullied will be helped by:
* Discussing what happened with a senior member of staff and establishing the concern
* Clarifying the college's official procedures for complaints or concerns
* If online, requesting content be removed and reporting account/content to service provider
* Instigating disciplinary, civil or legal action
Specialist Organisations
The following organisations provide support for schools and parents dealing with specific bullying issues including the social, mental or emotional affects caused by bullying.
The Anti-Bullying Alliance (ABA): Founded in 2002 by NSPCC and National Children's Bureau, the Anti-Bullying Alliance ABA) brings together over 100 organisations into one network to develop and share good practice across the whole range of bullying issues.
The ABA has also put together a fact sheet outlining the range of support that is available to schools and young people from the anti-bullying sector.
The Diana Award: Anti-Bullying Ambassadors programme to empower young people to take responsibility for changing the attitudes and behaviour of their peers towards bullying. It will achieve this by identifying, training and supporting school anti-bullying ambassadors.
Bullying UK: An organisation established through 'Family Live' charity that works to support the whole family. They provide this through our helpline, extensive advice on their website, befriending services, and parenting/relationship support group.
Kidscape: Charity established to prevent bullying and promote child protection providing advice for young people, professionals and parents about different types of bullying and how to tackle it. They also offer specialist training and support for school staff, and assertiveness training for young people.
The BIG Award: The Bullying Intervention Group (BIG) offer a national scheme and award for schools to tackle bullying effectively.
Restorative Justice Council: Includes be st practice guidance for practitioners 2011.
Cyber-bullying and online safety
ChildNet International: Specialist resources for young people to raise awareness of online safety and how to protect themselves. Website specifically includes new cyberbullying guidance and a practical PSHE toolkit for schools.
Digizen: provides online safety information for educators, parents, carers and young people.
Internet Matters: provides help to keep children safe in the digital world.
Think U Know: resources provided by Child Exploitation and Online Protection (CEOP) for children and young people, parents, carers and teachers.
The UK Council for Child Internet Safety (UKCCIS) has produced a range of resources for schools, colleges and parents about how to keep children safe online, this includes advice for schools and colleges on responding to incidents of 'sexting.'
LGBT
Barnardos: through its LGBTQ Hub, offers guidance to young people, parents and teachers on how to support LGBT students and tackle LGBT prejudice-based bullying
EACH: (Educational Action Challenging Homophobia): provides a national freephone Actionline for targets of homophobic or transphobic bullying and training to schools on sexual orientation, gender identity matters and cyberhomophobia.
Metro Charity: an equality and diversity charity, providing health, community and youth services across London, the South East, national and international projects. Metro works with anyone experiencing issues related to gender, sexuality, diversity or identity
Proud Trust: helps young people empower themselves to make a positive change for themselves and their communities through youth groups, peer support, delivering of training and events, campaigns, undertaking research and creating resources.
Offers practical advice, resources (including lesson plans) and training to schools on
Schools Out: LGBT equality in education.
Stonewall: An LGB equality organisation with considerable expertise in LGB bullying in schools, a dedicated youth site, resources for schools, and specialist training for teachers.
SEND
Mencap: Represents people with learning disabilities, with specific advice and information for people who work with children and young people.
Changing Faces: Provide online resources and training to schools on bullying because of physical difference.
Cyberbullying and children and young people with SEN and disabilities: Advice provided by the AntiBullying Alliance on developing effective anti-bullying practice.
Anti-bullying Alliance SEND programme of resources: Advice provided by the Anti-bullying Alliance for school staff and parents on issues related to SEND and bullying.
Information, Advice and Support Service Network: Every Local area has an information, advice and support service, providing information, advice and support to disabled children and young people, and those with SEN, and their parents.
Mental health
MindEd: Provides a free online training tool for adults that is also available to schools. It can be used to help school staff learn more about children and young peoples mental health problems. It provides simple, clear guidance on mental health and includes information on identifying, understanding and supporting children who are bullied.
PSHE Association – guidance and lesson plans on improving the teaching of mental health issues.
Race, religion and nationality
Anne Frank Trust: Runs a schools project to teach young people about Anne Frank and the Holocaust, the consequences of unchecked prejudice and discrimination, and cultural diversity.
Educate Against Hate: provides teachers, parents and school leaders practical advice and information on protecting children from extremism and radicalisation.
Show Racism the Red Card: Provide resources and workshops for schools to educate young people, often using the high profile of football, about racism.
Kick It Out: Uses the appeal of football to educate young people about racism and provide education packs for schools.
Tell MAMA: Measuring Anti-Muslim Attacks (MAMA) allows people from across England to report any form of Anti-Muslim abuse, MAMA can also refer victims for support through partner agencies.
Anti-Muslim Hatred Working Group: Independent members of this group are representatives from the Muslim community and will assist and advice on all relevant issues.
Sexual harassment and sexual bullying
Ending Violence Against Women and Girls (EVAW): A Guide for Schools. This guide from the End Violence Against Women Coalition sets out the different forms of abuse to support education staff to understand violence and abuse of girls, warning signs to look for, and how to get your whole school working towards preventing abuse.
Disrespect No Body: a Home Office led campaign which helps young people understand what a healthy relationship is. This website includes teaching materials to be used in the classroom.
Anti-bullying Alliance: advice for school staff and professionals about developing effective antibullying practice in relation to sexual bullying.
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Ancestral Influence (252)
Transcribed with diagrams, tables and arbitrary headings by J. Bailey. Square brackets [ ] contain editors comments.
Have we got a subject for tonight?
[Question from the audience] I was rather interested, Eugene, in this program that I didn't see …. [laughter] …. That said that the amount of tension/stimulation that a baby gets in its very early months can condition the whole reaction to life. So our ……??? must be put into us very early. Which gives us a difficult problem that we are going to struggle with later.
Yes, well of course it begins considerably earlier than birth. In fact it begins with a gentleman called Adam.
Let's draw a circle here to represent the original human protoplasm from which we all derive.
Now it is a fact, not a theory, that all multiplication of biological elements is by division. The cell divides in order to multiply. Now this same thing that you can observe under the microscope in a monocelled animal occurs in the multiplication of human beings; only, the mode of doing it is rather less obvious. You get under the microscope a monocell (1) and watch it long enough, you will actually see the thing goes through a process of division. It has inside it a little nuclear spot, the intelligence. This is observed to behave in a peculiar way and then to divide itself into two centres (2) and then various processes take place between the two centres and it builds a wall up. And then it pinches where the wall is (3) and gradually brings itself into a state where it can sever itself into two beings(4).
And that's the basic method of multiplication by division. [02:12]
The implications of this in religion and philosophy are tremendous, because it means that none of us actually start life with the blank tablet that some thinkers assume. The tabula rasa, the blank tablet of certain philosophical schools is just a pure abstraction ... it just never did exist.
Now, what happens with a human being: every human being derives from an egg, and at a certain stage a portion of this egg is set off for reproducing in the next generation. If we like to say in this diagram, schematically, we'll just cut it in half, and say that one half is for next generation. We write 'N.G.', or 'no good'. The next generation, those are the sex cells, and on this side the somatic cells which are going to develop into the body. Of course, it's more complicated than this, because the sex cells are really inside the somatic cells.
Some of the cells are going to become body, and some of the cells are not going to become body until they have been extruded, joined to another cell from a person of the opposite sex, and projected into the future. But the sex cells and the somatic cells are created by dividing the original cells.
Irritability of Protoplasm
So we come to a very peculiar fact which is ignored because it's too simple. The whole human protoplasm, here represented by one circle has divided itself, and through progressive divisions has multiplied itself. In each generation it multiplies more and more. We have about twenty thousand million such results in the world today at the human level. Now all these millions of people are derived from the original human protoplasm, called in certain mystical schools the Adamic Plasm. And this plasm has certain qualities. The basic quality of all this protoplasm is the quality of irritability. Irritability does not mean that your grandmother gets annoyed with you, in the field of biology. It means that when a stimulus comes, the substance of this being moves in response to the stimulus. The stimulus energy goes in and modifies the protoplasm receiving it, and that protoplasm reacts back onto the stimulus source. There is action from the stimulus and a reaction from the protoplasm, and this we call the irritability of the protoplasm.
Memory
A single cell has this cellular irritability, meaning this power to receive incoming energy and to react to it. But it not only does this, it not only reacts to it, but retains a trace of the original stimulus and its own reaction. This means that once a stimulus has been put in, as a certain amount of energy which initiates a movement in the protoplasm, that movement continues in that protoplasm throughout the whole period of the existence of it. This is the ground of our memory. It is also the ground of the engram patterns which constitute various mental disorders later. We can see here that because this protoplasm has this power to retain the patterns of all motions that it's ever experienced, that the result is that every new stimulus comes into an existing pattern.
Now, there never has been a time when a cell existed with no pattern in it. For a cell to exist — a living cell — there must be a nuclear intelligence which is already characterised. And furthermore the surrounding substance around the nucleus, itself responds — has this irritability capacity — responds to the stimulus and retains the motion characteristic of the stimulus. [07:10]
Generation of Protoplasm
Now imagine an egg here, and this egg has been subjected to various experiences. The experiences are all engrammed inside, and the reactions to those stimuli are also engrammed, so that the totality of all the experiences of that protoplasm continues.
Now, if we now divide this egg — or the egg divides itself, by splitting its nucleus — we get two eggs. Because these two eggs are the identical protoplasm of the original, they also have traces of the experience they had before the division. Now this is the ground of what we call ancestral experience. This is the basis of the falling dream and such-like phenomena. It's the ground of Carl Jung's collective unconscious, and so on.
Every egg now existing contains within itself residual traces of the experience that that same protoplasm had before the cell divided. So if we go on, starting from any modern man, pushing back through his parents, we are pushing back all the time into this original protoplasm. And the important thing to realise is that the protoplasm of our body — the one we have now — is not new. If we are twenty-one, it is not just twenty-one years old. It's exactly as old as the human race. There is no human protoplasm that is not as old as the human race. Consequently nobody comes into this world unconditioned. [08:59]
Mnemic Patterns
In recent experiments of the kind just mentioned, it is shown that the protoplasm of children at a very, very early stage from birth respond to stimuli and retains the impressions and that subsequent in-going stimuli are conditioned by those already received. This is the basis of the conditioning process. Less popularly understood is the fact this the same egg, which is developed into a child, was already sensitive before it had altered its form from the egg into the embryo. All protoplasm is human protoplasm — is the original protoplasm — is not something different from the original derived from it. It is the original protoplasm, continued by division through successive generations. And consequently if we start with any given egg, we can go back to the two ancestors of this egg, continuously multiplying on the way back. And this way we would get more ancestors than we have descendants, were it not for the fact that at a certain point we discover that inter-marriages occurred back. And the triangle begins to narrow and we come back to the one protoplasm from which all human beings started. [10:26]
Now, if we like to think of the generations of protoplasm as simply the layer experiences of one human protoplasm, we can see that in each generation there is a layer of experience. And this has to do with the intensity and duration of the original stimulus. Imagine for a moment we have an egg here and we subject this egg to a mild electric shock ... a mild one that just makes it feel slightly unpleasant. And we put it on only for a tenth of a second. There's a little ripple through it. It starts to contract, but the stimulus switches off and it quickly returns to its normal position. But inside it there is now a motion, a shadow motion going through it from this little electric shock. Now, that motion can never cease as long as that protoplasm exists. And it would condition our behaviour all the time if it were not for the overlaying of this mild stimulus by others ... less mild.
Supposing the next one is very violent. Now we get a very strong reaction. And this one, when we look at the drawing, if we don't know that we already have a shadow ripple in it, which we actually saw being drawn here, a quick look at that and we might think, oh, these are the only marks there are in this cell, and the paper looks a bit dirty elsewhere. Now these very strong waves — these very strong alternate contractions and expansions of the protoplasm — overlay in stimulus value the other stimulus below. But if we take away this strong stimulus after a minute, then these strong ones begin to subside again. And they can fall down to the level — providing we don't re-stimulate them — they can fall down to the level of intensity nearly like the other ones.
This is what happens during dreams, when your external strong stimulus, the material environment is reduced. You cut down the light stimulus. You go into a darkened room. You make your body comfortable. You relax it. You try to cut down all the stimuli from outside, and this causes a general lapsing, down to a threshold level, of all the records of all the stimuli you've had. Now if, when you are in that state of total, nearly equal stimulation — not quite equal, that's impossible: nearly equal — if then a horn blows in the distance and the sound comes from the window, that horn sound stimulates some already existing patterns within, and lifts those up into consciousness, and this re-ecphorised mnemic pattern is a dream. [13:57]
Now, if we imagine that all the experiences are nearly down to the same level, then the thing that determines what we will dream is the character of the stimulus hitting the whole complex. Now in the same way, when we come to examine our own experiences and our parents', our immediate parents', if we can cut down on the immediate stimulation in our own body, we can begin to become aware of our father's and mother's experiences. This is not merely a matter of theory, it's a matter of daily, experimental fact: that when we push a person back into early childhood and then into the early pre-natal zone, we can by a series of verbal stimuli reactivate certain early phases and from these trigger back, until finally the person is reading the record of his own mother and father. He can recapture verbal phrases. He can see the scenes they saw, see the clothes they wore, and so on. Because the protoplasm we are examining is the protoplasm which was the parent body. [15:11]
Infinite Intelligence
To understand this properly is to understand the real meaning of reincarnation as opposed to some rather naïve ideas of reincarnation. The resident nuclear intelligence there is simply the intelligence of the infinite vibrating on this highly sensitive nuclear centre, and through that, conditioning the surrounding plasm. But that intelligence is the Infinite Absolute Intelligence that created the universe. And yet that same intelligence appears in the worm and in the donkey and in man, and differs in them not on account of itself as intelligence ... but on account of the peculiar pattern of their bodies. Their bodies respond differently because they have different levels of organisation. There is no evolution whatever of consciousness. Evolution is of form. A sensitive organism responds to intelligence better than an insensitive one. The congenital idiot is just as intelligent behind his deficient body as a genius is with his efficient body. We must never think that one being is more intelligent than another, but only that the vehicles of these beings differ so much that they filter this intelligence in different ways in different degrees.
Now, here we have a human egg and it is going to develop. At each stage in its development, the nuclear intelligence — which is really the intelligence of the Absolute — is working through to organise this protoplasm. It's going to make a human body. In each stage it has self-awareness. When it's in the stage of an egg, it feels like an egg, and the content of consciousness in that zone is egg-shaped. Prior to the process of mitosis where it divides itself, it is entirely a rudimentary, protopathic awareness. It feels like a sphere and this sphere is a sensitive sphere. It is not yet analysed. It is a pre-analytic whole — it is not a synthetic whole, which implies analysis — it is a pre-analytic whole. Every human being has been an egg, has been in the protopathic state prior to cell division, and because of this irritability of the protoplasm it retains within itself this pre-analytic, whole consciousness. And this pre-analytic whole consciousness is the ground of its belief, which later is going to help it back to wholeness when it's lost it.
Internal Self-contradiction
Now, the nuclear intelligence under the influence of Absolute Intelligence here divides and puts a wall up. As soon as that wall is put up, the content of consciousness — not the consciousness — the content is changed. It now has the whole awareness still engrammed on it — still it is aware of a wholeness — but it now has an awareness: there is a wall inside it. And it has
an awareness of the stages of separation of the nucleus, and it has an awareness that this part is giving orders, and this part is giving orders [each of the nuclei]. But the orders on each side are shielded by the wall. So we immediately have a possibility of a conflict within a being. Quite apart from any external thing, the being can fight itself. Wherever there is a cell with a nucleus, and that nuclear intelligence can give orders, there is the possibility that the orders of those cells will not coincide. So we can say immediately that on the appearance of the first division within the egg we have the possibility of internal conflict, of selfcontradiction [cell-f contradiction]. [19:42]
Now, in the bible this wall building is called Simeon and Levi 1 . It says, Simeon and Levi digged a wall to their own hurt. They slew a man. The man they slew is this egg. They slew him, they killed him, they deaded him, or divided him, by putting a wall inside. This breaks the original, non-synthetic, pre-analytic unity, and sets up inside it the possibility of ignorance.
This nucleus centre does not know with the same intensity that it knows itself, what the other side is doing. All conflict in the human race derives from this fact ... internal self-contradiction.
When the bible — it says they digged a wall — the reason is that when you take a bit of earth and you put your spade in here and throw it up, then you get a ditch and a wall, something like a sine wave. They digged a wall. Now, this wave is actually the kind of process that sets up this wall inside. There is a depression and an elevation corresponding with each other. In the same way, every resistance in the body is a dynamic resistance. There are no materials in the universe other than force behaviours. Matter is a function of force.
When the plasm contracts, it makes a zone difficult to penetrate, and when it expands it makes a zone easy to penetrate. And it does this alternately and very, very rapidly, and it does this throughout the continuance of the protoplasm and thus it keeps the walls in being dynamically. All these walls are simply functions of force vibrating very strongly. And you know that when you spin a bicycle wheel, if you try to put your finger through it, your finger will get hurt. And the faster you spin the wheel, the easier to get hurt. And if you stop the wheel you can put your finger between the spokes very, very easily. So you see there's a relation between solidity of matter and velocity.
And the same thing is true in the atom, where we have an attendant electron going round an atom, and the electron takes a certain length of time to complete its orbit. If we want to hit the nucleus of that atom, we must fire a particle at it so fast that it can traverse the orbit of the electron before the electron has time to get round and hit it away. So that even within the realm of the atom, solidity is a function of velocity.
The faster a thing moves, the harder it is to penetrate it. You know that if you take a candle and put it in a gun, and fire it at high speed, although it's only a wax candle it will go through a wooden door. This velocity confers upon it a quality that it didn't have before. Somehow, solidity is velocity.
Painful Stimuli
Now this wall inside our being, created, is simply a very, very rapid zone vibration ... a vibration confined to a certain area such that when motions from nuclear centres are transmitted and they hit against this vibrating wall they are reflected back to their centres. This means that each cell in the body is a little
1 Genesis 49:6
individual. Each cell is a little individual. It feels its own sensations, as well as transmitting to other cells that information. When you burn your finger and you feel oh, I have burnt my finger, not only do you feel it but the cells that are burnt have felt it too. They send you the message. You get the message in the brain cells, and they have already had the immediate sensation of burning. Each individual cell itself responds to pleasure pain as well as sending a message to the control centres in the brain. And because of this individual capacity of the cells, cells with painful experiences upon them can refuse to let you know what is going on ... cells can bypass information.
Now, let's draw again ... Simeon and Levi put a wall inside. And that would cut the being into two beings from the point of view of messages, if were not for the fact that we grow over this wall a little nerve. That nerve allows the passage across these resistant walls of information from one centre to another. In the bible, this is called Joseph. Joseph throws his vine over the wall. Simeon and Levi digged a wall and killed the whole man, that is, cut him in two — or into thousands when mitosis is completed — and Joseph throws his vine over the wall. The nerves grow across the dividing walls. [25:34]
So we have here a peculiar double advantage. If we take a cell and divide it [1], when a stimulus comes to one side, the energy of the stimulus is confined for practical purposes to the side that receives it. The other side is free. The wall vibrates a little and there's a faint shadow in here of that, but not enough to determine the cell response. So if this is a painful stimulus, this half wants to move away from it, but the other half doesn't. Now this is the ground of the possibility of free choice. If we then put another wall across it, which happens in the egg [2], and if a painful stimulus comes here, it is confined to only a quarter of the cell, then three-quarters of it are free. And if we go on dividing the cell in this manner until we've got a few million of them, and if we put a stimulus at one point it is confined to that zone by the surrounding walls, and that means the rest of the being is free. So that when you put your finger on a hot bar and feel it burn, the rest of your body doesn't have to go away.
In the early phases before cell division, the whole body reacts, so that if it is painful it all wants to go away. But if it does, it will never learn anything, and never be characterised. So this putting up of the walls which initially destroys the unity has function. It enables us to locate, to localise, to confine the energy of a painful stimulus — or of a pleasurable one — into such a small locality that the rest of our being is free. And this gives us the power to motivate the rest of our being and push towards the pain. This is tremendously important. It's the ground of all religious teaching — the power to move towards a pain. Because if we haven't got that power, we are always conditioned by the pleasure/pain situation. But many things lie hidden behind walls of pain. [28:04]
Supposing there is a wall and inside that wall there's a treasure. And this wall is painful. Symbolically it is the fiery sword turning at the gate of Eden. Inside there is Eden ... this is the centre of your intelligence. You start to introvert. You go inside and you come against a band of pain. You are turned away from it, and you go back into the external world ... you become extroverted and therefore dependent upon the external stimulus situation. But if you have enough of yourself free, and you can localise the pain, with your free part you can drive through that pain band and get into the Garden of Eden again.
Now, pain has a function. It's to keep people away from things until they can drive themselves into things. Christ being deliberately crucified is saying, I'll show you how to do the most painful thing in the world positively and deliberately and thereby conquer everything ... basically, conquering death, because death means division. If we are to gain unity we must break down the divisions of our being. But every division is a pain. That is, every division is a resistance which when we try to overcome it will be experienced as a pain. But if we don't penetrate this pain, we cannot gain our unity, and we cannot gain — if we don't gain our unity — our optimum level and our supreme striking force in life. [29:52]
In Utero Development
Now, let's return to the babe a moment. Each baby has begun as an egg and has gone through various phases. It's developed itself and got a little head and legs and so on. Each phase of its being is recorded inside it. This means that by the appropriate techniques — it can be done by hypnosis but can be done more efficiently by another method — a person can be returned to any phase of their existence. So that he can reexperience what it was like to be born, what it was like to be six months in conception, three months, what it was like to suffer an abortion attempt that failed, what it was like to be something like a fish, what it was like to be a little egg, and so on. All these are recoverable ... but that isn't the beginning of it. When we go back to conception point, if instead of coming forward we push back through conception point, and just keep pushing the time factor backwards, suddenly we become aware of mental contents that as an individual we had not had previously had at all. And we begin to see environments, figures, costumes and so on, of periods not contemporary. When we do this we will find that first of all we are discovering impressions from mother and father, and mother and father's mother and father, and so on. But there is no limit to this retrogression backwards, because the protoplasm we are dealing with is the original protoplasm of the human kind, which has simply multiplied by dividing. So we are not trying to get to know about other beings. We are getting to know about our own being. So that we can push back in principle right to Adam ... to the first human protoplasm.
Going Back to God
Rather funnily, a fortnight ago, I was sent a patient who was rather difficult and rather upset the psychiatrist — who was a Freudian — because this psychiatrist was expecting to find a birth trauma and instead of this, this particular fellow jumped back to conception and began to describe these processes. And this particular Freudian psychiatrist was not used to it and became very, very alarmed and told him to stop it. But he couldn't do it. And he started to regress and he began to describe other periods. And then he came to the point where he insisted he was Adam. But he wasn't content with being Adam. He went back to be God. And at this point the psychiatrist stopped him, became very alarmed and sent him to another psychiatrist. He had reached God.
Now he was absolutely convinced that he'd reached God ... not as an insane being, but simply that the nuclear intelligence at each generation level is the same nuclear intelligence right back to the first human protoplasm, and that first human protoplasm is simply organised by the infinite intelligence called God. Now he wasn't allowed to go back to God again, and he was very upset about this because he felt very good when he was God. But according to the theory, he hadn't gone back to God, he had to be stopped. And he was told by two other psychiatrists that he had gone too far and he mustn't do it again.
Now, I didn't mind him going back to God at all. So I recommended him to go back again and he went, and after a time he got bored ... [laughter]
This is metaphysically accurate. If you remember the great Indian philosophers, how they thought about God. If we represent God by the white paper, if we don't draw on the white paper, it's equivalent to God not creating. If he doesn't create at all, he has nothing to look at. He has no object, no Only Begotten Son, no universe, nothing whatever to play with. And consequently, he is bored. In the Indian myth, it says, God was alone. Suddenly he realised he was alone and he got fed up. And then he became afraid of remaining alone, so he fashioned for himself an object. And this object of course, as God is a man, had to be a woman ... because man means evaluator, you see. So he made a woman. And he then got hold of this woman and started to procreate. And she said he mustn't do that, because I am only you, and ran away. And he then pursued her, and she changed herself into a tigress. So of course he had to change into a tiger to catch her. And she then ran away again and changed into a deer and he changed into a stag and he caught her again. And from this all the forms of the universe in this lovely myth are derived. [35:26] ***
And this myth is basically true. The Absolute intelligence has produced a supreme object for itself and without that object it has literally nothing whatever to play with. In the Indian system, the universe, the one turn, uni verse is a great big ball for God to play with. And this playing about with this ball is called Li-La. Li-la means sport. Something like lie-low to me. And this sport is that whereby the Absolute Intelligence can apply its infinite power and get a reaction from its own power and thus be reflexively aware of its own being. In Christian terminology, this big sphere is called the Only Begotten Son: The Logos Sphere.
The Gnostics would call this, as to its formal content, the Sophic sphere ... Sophia; the Wisdom sphere. Logos means ratio. It's easy to see the relation between Sophia and Logos, because Sophia is the sphere of all forms and Logos is the ratio of those forms.
The Universal Soul
So here is a great big object. Now this great big object is the universal soul. This is the anima mundi of the scholars and because this — we represent by the paper — is sentient power, as power it is cause and as sentience it is aware of what it is doing, then this great big sphere, this original macrocosmic sphere, is Sentient Power turned into an objective unity. And the name for this objective unity of Sentient Power is soul. Any objective unity of sentient power is called soul. And this big one is the macrocosmic soul. In the mystical Hebrew concept, it is also the Adam Kadmon ... the big universal man.
Man does not mean a being with a couple of arms and legs sticking out of his sides. It simply means an evaluating intelligence ... whether you have legs or not. You may remember that Grenfell of Labrador on one occasion said that a friend of his in India had got in a railway accident and lost both his legs and arms. And as soon as he lost them all his relations came from miles around and started taking the furniture away. And he sent a message to a lawyer and the lawyer came and talked to him and he insisted that he was still he, although he had lost his legs and arms. And so they went to court, and in the court he was able to establish that even without legs and arms he was he, and all his beloved relations had to return the furniture.
So you see, the essential thing about being a man is that he is an intelligence with the power to evaluate. The word man simply means the substance [m] energised [a] moving [n], and this is the basis of a word meaning to measure ... mensuration, from a root ma to measure, which you see in mathe-ma-ta ... mathematics. So a man is an intelligence that evaluates. That being so, the macrocosmic being, because it is sentient power — because there is nothing else for it to be — is itself a man. It is the macrocosmic man.
This macrocosmic man in different religions is called a different name.
In Christianity it is called the Logos, the Cosmic Christ.
For the Gnostics it's this Sophic sphere. It is a fullness, a pleroma, a great fullness of forms.
In Buddhism it is the Dharma Kaya, the body of law of the Buddha ... that the Buddha is not an individual on Earth, but the Buddha is this cosmic self. And any individual within the Cosmos who can bring himself into the same vibrational level as the Macrocosmos, is thereby a Buddha. Therefore in the Buddhist scriptures you will find statements, otherwise quite puzzling, which say, I am breaking up the idols of the Buddha because there is no Buddha. And if there is a Buddha then all the Buddhas are the same Buddha. And the man who thinks there is a Buddha to worship other than himself is deceived. Because if the man is going to worship the macrocosmic Buddha, the act of worshipping it objectively separates the worshipper from it and he doesn't become a Buddha. Therefore boddhi-dharma who was a very tough Buddhist said there aren't any Buddhas. He said, don't worship it. Break it to bits. If you see one, smash it. Because the moment you start to worship it, you have objectified it and in the act of doing so you have severed yourself from it.
Now in the same way, the man who thinks that Jesus Christ is an external object to himself, to which he must bend the knee, he is not participating in the mind of Christ. To participate in the mind of Christ he must become it. He must have the same mind. But when he does that he has no worship of an external objective mind, he is that mind. And when all the beings have attained that level, then it says, in those days, no man shall teach another of God, for all shall know him. And what they shall know shall be themselves.
The real self in the nucleus of the egg — the real intelligence — is not other than this macrocosmic self. And it is only identification — which means a super-stress placed on a finite vehicle — that separates a man from salvation ... that is, separates a man from his macrocosmic awareness. [41:58]
The Macrocosmic Sphere (Sophia)
Now this Macrocosmic Self is a big egg of sentient power and this is the source of the irritability of the little eggs that are made inside. This Macrocosmic Egg, being power, squeezes itself, contracts onto its centre, and then flies away to its perimeter. And it does this, alternating. This is the same as the heart beat and the same as the breathing. It breathes in, and it breathes out. And it does this perpetually ... in-breathing and out-breathing. When it's out breathing, all the scientists get excited about the red shift and say it's expanding. When it's in-breathing they all get excited and say, very shortly we'll all be compressed into a nutshell and won't be able to live any more. The whole process is going on all the time, from the very, very nature of the Infinite Absolute Power itself.
Now, because it has this power, it retains within itself the formal actualities of its own being. These are actualities for it. But for a finite being within it, they are not actualities, they are theoretical possibilities. But at their own level, at their own frequency, they're actualities now. And the motions traversing the macrocosmic sphere backwards and forwards, produce by their intersections all the forms of all the fauna and flora of the world. So that every conceivable form there is, or could be, or has been, is a permanent actuality within the macrocosmic sphere.
Now, those forms are eternal. If a super-stress is placed upon one of them, you might see an ostrich, and if the super-stress is placed on another you might see a man. If the super-stress is persisted in, we'd say there is now identification with a given form. But that identification itself is of a coarser order than the subtle frequencies running through the macrocosmic sphere. And just as in our first diagram a heavy pain stimulus can overlay a relatively less severe one, so in this way a great stress on the individual organism can overlay the macrocosmic information. And when that super-stress is put on and the information of a given vehicle is stepped up beyond a certain level, then the person feels very clever and the measure of his cleverness is in direct proportion with his ignorance of all the other things he doesn't know. [45:03]
In coming to know very sharply by super-stress, it follows by law that he has un-become to know the rest. To super-stress one element of knowledge is to throw out of balance your wisdom. Knowledge and wisdom are therefore opposed in this way, because knowledge has to do with a given now. It is a ledge of now. You know something but in the act of knowing it by super-stess at a given moment, you have actually cut away the rest of your cosmic knowledge. And the totality of all knowledge is called wisdom. So that when your knowledge is total and macrocosmic, then you are wise. Of course, there is not much to say then, except paradoxically and dialectically. But if you have knowledge stressed very strongly, then you can talk serially for a long time.
When I am talking now, I am super-stressing particular elements from this sphere deliberately to bring them into awareness, and at the same time aiming to bring the intelligence to another level so that the form within the consciousness can in fact integrate with more and more subtle forms. And of course as we've said before this is always done by a refinement of feeling and by the cutting down of serial stresses and the becoming simultaneously aware of the field of consciousness. If we become serially aware within this sphere, then all that happens is: we put a super-stress, rub it out, put another, one rub it out, put another one, rub it out, and so on. [47:00]
Serial consciousness gives us elements of knowledge which continuously change, but it cannot confer wisdom. Serial knowledge is opposed to wisdom. But if we inhibit the serialising process and make ourself sensitive in the field, we then become aware of the total field of formal actuality which in the serial state is no actuality to us ... but is merely a theoretical possibility.
Now, here is the macrocosmic egg, the Logos and the Sophic sphere — the ball that God plays with — and inside it have come to exist various sub-spheres, the various divisions of organisms, and so on. One of these sub-spheres we will say is the human sphere. And each sphere is conditioned by the preceding motions of the sphere beyond it. So that the macrocosmic sphere with its total formal actuality conditions all subsequent spheres that are brought to be within it.
Now this total macrocosmic, formal content is called the Law. It is not many laws ... it is one law, the Law of Motion Within a Sphere. The Law of Motion brought to be within a sphere, which is palpitating or alternately contracting and expanding, and thereby causing itself to rotate. The Great Law of Macrocosmos is a Unific Law which, understood, can explain all subsequent laws that appear.
The Law of Unity
So the first law we are under is the Law of Unity. This Law of Unity is imposed on all subsequent levels. But every sub-sphere within it has the Law of Macrocosmic Unity imposed upon it, the law of its own being — which is another unifying and particularising element — and also the Law of interrelations contingent with other beings.
Now, there is the whole human race, and we'll divide it into three sections for fun: Shem, Ham and Japheth. And we'll pretend that we are a few Japheths and go in here. At each level there are laws imposed upon us ... all based on the original law of unity. And when one of these little beings divides itself and makes a little derivative being called a baby, that baby is still subject to all the law that is imposed on all the beings that have preceded it. And it is still, because it exists, the same protoplasm as its parents, as its ancestors, as the macrocosmic sphere and the Absolute Infinite Spirit from which it derives. So we have, not in past time, but now, directly through the nuclear centre of our own cells, access — if we want to take it — to God ... that is, the free spirit. We don't need to go back in time, because Adam is with us now. This was said by one mystic who said, although by one man all men fell — Adam — the reason that all men fell is because each man is his own Adam and repeats the same trick.
The sin of the original Adam is this choosing between good and evil, rejecting pain as evil and pursuing pleasure as good. This causes the dichotomy, the original opposition when the first wall is set up, and until a man is prepared to accept that pleasure is no good and pain is no evil, and simply to say that both of them are specific kinds of action, and to be prepared to indulge in both equally, then he cannot regain his original unity. [51:25]
Hurt and the Resistance to Unpalatable Truth
So here we see that when a baby is conceived, it is nothing new. It is simply some protoplasm of the original human race, which is some protoplasm of organic life on earth, which is some protoplasm of the macrocosmic soul. And therefore we have immediately, and now, a direct line through the nuclear intelligence of our protoplasm back to the infinite spirit. And the question is, how to get at it?
The obvious and simple answer: to get at it we must cut away the things that stop us, because it is there all the time. It has never not been there. This Infinite Intelligence has never not been anywhere. And consequently to get at it, all we have to do is remove the interfering motions of our own being.
Now let's have a look where most of them come from. There is a being. It had a nuclear centre. It split. It put a wall, it put another wall, and so on. The more walls it put inside itself, the more possibility there was of conflict within the being. These are the walls of Simeon and Levi killing the man to their own hurt. We grow nerves across these walls to help us to integrate and convey messages, and by means of electrical resistances we are able to determine the path through which a given thing shall go. But if a given cell has been badly hurt, it has the power to contract to avoid being hurt again, and it has the power to refuse to let a message go to it ... it will refuse to let a message pass through into another cell. Now this is the ground of all resistance in the minds of men to unpalatable truth. Somewhere they have been hurt. [53:42]
Now, if we imagine a being with no other beings outside it, we can easily see that although this being may divide itself, this being is never going to hurt itself so much from itself that it is going to destroy itself. There's a limit to how much it will hurt itself. Like small boys testing their muscles, lifting up bits of rock in the garden, it will be prepared to hurt itself to a certain degree, but it won't hurt itself beyond that degree. And it is only beyond that degree that trouble really begins. So that we have to introduce the concept of contingent relation to account for the painful stimulus that actually causes a shut down in consciousness ... a zone that is going to refuse to let a stimulus go through it. For every part of our cells where we feel a resistance to a truth given to us, we can say immediately there is a pain hiding inside some cells. They don't like it and they are not going to accept this truth and let it into themselves, and therefore they're not letting it through to some other cells which may need it.
A little bit of meditation and reflection will teach us all that we have such resistances in parts of our being. But if we allow those resistances to continue to exist, we cannot regain our original unity and we cannot function efficiently. So the method of regaining our prior unity is to remove these resistances. Now we can't remove them other than by deliberate conscious facing of the very thing that doesn't want to be faced consciously.
If we take the cell and we bring another cell into contact with it and let this one beat very violently this one, then the cells inside here contract and try to isolate the zone of that being so that the painful stimulus will not spread. When they succeed they have created of one moment a zone of unconsciousness and a zone of turbulence. Because as soon as you isolate that zone the forces inside go round and round and round. That means that every painful experience we've ever had has produced a zone of unconsciousness inside us and at the same time a zone of turbulence. That turbulence whizzes round and it is because of the high velocity of that turbulence that it's extremely difficult to get a message through it into the rest of our being.
As soon as we come to a painful part of our experience and begin to look at it carefully we will find turbulence. We will find funny voices saying, mind your own business, don't come in here, go away, I don't want to see you. This turbulence itself is like a little sphere, and every sphere as we've seen before, contains within itself all the formal possibilities of all spheres. So that an unconscious zone of turbulence within us is a little subsidiary entity — a sub-ent [sun-entity] inside us — and has
its own intelligence, but is highly turbulent. This means it is a devil. A devil is defined as a force that is dividing the unity of the being, a force of turbulence, and this turbulence is the cause of the qualities called hellish. This turbulence is the cause of the overheating. If you say something when somebody is off-guard, a little un-flattering, and they blush, that is just a tiny bit of the heat from the zone of turbulence where the energy flies around rapidly. And then this rapid motion generates heat and this heat causes the rising of the temperature of the being and the blushing, and so on. Zones of turbulence are little hells and each little hell is a little demon ... a little devil.
Casting out demons
When it says of Christ he was casting out demons, or devils from people, it meant to say that he was cutting straight through the thing that they were trying to hide, and letting the energies come out. When they do come out they sometimes make a lot of noise. The noise should never upset us, because it is better out than in. When it's in, it is actually making inroads into the protoplasm, carving the protoplasm up and laying the foundations of organic disease. When it comes out it can't do any harm. [58:54]
Hell and the Seven Deadlies
So we see here, that wherever a pain has occurred in a being, there has been a cellular reaction walling it in, creating a zone of unconsciousness, which is a zone of turbulence, which is a zone of thwarted and hurt will, which is a zone of the seven deadlies. As an individual it is full of pride, it likes itself. As an individual it is envious of the power of others, it is covetous ... when it sees something it wants it. And when it can't get it, it is angry. And it would stuff itself and it would go to sleep, and it can in fact perform all the seven deadlies in itself in its little hellish, turbulent sphere. Boehme uses the term 'turba' for that state into which it is very, very easy to enter when we allow ourselves to become angry. Boehme says here that the devil's power reaches only as far as the anger in us. If we allow ourselves to become angry, then by so much we are destroying protoplasm inside ourselves. It can only exist at certain temperatures, like an egg is only fertile if you don't boil it.
Some naughty old rabbis when they were told that they mustn't indulge their sexual appetites in certain ways, and to confine their attentions in certain periods, replied by placing their testicles in very hot water. This was an attempt to boil their eggs. Now they actually succeeded in this. If anybody would like to boil his eggs and willing to show how it can be done? [laughter] It can be done and it is a kind of contraceptive device more efficient than some other ways. But it was very greatly frowned upon.
It illustrates the fact that if you become angry you become turbulent, you become overheated. You can actually destroy your own tissue. Anybody who's seen a person — usually an insane person — literally burning themselves away and losing weight rapidly hour by hour can understand just how it is possible to destroy tissue by this internal processes of turbulence, and how hell means precisely this held in state of the being. When the baby comes into the world it comes in with lots of little hells shadowed inside it from its parents. Every quarrel its parents had is inside it. Luckily as we've said before, in the absence of the external stimulus everything lapses down as far as it can, nearly to a level of equilibrium ... but not quite. But if a stimulus comes from outside similar to one that annoyed grandmother a long time ago, that stimulus can reactivate within us that shadow form, and suddenly there is trouble.
Some of you may have noticed a funny little cutting the other day, when a man was allowed a divorce because his wife had a neurosis. It's rather a new departure. Within the meaning of the McNaughton Rules, she had not come under the definition of the insane. She wasn't insane and therefore in a real sense she was deemed to be responsible for her activities and therefore although she was a known neurotic, she was still deemed as not insane ... responsible, and therefore a damn nuisance to hubby. Now this had come upon her quite suddenly. She'd suddenly got a cleanliness bug. She'd been alright, and then suddenly everything in the house had to be clean. Everything had to be neat and tidy, and husband found it was more convenient for him to tidy the house than to let her do it. Also she took so long in going to bed at night because she was insisting on coming clean, that hubby never got any sleep, because he wasn't allowed to go to sleep until she was ready. And so it was deemed sufficient grounds for a divorce. And this rather broke new ground. Neurosis is a possible ground. But the point is that this woman was alright, and then quite suddenly she started wanting to be very, very clean. Now something outside had touched on some early thing inside — it might have been the actual mnemic trace of a disease an ancestor had had — and this, reactivating, says, go and wash yourself quickly.
Working with engrams
Now if the person doesn't know it, they must do it. Because there is a very peculiar thing about an engram pattern inside us. When it is made it usually has a verbal content, and the verbal content in an engram is an imperative. It is a voice saying, do so-and-so, hit out or don't speak or kick him on the shins or run away from home. Now, when such a zone is reactivated, the owner of this vehicle hears a definite statement inside his head, you must fly, now. Go. And it appears to him, because it is inside him, that it's his wish. And so he rushes away. And really he is suffering from engram re-stimulation. All psychiatry and psychotherapy that ignores that fact is climbing up a blank wall.
No person from the nuclear intelligence acts like an idiot. The intelligence comes straight from the infinite, gives its orders into the surrounding soma. And the orders are always intelligent. But from the contingent relation come the painful stimuli and the creation of zones of unconsciousness and turbulence, which are piled with verbal imperative ... and they can talk nonsense. But to a person who is not aware of that inner spiritual centre of freedom, a person who is identified with engrammic zones, he is such a being. He believes that he is a suffering being. He believes he must do as the engram tells him.
To break it in ourselves is hard work. There's a school of thought that thinks it's possible and they tried valiantly to do it. It took years and years and years even to break through the first wall. With aid it is possible to break through it fairly quickly. This mysterious word, the guru, means this fellow who helps you to break through this primary block. The reason it's difficult is because you need a certain amount of free consciousness to remain free, while you use some of it to enter the painful engram situation. Because if you put all your consciousness in the engram situation, you become turbulent with it and lose your feeling.
This happens in certain types of mental disorder where a person is in a highly re-stimulated condition and if you ask him in his then state to penetrate it, he gets worse, not better. Now if you have the time and he has, and he's not physically too violent, you can keep it there, keep him in it for several hours and it will then play itself out. But usually the noise and the physical strain are so great that generally the tendency is to come out of that situation and be glad of the rest ... because it's so noisy. To do it on oneself, entering an engram which is very, very painful — particularly pre-natals or ancestral ones — is very, very hard work. To do it with somebody else outside to help you to control and to continuously remind you of your free consciousness and your initiative centre, is much easier.
Here we have then, the return to the subject we started with: that the child when it is born, it shows strong evidences that all its early conditioning from birth is going to set the basic pattern of its life, is already suffering from another kind of pattern imposed upon it prenatally, and from its ancestors. And when we consider this: that the child which is being conditioned is being conditioned by another piece of protoplasm of the same order, which also is suffering from re-stimulation of its ancestors, you can see that the difficulty in the educational field is to find an educator sufficiently free to be able to encourage freedom in the child and not bondage. The biggest problem in the educational field is to find educators who are actually able to educate instead of suffer from the pains of their ancestors, engrammed in their own tissue.
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CS 70
Fall 2018
Discrete Mathematics and Probability Theory Alistair Sinclair and Yun Song
Due: September 21, 2018 at 10 PM
Sundry
Before you start your homework, state briefly how you worked on it. Who else did you work with? List names and email addresses. (In case of homework party, you can just describe the group.)
1 Modular Arithmetic Solutions
Find all solutions (modulo the corresponding modulus) to the following equations. Prove that there are no other solutions (in a modular setting) to each equation.
(a) 2x ≡ 5 (mod 15)
(b) 2x ≡ 5 (mod 16)
(c) 5x ≡ 10 (mod 25)
2 Euclid's Algorithm
(a) Use Euclid's algorithm from lecture to compute the greatest common divisor of 527 and 323. List the values of x and y of all recursive calls.
(b) Use extended Euclid's algorithm from lecture to compute the multiplicative inverse of 5 mod 27. List the values of x and y and the returned values of all recursive calls.
(c) Find x (mod 27) if 5x + 26 ≡ 3 (mod 27). You can use the result computed in (b).
(d) Assume a, b, and c are integers and c > 0. Prove or disprove: If a has no multiplicative inverse mod c, then ax ≡ b (mod c) has no solution.
HW 4
3 Modular Exponentiation
Compute the following:
(a) 13 2018 (mod 12)
(b) 8 11111 (mod 9
)
(c) 7 256 (mod 11)
(d) 3 160 (mod 23)
4 Euler's Totient Function
Euler's totient function is defined as follows:
In other words, φ (n) is the total number of positive integers less than or equal to n which are relatively prime to it. Here is a property of Euler's totient function that you can use without proof:
Form, n
such that gcd
(m, n) = 1,φ (mn) =φ (m) · φ(n).
(a) Let p be a prime number. What is φ (p)?
(b) Let p be a prime number and k be some positive integer. What is φ (p k )?
(c) Let p be a prime number and a be a positive integer smaller than p. What is a φ ( p ) (mod p)? (Hint: use Fermat's Little Theorem.)
(d) Let b be a positive integer whose prime factors are p1, p2,..., pk. We can write b = p α 1 1 p α 2 2 ... p α k k .
Show that for any a relatively prime to b, the following holds:
5 FLT Converse
Recall that the FLT states that, given a prime n, a n − 1 ≡ 1 (mod n) for all 1 ≤ a ≤ n − 1. Note that it says nothing about when n is composite.
Can the FLT condition (a n − 1 ≡ 1 mod n) hold for some or even all a if n is composite? This problem will investigate both possibilities. It turns out that unlike in the prime case, we need to restrict ourselves to looking at a that are relatively prime to n. (Note that if n is prime, then every a < n is relatively prime to n). Because of this restriction, let's define
so | S | is the total number of possible choices for a.
*
(a) Prove that for every a and n that are not relatively prime, FLT condition fails. In other words, for every a and n such that gcd(n, a) ̸= 1, we have a n − 1 ̸≡ 1 (mod n).
(b) Prove that the FLT condition fails for most choices of a and n. More precisely, show that if we can find a single a ∈ S(n) such that a n − 1 ̸≡ 1 (mod n), we can find at least |S(n)|/2 such a. (Hint: You're almost there if you can show that the set of numbers that fail the FLT condition is at least as large as the set of numbers that pass it. A clever bijection may be useful to compare set sizes.)
The above tells us that if a composite number fails the FLT condition for even one number relatively prime to it, then it fails the condition for most numbers relatively prime to it. However, it doesn't rule out the possibility that some composite number n satisifes the FLT condition entirely: for all a relatively prime to n, a n − 1 ≡ 1 mod n. It turns out such numbers do exist, but they were found through trial-and-error! We will prove one of the conditions on n that make it easy to verify the existence of these numbers.
(c) First, show that if a ≡ b mod m1 and a ≡ b mod m2, with gcd(m1, m2) = 1, then a ≡ b (mod m1m2).
(d) Let n = p1 p2 ··· pk where pi are distinct primes and pi − 1 | n − 1 for all i. Show that a n − 1 ≡ 1 (mod n) for all a ∈ S(n)
(e) Verify that for all a coprime with 561, a 560 ≡ 1 (mod 561).
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Individual Risk Factors:
The more factors, the higher the risk
Sources of Heat
* High heat environments can restrict the body's ability to evaporate sweating and to cool itself
Internal heat generated by physical labor Environmental conditions
* Direct sunshine can increase heat index values up to15°F
* Initial exposure (<4-5 days) of any of the following:
Not acclimatized
* Increased heat exposure
* Lack of quality sleep
* Increased exertion levels of work/training
Lower fitness level requires more acclimatization time.
Minor illness
Overweight
Taking medications, either prescribed or over-the-counter and/or dietary aids. Example: Allergy or cold remedies, certain antibiotics, statins (cholesterol lowering drugs), ephedra and creatine
Dehydration occurs during prolonged exertion when fluid loss is greater than fluid intake.
potential
Excessive caffeine intake Supplements are not
regulated and
have
Prior history of heat illness – a heat stroke event at any point, or an episode of lesser HRI in previous 24-48 hours to
impact firefighters.
Skin disorders such as heat rash and sunburn that prevent effective sweating assessment to mitigate exposure
HIP Pocket Guide
(Heat Illness Prevention Guide)
The intent of this guide is to provide a concise collection of Heat Related Illness (HRI) prevention information for operational field use. Its contents are not absolute rules and HRI potential and prevention mitigations should be evaluated and balanced with all the risks associated with wildland fire operations.
This Guide includes:
* Individual Risk Factors
* Hazards
* Fluid Replacement and Work/Rest Guide
* Warning Signs and Symptoms of HRI
* Heat Illness Mitigation
Hazards:
* Exertion level of training or work output, especially on several sequential days
* Heat Index, high ambient temperature and relative humidity
* Acclimatization (and other individual risk factors – see reverse side)
* Time of exposure, duration of exposure will determine level of mitigation
| Heat Index Risk and Mitigation Chart *Reference Heat Index Chart below* | | | | | | |
|---|---|---|---|---|---|---|
| Heat Index | Risk Level | Moderate Work Mitigation | | Arduous Work Mitigation | | Protective Measures |
| | | Rest per Hour | Water Intake per Hour | Rest per Hour | Water Intake per Hour | |
| Very Warm 80oF - 89oF | Caution | 10 min. | 3/4 qt. | 20 min. | 3/4 qt. | Basic heat safety and planning |
| Hot 90oF - 104oF | Moderate | 20 min. | 3/4 qt. | 30 min. | 1 qt. | • Implement precautions and heighten awareness • Consider bi-modal shift |
| Very Hot 105oF - 129oF | High | 30 min. | 3/4 qt. | 40 min. | 1 qt. | • Additional precautions to protect workers • Implement bi-modal shift • Reduce production rates |
| Extremely Hot ≥130oF | Very High to Extreme | 40 min. | 1 qt | 50 min. | 1 qt. | • Triggers additional aggressive protective measures • Implement bi-modal shift • Reduce production rates |
Moderate Work = Patrolling, hiking on level/ moderate terrain, mop-up, calisthenics, etc
Hard Work = Initial Attack, fireline construction, hiking on steep terrain, endurance exercising, carrying weight, etc.
Bi-Modal Work Shift = Move essential work tasks to coolest part of operational period, and/or adjust tactics (patrol/holding, etc) during hottest part of day.
* CAUTION: Hourly fluid intake should not exceed 1½ qts. Daily fluid intake should not exceed 12 qts.
Index Heat Chart
Temperature ( o F)
| Ind |
|---|
| ex |
| Hea |
| t C |
| har |
| t |
Radiant Heat = sun/flame can increase HI values by up to 15
o
Warning Signs and Symptoms of Heat Stress and Illness
Indications of Possible Heat Related Illness
W
arning Signs and Symptoms of Heat Stress and Illness
An important sign that the firefighter is in a serious life-threatening condition is an altered mental status (with or without increased temperature).
Ask the following questions:
* What month is it? What year is it? (Does not know the month or year.)
* What is your name? (Does not know their name.)
* Where are we/you?(Is not aware of location or surroundings.)
* What were you doing before you became ill? (Does not know the events that led to the present situation.)
Call for emergency MEDEVAC or ambulance
W
arning Signs and Symptoms of Heat Stress and Illness
Water intoxication (hyponatremia) occurs when an individual drinks excessive amounts of water and decreases the sodium to water concentration in the body.
Signs and Symptoms: Confusion, Weakness, and Vomiting
For a full reference list for the HIP Pocket Guide, go to: http://www.nwcg.gov/branches/pre/rmc/index.htm
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St. Luke Ev. Lutheran Church Sermon by Pastor Anthony E. Schultz
Ascension May 13, 2010 Revelation 19:11-16
I saw heaven standing open and there before me was a white horse, whose rider is called Faithful and True. With justice he judges and makes war. His eyes are like blazing fire, and on his head are many crowns. He has a name written on him that no one knows but he himself. He is dressed in a robe dipped in blood, and his name is the Word of God. The armies of heaven were following him, riding on white horses and dressed in fine linen, white and clean. Out of his mouth comes a sharp sword with
which to strike down the nations. "He will rule them with an iron scepter. He treads the winepress of the fury of the wrath of God Almighty. On his robe and on his thigh he has this name written: King of kings and Lord of lords."
People of God—rescued from the flaming lake of fire in hell by the innocent blood of the very Lamb of God:
It was early in the Civil War—that Company "K" of the Sixth Wisconsin Volunteer Infantry was in Washington, DC. These young men from Wisconsin were marching in review—when as often happened— Sergeant John Ticknor started singing a song—in rhythm to their marching. The original words were about a pudgy Scotsman named John Brown—and then were changed to talk about John Brown the fierce abolitionist. The Reverend James Clarke told his friend Julia Ward Howe that she should write new words for the fighting men's song. Staying in the Willard Hotel in Washington on the night of November 18, 1861—Julia woke up the next morning—the sky still gray—her mind racing with the words of the song in her head. She jumped out of bed—and with a stump of a pen wrote them down so quickly—lest she forget them—she said she almost didn't look at the paper. You know the words she wrote—inspired by Revelation chapter 19—the white horse and it's Rider:
My Eyes Have Seen The Glory Of The Coming Of The Lord!
1. He treads the winepress of judgment
2. He is my King and my Lord!
If you are very familiar with the Revelation to St. John—chances are you have heard about the four horses of the Apocalypse! The four horsemen are from chapter 6—near the very beginning of the Revelation to St. John. Again it's important to remember some of the principles we have to understand Scripture like the Revelation to St. John. Revelation is not linear. It's not first chapter one happens, then chapter two, then chapter three followed by chapter four—and finally chapter 22. Professor Becker liked to say Revelation is like a kaleidoscope. Did you have one of them when you were little—a kaleidoscope? You turn it—and the same pieces of colored glass form pattern after pattern. There are simple powerful essential truths in Revelation— that repeat again and again. There is good and there is evil. As judgment day draws closer and closer the battle will grow ever more intense—the struggle ever more painful. The ultimate outcome is secure. The King of kings and Lord of lords will keep his lambs and sheep safe. He will bring them safely home to heaven. The devil—his horrible hosts of demons and those who remain is their sins—in stubborn godless unbelief will be cast into the forever flaming lake of fire in hell! Chapter 6—the four horsemen of the Apocalypse—Then I heard one of the four living creatures say in a voice like thunder, "come!" I looked, and there before me was a white horse! Its rider held a bow, and he was given a crown, and he rode out as a conqueror bent on conquest. When the Lamb opened the second seal, I heard the second living creature say, "Come!" Then another horse came out, a fiery red one. Its rider was given power to take peace from the earth and to make men slay each other. To him was given a large sword. When the Lamb had opened the third seal I heard the third living creature say, "Come!" I looked and there before me was a black horse! Its rider was holding a pair of scales in his hand. Then he heard what sounded like the voice among the four living creatures saying, "A quart of wheat for a day's wages, and three quarts of barley for a day's wages, and do not
damage the oil and wine!" When the Lamb opened the fourth seal, I heard the fourth living creature say, "Come!" I looked and there before me was a pale horse! Its rider was named Death, and Hades was following close behind him. They were given power over a fourth of the earth to kill by sword, famine and plague, and by the wild beasts of the earth. Revelation 6:1b-8 These four horses—white and red and black and pale—are not to be confused with the white horse we are concentrating on—the white horse near the end of Revelation. The four horses of the Apocalypse—are horses of fierce and painful judgment! The white horse and her rider in chapter 19 is our Savior.
Listen again to chapter 19. I saw heaven standing open and there before me was a white horse, whose rider is called Faithful and True. With justice he judges and makes war. His eyes are like blazing fire, and on his head are many crowns. He has a name written on him that no one knows but he himself. Faithful, True, Justice? Who can this be? It must be Jesus himself! Jesus is faithful—keeping all his promises. People don't! I had my oil changed the other day. They used to vacuum your car. They don't do that anymore. They wash your windows. Well, sort of. Last time they washed half of the windshield—the driver side—not the passenger side. This time they skipped the rear view mirrors. And they didn't do the little buttons to reset the oil usage read out! I don't mention these things to find fault. Everyone makes mistakes. I do all the time. But the point is faithfulness! That's God's bench-mark—faithfulness. We need to be faithful whatever our Godgiven roles and responsibilities! Faithful! Jesus forgives us all the times we are unfaithful—doing the things we need to do every day. Be faithful—changing oil. Be faithful—cutting the grass or whatever you do! Clean bathrooms well! That was my job at the Seminary—3 ½ hours a day—cleaning bathrooms. Clean the mirrors— all the little white dots of toothpaste. Clean the sinks—wash all the little whiskers down the drain. Clean the toilets—on your knees—wash behind them! Clean the showers—clean the drains—clean the floor—in the corners! No matter how lowly the job—washing feet is important—between the toes—if you are doing it for the ultimate one who is Faithful and true and just!
He is dressed in a robe dipped in blood, and his name is the Word of God. His name is the Word of God? Doesn't this remind you of the opening verses of the Gospel of John—the same John—the Revelation to St. John? Remember? In the beginning was the Word. And the Word was with God and the Word was God! He was with God in the beginning. And again it says, "The Word became flesh and made his dwelling among us. We have seen his glory, the glory of the One and Only, who came from the Father, full of grace and truth! John 1:1 & 14. Jesus is God's Word made real—come to life. Jesus is the physical fulfillment of everything God's Word promises! If we want to be closer to God—one of the very best ways is to be in God's Word. That's very simple to do. All you need to do is read your Bible and the Holy Spirit will help you understand! It doesn't matter what Bible you read—the King James—"The LORD is my Shepherd, I shall now want." It's classic. The NIV is wonderful—the Lutheran Study Bible—published by Concordia—the English Standard Version with lots of study notes and explanations. Come to Bible Class—on Sunday morning—on Thursday at Perkins—and you can have pancakes or muffins or hot coffee. Come to Good Shepherd Bible Class and you can read devotions and talk about them—and if we get a little off the track because something happened to you or your friend—we can talk about that. Or you can come to the home Bible Class and talk about God's Word there—ask any question—discuss law and gospel!
"He will rule them with an iron scepter. He treads the winepress of the fury of the wrath of God Almighty." Earthly authority tries—but it isn't easy enforcing laws. On my way to Church there are a whole bunch of those signs that say ROAD CLOSED! That's really pretty simple. ROAD CLOSED! Sometimes there are three or even four of those signs very closely mushed together. The only way to get around them would be to drive up on the sidewalk. I haven't seen that yet. But sometimes there's a space between them or a way around them. And you see people all the time—stop and look—then drive real quick—to the end of the block—and turn again. It's the same with those big on the highway.
I understand—if you realize you made a mistake—you end up going miles out of your way. I did that the other day in Oconomowoc. And I ended up half way back to Ixonia—but how would I explain to you that I turned around—right beside one of those signs that says don't! It doesn't matter that I was trying to visit a newborn baby and her mommy with God's Word! If anything—that would have only made it worse—to break the law—to do Gospel ministry! You can hear it every once in a while—someone racing down highway 16! You can see it on Provimi Road and on Welsch Road—about 15 yards of tread marks on the asphalt. Someone went very fast—after looking every which way to make sure they wouldn't get caught! It's tempting to think— if my teacher isn't watching—if my parents don't know how to check my e-mails and my phone text messages—then I got away with it! You didn't! If the police don't catch me. If the IRS man didn't catch me— then I got away with it! You didn't! God's Word reminds us—our Heavenly Father knows! He is stomping on the grapes of his judgment against sin. And there will be no escape. There is not a one of us who is quick enough or clever enough or sneaky enough to fool God! The childhood trick of deny, deny, deny might exasperate and frustrate our parents until they give up in disgust. But it will never work with God. Our only hope is to admit our sins—repent of them all—and cling to Jesus' mercy and grace!
On his robe and on his thigh he has this name written: King of kings and Lord of lords." In plain sight for all to see—is Jesus' power and authority—his name King of kings and Lord of lords. This is more than just Jesus' authority over earthly kings and rulers. Jesus is in Heaven—King and Lord over all the saints in heavenly glory. We read about this every Lenten Season—when we read the Passion History—compiled from the four Gospels. Remember—on the night he was betrayed God's Word says, Also a dispute arose among them as to which of them was considered to be greatest. Jesus said to them, "The kings of the Gentiles lord it over them…But you are not to be like that. Instead, the greatest among you should be like the youngest, and the one who rules like the one who serves. For who is greater, the one who is at the table or the one who serves? Is it not the one who is at the table? But I am among you as one who serves. You are those who have stood by me in my trials. And I confer one you a kingdom, just as my father conferred one on me, so that you may eat and drink at my table in my kingdom… Luke 22:24f What matters is not earthly power and authority over people. What matters is not earthly authority to control Wall Street or to control Main Street. What matters is not earthly power to appoint justices to an earthly Supreme Court. The ultimate Supreme Court—the only court that really matters is in Heaven. We will sit with Jesus in Heaven where ultimate justice will reign—as we feast with Jesus in the perfect peace and wondrous glory of Heaven! Even so come quickly, Lord Jesus. Amen!
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Gloria Who Might Be My Best Friend
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Gloria Who Might Be My
Gloria Who Might Be My Best Friend by Ann Cameron illustrated by Mike Reed If you have a girl for a friend, people find out and tease you. That's why I didn't want a girl for a friend – not until this summer, when I met Gloria. It happened one afternoon when I was walking down the street by myself. My mother
Gloria Who Might Be My Best Friend
Gloria Who Might Be My Best Friend Journeys Unit 5 Lesson 22 Page 2/11
Second Grade Supplement Materials Common Core aligned Pg. 2-4 Vocabulary in Context – copy page A and B back to back, fold on the solid lines, cut on the dotted lines, illustrate each vocabulary word and write it in a short sentence Pg. 5
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What does the word knot mean in the sentence below?Can you untie this knot in my shoelace? Gloria Who Might Be My Best Friend Vocabulary DRAFT. 2nd grade. 270 times. English. 68% average accuracy. 8 months ago. mello2107. 1. Save. Edit. Edit. Gloria Who Might Be My Best Friend Vocabulary DRAFT.
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Gloria Who Might Be My Best Friend Questions (ID: 13822)
any of various fastenings formed by looping and tying a rope (or cord) upon itself or to another rope or to another object. tangle or complicated. lonely. sad to be alone. planning. decidng what you want to do before you actually do it. seriously. in a serious manner.
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Guiding Questions and Prompts: If students have difficulty reading "Gloria, Who Might be my Best Friend," provide additional support, such as helping students decode unfamiliar words or grouping students of different abilities together to engage in partner reading. If there is a larger group of students who need support,...
Lesson 23: "Gloria Who Might Be My Best Friend" and point ...
"Gloria Who Might Be My Best Friend" by Ann Cameron. This is a story in the series "The Stories Julian Tells" By Ann Cameron. The illustrator of this story is Mike Reed.
Gloria Who Might Be My Best Friend By Ann Cameron part 2
Gloria who might be my best friend DRAFT. 2nd - University grade. 2212 times. English. 71% average accuracy. 4 years ago. dalenahall. 3. Save. Edit. Edit. ... Why does Gloria believe that their wishes will come true? answer choices . they only made 3 wishes. they told each other what they wished.
Gloria who might be my best friend | Reading Quiz Quizizz
Gloria Who Might Be My Best Friend. This is a piece of realistic fiction (setting, characters and their behavior could all occur in real life). It is an excerpt from the book Stories that Julian Tells by Ann Cameron. In this story, Julian must test his skills at making friends with the new kid on the block - who just happens to be a girl.
Gloria Who Might Be My Best Friend - Open Court Gloria Who Might Be My Best Friend book. Read reviews from world's largest community for readers. Julian didn't want a girl as a friend for fear of being...
Gloria Who Might Be My Best Friend by Anne Cameron Ms. Wright's 2nd Grade / Lesson 22 ~ Gloria Who Might be My Best ....Genre Reading Poster: Realistic Fiction by Teaching with a Cup of Tea.Spelling & High Frequency Words Lesson 22.JPG.Homophones Poster and Interactive Booklet by The Page 6/11
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Gloria Might Be My Best Friend. Gloria Might Be My Best Friend Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Lesson 22 name date practice book homophones, Gloria who might be my best friend, Unit overview, Gloria who might be my best friend name, 22 gloria who might be my best friend, Block 1 establishing the literacy block, Avid middle ...
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Lesson Fifteen-Gloria Lesson Sixteen- Mr. Tanen's Tie Trouble Lesson Seventeen-Luke Goes to Bat Lesson Eighteen- My name is Gabriella Lesson Nineteen-Signmaker's Assistant Lesson Twenty-Dex the Heart of a Hero Lesson Twenty One-Penguin Page 8/11
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Gloria Who Might Be My Best Friend. Gloria Who Might Be My Best Friend - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are Lesson 22 name date practice book homophones, Gloria who might be my best friend, Unit overview, Gloria who might be my best friend name, Vocabulary words,...
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Gloria, Who Might Be My Best Friend Journeys Second Grade Week 22 This is an over 100 page product with tons of supplemental materials to help you teach this unit. It covers:VocabularyThe unit essential Page 9/11
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Gloria Who Might Be My Best Friend Journeys Unit 5 Lesson 22 Second Grade Supplement Materials Common Core aligned Pg. 2-4 Vocabulary in Context – copy page A and B back to back, fold on the solid lines, cut on the dotted lines, illustrate each vocabulary word and write it in a short sentence Pg. 5.
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Gloria Who Might Be My Best Friend Ann Cameron Supplement Activities Journeys 2nd Grade Unit 5 Lesson 22 Subscribe for posts, freebies & updates! First Name Last Name E-Mail Address
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Read PDF Gloria Who Might Be My Best Friend
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Dear families,
All of us at UP Education Network are sending well wishes your way for a safe and healthy break from school.
To continue learning while your scholar is away from school we have compiled resources and work. The resources provided should, when spaced out, provide students with learning activities for about 5 weeks.
Your school likely provided some guidance on how to engage with these materials. Below find simplified guidance that can be applied to any UP school.
Students in grades K1 - K2
* Read with your scholar for about 15 minutes a day
* Do about 15 minutes a day of home learning with your scholar, focusing on completing some math and some literacy work
* If you have access to technology, see guidance from your school about additional virtual work
Students in grades 1 - 2
* Read with your scholar, or ensure that they read, for about 20 minutes a day
* Do about 20 - 30 minutes a day of home learning with your scholar, focusing on completing some math and some literacy work
* If you have access to technology, see guidance from your school about additional virtual work
Students in grades 3 - 5
* Scholars should read for 30 minutes a day
* Scholars should complete about 30 - 40 minutes a day of home learning, balancing this time across subjects
* If you have access to technology, see guidance from your school about additional virtual work
Students in grades 6 - 8
* Scholars should read for 30 minutes a day at minimum
* Scholars should complete about 45 - 60 minutes a day of home learning, balancing this time across subjects
* If you have access to technology, see guidance from your school about additional virtual work
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Form for First Penance
Priest begins:
In the name of the Father, and the Son, and the Holy Spirit.
You:
(Make the Sign of the Cross.) Amen.
You:
Bless me, Father, for I have sinned. This is my first confession and these are my sins…..
(Tell and talk about your sins)
When you are finished say: I am sorry for these and all my sins.
Priest:
For your penance……
You:
Say the Act of Contrition (unless it is said as a group before individual Confessions)
Priest:
“I absolve you from your sins in the name of the Father, and of the Son, and of the Holy Spirit.
You:
(Make the Sign of the Cross.) Amen.
Priest:
Go in peace.
You:
Thank you, Father.
Act of Contrition
O my God, I am heartily sorry for having offended Thee, and I detest all my sins because of Thy just punishments, but most of all because they offend Thee, my God, Who art all-good and deserving of all my love. I firmly resolve, with the help of Thy grace, to sin no more and to avoid the near occasions of sin.
Amen
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Unfortunate Emigrants
Kristin Johnson
Published by Utah State University Press
Johnson, Kristin. Unfortunate Emigrants. Utah State University Press, 1996. Project MUSE.muse.jhu.edu/book/9318.
For additional information about this book https://muse.jhu.edu/book/9318
VIRGINIA REED MURPHY (1833-1921)
O n September 13, 1832, Margret Wilson Keyes married lloyd C. Backenstoe in Springfield, Illinois. Backenstoe died of cholera the following year, leaving his widow with an infant daughter, Virginia Elizabeth, who had been born onJune 28, 1833. Margret Backenstoe married James F. Reed on October 14, 1835. Reed was a kind stepfather who regarded Virginia as his own, never treating her any differently than he did his other children. She went by his name, signing her early letters "Virginia E. B. Reed."
In the spring of 1846 Virginia was twelve, old enough to observe and take part in the events of that year. After the family settled in SanJose, she attended school for a few years, but ran off to marry John M. Murphy on January 26, 1850.' John Murphy was active in the early administration of Santa Clara County, serving as treasurer, recorder, and sheriff at various times. He kept a store for some time but later went into the real estate and insurance trades. When her husband became ill, Virginia assisted him with his enterprises, successfully continuing them after his death in 1892. She was the first woman on the Pacific Coast to engage in the fire insurance business. The Murphys had nine children, three of whom died young. Virginia Reed Murphy died in 1921 at the age of eighty-seven.
The Text
Virginia's contributions to the literature of the Donner party are varied. On July 12, at Independence Rock, she wrote a letter describing the journey to a young cousin in Springfield. Ten months later she had quite a tale to tell the folks back home: a second letter, dated May 16, 1847, contains an often misspelled, ungrammatical, but remarkably vivid account of her family's sufferings to which James Reed added his own corrections. A much-edited version of this missive appeared in the Illinois Journal under
1 John Murphy had been a member of the Townsend-Stephens-Murphy party of 1844, not the Donner party.
VIRGINIA REED MURPHY
the headline "Deeply Interesting Letter" on December 16, 1847. The letter has been published in many forms over the years and is widely available; both it and Virginia's earlier letter are printed in Overland in 1846. Her vivacity undimmed by the years, Mrs. Murphy also carried on a voluminous correspondence with C. F. McGlashan.
This document is one of the most popular in the Donner canon. Lively, unpretentious, and full of human interest, it tells the story of the Donner party as seen by a young girl, and has the additional virtues of being comprehensive yet relatively brief. Its very readability is a serious drawback to its usefulness as a historical text, however, as this leads one to forget that it is a late memoir, written forty-five years after the event. In addition, its apparent accuracy is deceptive, for some passages indicate that the author has referred to McGlashan's history. This is not to suggest that it is without merit as a historical document, only that it should be used warily. "Across the Plains in the Donner Party" has been published several times, most recently by Outbooks in 1989, but without a critical apparatus.
That same vivacity appears in the following account which was published in the popular Century Illustrated MagOJ:.ine in July 1891, signed "Virginia Reed Murphy." Preserved in the Bancroft Library's McGlashan Collection is an early but undated version of this memoir which relates the journey only as far as Fort Bridger. Expanded and much edited, it became the account published below.
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Ib Extended Essay Guide History
Extended Essay (source: IB History Guide) An extended essay in history provides students with an opportunity to undertake indepth research in an area of history of genuine interest to them. The outcome of the research should be a coherent and structured essay that effectively addresses a particular issue expressed as a research question , or, if this is unsuitable, a hypothesis.
Extended Essay - IB History
Extended essay The extended essay is an independent, selfPage 2/10
directed piece of research, finishing with a 4,000-word paper. One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students.
Extended essay | Diploma | International Baccalaureate ... The IB Extended Essay (or EE) is a mini-thesis that you write under the supervision of an advisor (an IB teacher at your school), which counts towards your IB Diploma (to learn about all of the IB diploma requirements, check out our other article). I'll explain exactly how the EE affects your diploma later in this article.
The Complete IB Extended Essay Guide: Examples, Topics ...
The Extended Essay is an individual project of 4000 words. It is a chance to study a topic that interests you which is not covered Page 3/10
by the syllabus. It can cover any historical topic of your choice from outside the past 10 years. It is supervised by your History teacher, but marked by the IB board.
ActiveHistory: IB History Extended Essay: 2018 Criteria Writing a winning history extended essay is something many students find hard to do based on the length of a history IB extended essay. Extended essays in history allows you to select a topic of your choice, do your research, and write a 4000 words essay based on your ib extended essay history topic that you choose.
How to Write a History Extended Essay EssayAgents.com
10 most interesting history extended essay topics. An extended essay is one which you will not finish overnight. It is up to 4000 words in length and will need to be discussed in detail with your Page 4/10
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10 most interesting history extended essay topics - ibee.com
History guide 1 Introduction Purpose of this document ... The extended essay, including the world studies extended essay, offers the opportunity for IB students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. The area of
History guide - IB Documents
IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the Page 5/10
organization works with schools, governments and international organizations to develop
Guide - IB Documents
The International Baccalaureate® (IB) programme resource centre, a key resource for educators at IB World Schools, includes several examples of extended essay titles. These highlight the diverse range of topics covered by International Baccalaureate® (IB) Diploma Programme (DP) students during their extended essays.
Examples | Extended Essay | International Baccalaureate ...
ESS Extended Essay (2018 new rubric) World Studies Does the Production of Dairy and Meat from Dairy Cows in the United States affect the Environment and Well Being of Animals and Humans?
Sample IB EE's - 2016-2017 IB Extended Essay - Lee High
...
Writing an extended essay is an extremely challenging task especially when your topic deals with human history, which is full of mysteries, riddles, and contradictions. Although this type of essay requires from you to undertake an in-depth study of a particular historical event, it's important not only to expound the facts about it, but to raise some issues for debate and provide a solid concluding statement.
18 Strong Topics To Investigate In A History Extended Essay
The Extended Essay Step by Step Guide 5: Structure and Planning. When it comes to writing a brilliant first draft of your Extended Essay, or any essay, I fully believe that a solid structure is one of the surest guarantees of success there is. It's Page 7/10
the skeleton of the essay that makes it into a fully formed being instead of a pile of jelly.
The Extended Essay Step by Step Guide 5: Structure and ...
IB Extended Essay in History Essential Check-List This sheet provides guidance regarding how to lay out your Extended Essay in History. It should be used alongside the marksheet grid which you should also have been provided with. Research Question Front Cover • Research Question • A relevant picture with a caption underneath
By RJ Tarr at www.activehistory.co.uk / www.ibhistory
The Extended Essay is dreaded by many IB students and I am certainly no exception. I had a pretty bad experience writing my EE (even to the point where I con... Skip navigation
What NOT to do on your EXTENDED ESSAY | my EE mistakes and advice!
Twelve-step Plan for Researching the Extended Essay A list of the steps necessary in order to carry out the research required for writing the IB Extended Essay - choosing the subject and topic, doing the required reading of IB rules and guidelines, writing the initial research question, and more.
Step 5. Draft a Research Question - Extended Essay ...
Extended Essay Guide Criteria, Format, Sample EEs Search this ... Previous versions of the EE Guide indicated that the title and the RQ should be the same for History, Business Management and Mathematics. This is no longer the case. All essays, regardless of the subject, need to have both a RQ and a title. ... IB-provided. "Student sample ...
Copyright : digoxin.top
Download Free Ib Extended Essay Guide History
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Parent Information Book
SCMA Membership Number: 75021525 SCSWIS Registration Number: CS2007162639
All about me
My name is Kathleen Bell, I am 40 years old and have been registered as a childminder with the Care Inspectorate since 2007.
Home and Family
I live with my husband and three kids. I have lived in Ladywell, Livingston since 2015 and know the area well. I love where I stay and feel lucky to be able to bring up my own children in such a lovely area. The street is a quiet cul-de-sac surrounded by woodland with a good selection of parks and playparks within walking distance. It is also well served by public transport. The nursery and school provision in Ladywell is excellent, our sons attend the local high school and primary school and our daughter will start nursery in 2020.
Career History
Since leaving school I have successfully achieved a degree in psychology and a postgraduate diploma in Education. After completing my education I worked with adults with special needs and as a playgroup assistant before embarking on my career as a childminder.
Experience, Qualifications and Skills for Childminding
As a busy mother of three, I am well aware of the demands and responsibilities involved in caring for children. I have no doubt that the experiences that I have had already with bringing up my own children help me in my role as a childminder. There is a large age difference between my eldest and youngest child and I understand how challenging it can be to care for children with varying abilities, needs and interests.
As part of my pre-registration training I successfully completed a six week induction course in childminding run by the Scottish Childminding Association and approved by the Care Inspectorate. The course covered a wide range of subjects including child protection, health and safety, child development and behaviour management. Over the last year I have refreshed my child protection training and obtained my First Aid Certificate for babies and young children. I also make full use of the training workshops provided by the SCMA and by other providers as they become available. I believe it is vitally important to continue to further my training and refresh my skills in order for me to provide a good quality childcare service.
My Registration The Care Inspectorate and GIRFEC
The Care Inspectorate is the regulatory body for the inspection of childcare provisions in Scotland. All childminders must register with The Care Inspectorate before they can provide care for children.
My registration allows me to care for a maximum of 6 children under 16 at any one time, of whom no more than three are not yet attending primary school, and no more than one is under 1. These numbers include my own children.
You will find my Registration Certificate displayed on my notice board. You can also find further details regarding my registra- tion and latest inspection on the Care Inspectorate website: www.careinspectorate.com
As per Care Inspectorate requirements and the Scottish Government guidelines I adopt the Getting It Right For Every Child (GIRFEC) approach, and the eight SHANARRI wellbeing indicators. (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included.) I keep personal care plans and wellbeing records for every child to ensure I am meeting each of these indicators and providing the best possible care.
For further information about GIRFEC / SHANARRI please go to: http://www.scotland.gov.uk/Topics/People/Young-People/ gettingitright
i
Or to the Parent zone here: https://education.gov.scot/parentzone/my-child/what-is-my-child-entitled-to/Getting%20it% 20right%20for%20every%20child
My Aims and Objectives
I am passionate about my role as a childminder and will work hard to provide your child with the best possible care service that I can.
I will strive to:
* Provide a safe and secure environment for your child.
*
Provide a clean environment in which your child can play, learn, develop and grow.
* Provide a wide variety of stimulating activities that are appropriate to the age of your child.
* Recognise your child as an individual and provide opportunities for your child to develop their own personal interests.
* Encourage creativity, self-expression and imagination through various games & activities.
* Promote your child's good behaviour through praise, encouragement and guidance.
* Encourage and develop language and communication through one to one interaction alongside a range of play, story telling and other activities.
* Develop dexterity and co-ordination, through a variety of games and fun activities.
* Be a positive role model and promote social skills, encouraging courteous behaviour and respect for others.
* Develop moral values that promote consideration for individual and cultural differences.
* Provide a healthy diet and encourage your child to learn about their own health and well-being.
Learning Through Play
Children learn best through play so I strive to offer a variety of activities that will support them in their development. I support the GIRFEC approach and follow principles set out in the Pre-Birth to Three guidance and the Curriculum For Excellence to support children in the following development and wellbeing areas:
I keep learning folders for all children and will also make notes in your child's online contact diary. These records will enable me to make plans on how I can help your child move onto the next stage of their development and are also of course useful for you to see how your child is progressing.
If your child is attending school or nursery, I am more than happy to talk with their teacher or key worker to discuss how I can best support their learning during their time with me.
The activities and resources I use in my setting include:
Books and Dvds Small world toys Construction toys (Lego, Duplo, mega blocks etc) Pretend play (toy kitchen, shop, doctors set etc). Dressing Up Clothes Water play Arts and Crafts. Music, singing and rhymes Cooking & Baking Gardening Outdoor play and equipment Computers / ICT Equipment Outings & Playgroups
Meals, Snacks and Healthy Eating
As part of my service, I can provide your child with the following meals and snacks:
Breakfast
Mid-Morning Snack
Lunch
Mid-Afternoon Snack
For drinks children are offered water, milk or fruit juices.
I am happy to discuss menus with parents and cater for children with different food allergies and cultural/religious requirements.
I am also happy to cook/serve food provided by parents and will support you if you are weaning your baby. Unless we have previously agreed as part of a special celebration, I would request that you do not provide your child with sweets or treats from home. This may cause upset to other children who do not have treats and also poses a danger to any children who suffer from allergies or intolerances.
I will record what your child has eaten and approximate amounts in their contact diary. If you have any concerns regarding diet/menu/quantity please do not hesitate to discuss it with me.
Working in Partnership with Parents
I can best meet the needs of individual children by working closely with parents and carers. As your child's first carer and educator, you know your child best.
I aim to develop partnerships between parents and carers which are based on mutual trust and respect and which promote the sharing of information and knowledge for the benefit of the children in my care.
Communication
It is extremely important that we communicate effectively. I will keep you informed of daily events and activities, what your child has had to eat and drink, and how they have been in general each day. I will also let you know about any other important information regarding my childcare service. I use an online diary to enhance communications and will email you every evening with a summary, I would encourage you to add important notes or make comments and suggestions.
Contact Details
I would appreciate it if you could inform me as soon as possible if there are any changes to contact details including phone numbers (work and mobile numbers) and those of your emergency contacts.
Key Stages of Development
As your child grows and develops issues will crop up that are very important for us to discuss in order that we can work together and your wishes be incorporated into my care routine for your child. These could include weaning, potting training, managing behaviour or starting (pre-)school. As these issues arise, I will arrange a suitable time to discuss with you in detail how you would like me to take forward this part of your child's care.
Concerns
If I have any concerns about your child's behaviour, development, eating etc I will share them with you immediately and if necessary work with you to seek support from outside agencies.
If you have any concerns or issues regarding the care I am providing for your child please do let me know. Often a concern is a simple misunderstanding that can easily be resolved.
I will always do my best to work with you to provide your child with the best possible care.
Registration Process
The following process shows the steps required from initial inquiry to completed registration within my care service.
Initial Inquiry from parent
* * *
Information for Parents & Carers Booklet Issued.
* * *
Informal meeting with parent(s) and child to discuss requirements and visit setting.
* * *
Parent(s) wish to proceed.
* * *
Welcome pack issued with registration form, child information form and policies & procedures.
* * *
Contracts Signed
* * *
Settling In Sessions Arranged.
* * *
Settling In Sessions take place
* * *
All parties happy to proceed. (Child, parent(s) & childminder)
Contract Agreed
Paid Care Begins
Settling In
I understand how difficult it is for parents to leave their child with someone new, I have been there myself with my own children. For this reason, I will work with you wherever possible, to ensure your child is settled and that you are happy with the care that I provide.
I recommend that we organise short settling in sessions in order for you, your child, and myself to get to know each other better before contracted hours commence. This also provides me with the opportunity to gather lots of information about your child, their likes and dislikes, routines, favourite activities and how to comfort them should they become upset. It also gives you and your child the opportunity to meet the other children and parents who already use my service and let me understand any expectations you may have. It is important that you and your child are comfortable with me and happy with the care I provide.
For young children I offer 3 half day settling in sessions and for school aged children two 2 hour sessions free of charge. Further settling in sessions can be arranged at the hourly rate if you feel this would be beneficial to your child.
You are welcome to stay with your child during these settling in sessions but I would recommend that your stay is gradually shortened so as your child can get used to you not being there.
Drop Off and Collection
Dropping Off
I would appreciate if you could let me know in advance if you are going to be arriving at a different time than agreed in our contract. I may not be ready to care for your child if you arrive unexpectedly early. I may have to take children to school or nursery and will not be able to wait for you if you are late.
Collection
Please let me know who is going to be collecting your child each day so as I know who to expect. I will only release your child from my care to adults who have permission to collect him/her as you have listed in our contract.
Late Collection
I understand that sometimes delays are unavoidable but would appreciate if you could contact me to let me know if you are going to be late. In the event of you being delayed I will reassure your child that you are on your way and if necessary organise additional activities and a meal.
Failure to Collect
If I have not heard from you and you are very late (30 minutes) I will try to make contact with you. If I am unable to make contact with you then I will try your emergency contact numbers. During this time, I will continue to safely look after your child.
Illness
Whilst I am happy to care for children with minor coughs and colds, if your child is very poorly then they will be more comfortable in their own home with you. I must also take into consideration, the other children in my care and hope that you will support me in preventing unnecessary spread of infection.
I request that your child is kept at home if they have been suffering from sickness, diarrhea or have had a fever within the last 48 hours.
If I or my own children are poorly I will contact you to inform you of the nature of the illness and if I am able to work. This then allows you to make an informed decision as to whether you wish to bring your child or not.
Alternative Childcare Arrangements
If am unable to work due to illness or for any other reason, I will try my best to assist you in finding alternative childcare arrangements. I have close relationships with other childminders in the local area. With your permission, I can try to arrange alternative care with one of them. The children are familiar with these fellow childminders as we meet regularly to allow children to play together and develop their social skills. A familiar face may be more reassuring for your child.
Child Protection and Safeguarding
It is my responsibility as a childminder is to ensure the safety and welfare of all children in my care.
I have received training on safeguarding children and child protection and am aware of the signs and symptoms of all types of child abuse, physical, emotional, sexual, and those of neglect. Due to the seriousness of this issue, I will continue to refresh and further my knowledge in this area regularly.
If I am concerned or have reason to believe that any child in my care is being abused in any way I will report the matter to Local Child Protection Team / Local Safeguarding Children Board who will advise me on how to deal with the situation and if necessary seek the involvement of social workers and/or the police.
Data Protection
In order to provide a professional care service and meet statutory requirements, it is necessary for me to collect and record information about children and their families. I understand that some of this may be sensitive and I therefore use strict data collection and processing procedures in order to ensure confidentiality.
As a requirement of the General Data Protection Regulation (GDPR), I am registered with the Information Commissioners Office as a data controller and have a Privacy Notice in place which explains in detail my data collection, processing and storage procedures.
It is also important that you understand what happens to any information I hold when the time comes for your child to move on from my setting. Full details regarding data retention and destruction procedures can be found in my Data Retention Policy.
Your rights
You have the right to request access to information that I hold about you and your child and may also ask for information held about you and your child to be withdrawn – your 'right to erasure'. Please refer to my Privacy Notice for further details regarding your rights to access data. There are however exceptions to these rights, for example the right to access or erasure may be refused due to legal or regulatory restrictions or where the disclosure of information risks adversely affecting the rights and freedoms of third parties.
If you have any questions about my data handling and retention procedures, please do not hesitate to ask.
Further Information and Contact Details
Thank you very much for taking the time to read through my information booklet.
I hope it has helped to provide you with all the information you need to know about my childminding service.
If there is anything else you require more information on, please do not hesitate to ask and I will be happy to explain.
I am very much looking forward to working in partnership with you and hope that together we can support your child to be happy, healthy and to reach their full potential.
Thank you
Contact Information
Kathleen Bell Registered Childminder
Registration No: CS2007162629
Mobile: 07807548967
Email: email@example.com
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Getting the Facts
Helpline: (800) 500-9976 firstname.lastname@example.org
T-Cell Lymphoma
Overview
Lymphoma is the most common blood cancer. The two main forms of lymphoma are Hodgkin lymphoma (HL) and non-Hodgkin lymphoma (NHL). Lymphoma occurs when cells of the immune system called lymphocytes, a type of white blood cell, grow and multiply uncontrollably. Cancerous lymphocytes can travel to many parts of the body, including the lymph nodes, spleen, bone marrow, blood, or other organs, and form a mass called a tumor. The body has two main types of lymphocytes that can develop into lymphomas: B lymphocytes (B cells) and T lymphocytes (T cells).
T-cell lymphomas can develop in lymphoid tissues such as the lymph nodes and spleen, or outside of lymphoid tissues (i.e., gastrointestinal tract, liver, nasal cavity, skin, and others). A similar lymphocyte called a natural killer (NK) cell shares many features with T cells. When NK cells become cancerous, the cancer is called NK or NK/T-cell lymphoma and is generally grouped with other T-cell lymphomas. T-cell lymphomas account for about seven percent of all NHLs in the United States according to the Surveillance, Epidemiology, and End Results (SEER) program. Each particular subtype of T-cell lymphoma tends to be uncommon. They can be aggressive (fast-growing) or indolent (slow-growing).
Lymphomas are often, but not always, named from a description of the normal cell that leads to cancer. Lymphomas that arise from mature T cells are sometimes categorized together under the general term peripheral T-cell lymphoma (PTCL), which distinguishes them from the lymphoma that arise from immature T cells or lymphoblastic lymphoma. Under this broad meaning, almost all types of T-cell lymphoma fall under the category of PTCL. More specific subtypes of T-cell lymphoma are listed here.
Common Subtypes of T-Cell Lymphoma
Peripheral T-Cell Lymphoma, Not Otherwise Specified (PTCLNOS) refers to a group of diseases that do not fit into any of the other PTCL subtypes. PTCL-NOS accounts for about 20 percent of T-cell lymphomas and is the most common PTCL subtype. Although most patients with PTCL-NOS are diagnosed with their disease confined to the lymph nodes, sites outside the lymph nodes, such as the liver, bone marrow, gastrointestinal tract, and skin, may also be involved. Patients with this subtype of PTCL will frequently have constitutional symptoms (i.e., fevers, serious night sweats, and unexplained weight loss). For more information, view the Peripheral T-Cell Lymphoma fact sheet on the Lymphoma Research Foundation's (LRF's) website at www.lymphoma.org/publications.
Anaplastic Large Cell Lymphoma (ALCL) describes several types of T-cell lymphomas and accounts for approximately one percent of all NHLs and 10 percent of all T-cell lymphomas. Initial symptoms of ALCL can include fever, backache, painless swelling of lymph nodes, loss of appetite, itching, skin rash, and tiredness.
ALCL can be either systemic (occurring throughout the body) or cutaneous (limited to the skin). Systemic ALCL is typically in an advanced stage at diagnosis and can progress rapidly. Patients with systemic ALCL are divided into two groups, depending on whether or not the surface of their cells express an abnormal form of a protein called anaplastic lymphoma kinase (ALK). Systemic ALCL, especially ALK-positive (expresses the protein) disease, can respond well to treatment and is potentially curable. Patients with ALK-negative (does not express the protein) disease, may require more aggressive treatments, and relapse (disease returns after treatment) occurs more frequently than in ALK-positive disease.
The non-systemic type is called primary cutaneous ALCL, appears only on the skin, and has a good prognosis. A rare type of ALCL called breast implant-associated (BIA)-ALCL has been observed in some patients who get breast implants, particularly those with those implants with textured (non-smooth) surfaces; the prognosis (outlook) for this type of lymphoma is usually very good. For more information on ALCL, please visit LRF's Focus On Anaplastic Large Cell Lymphoma website at www.FocusOnALCL.org or view the Anaplastic Large Cell Lymphoma fact sheet at www.lymphoma.org/publications.
Angioimmunoblastic T-Cell Lymphoma (AITL) is a rare, aggressive type accounting for about seven percent of all patients with T-cell lymphomas in the United States. Most patients are middle-aged to elderly and are diagnosed with advanced-stage disease. There is some evidence that AITL develops from an ongoing immune response potentially due to a latent viral infection (like Epstein-Barr virus), but not all latent viral infections develop into lymphoma. Initial symptoms often include fever, night sweats, skin rash, itching, and some autoimmune disorders such as autoimmune hemolytic anemia (AIHA; where the immune system attacks red blood cells) and immune thrombocytopenia (ITP; where the immune system attacks platelets). For more information, view the Angioimmunoblastic T-Cell Lymphoma fact sheet on LRF's website at www.lymphoma.org/publications.
Cutaneous T-Cell Lymphoma (CTCL) accounts for about 11 percent of all T-cell lymphomas and usually affects adults. The term cutaneous T-cell lymphoma describes a group of typically indolent lymphomas that appear on, and are most often confined to, the skin.
Mycosis fungoides, which appears as skin patches, plaques, or tumors, is the most common type of CTCL. Patches are usually flat, possibly scaly, and look like a rash; plaques are thicker, raised, usually itchy lesions that are often mistaken for eczema, psoriasis, or dermatitis; and tumors are raised bumps, which may or may not ulcerate (develop into an ulcer). More than one type of lesion may be present at any time.
Sézary syndrome is a less common form of CTCL that affects both the skin and blood. Most cases occur in adults over the age of 60 years. The most common symptoms are swollen lymph nodes and a red, very itchy rash that covers large portions of the body. Abnormal T cells, called Sézary cells, can be seen under a microscope and are present in both the skin and blood.
Other, rare forms of CTCL include primary cutaneous anaplastic large cell lymphoma and lymphomatoid papulosis. For more information, view the Cutaneous T-Cell Lymphoma fact sheet on LRF's website at www.lymphoma.org/publications.
Uncommon Subtypes of T-Cell Lymphoma
Adult T-Cell Leukemia/Lymphoma (ATLL) is a rare and often aggressive form of T-cell lymphoma that can be found in the blood (leukemia), lymph nodes (lymphoma), skin, or multiple areas of the body. ATLL has been linked to infection by the human T- lymphotropic virus type 1 (HTLV-1). This virus is commonly found in people from the Caribbean, parts of Japan, and some areas of South and Central America and Africa. The HTLV-1 virus is believed to be transmitted through sexual contact or exposure to contaminated blood, but it is most often passed from mother to child through the placenta, childbirth by Cesarean section, and breastfeeding. Less than five percent of those who carry the virus will develop lymphoma. This lymphoma requires urgent treatment in most patients and stem cell transplantation is frequently needed for cure. For more information, view the Adult T-Cell Leukemia/Lymphoma fact sheet on LRF's website at www.lymphoma.org/publications.
Enteropathy-Type T-Cell Lymphoma is an extremely rare and aggressive subtype of T-cell lymphoma that appears in the intestines. One form of this disease is frequently preceded by chronic diarrhea and gluten sensitivity and is associated with celiac disease. Another form of this disease is not generally associated with celiac
Helpline: (800) 500-9976 email@example.com disease. Other symptoms include abdominal pain and weight loss. It requires aggressive treatment that frequently is followed by stem cell transplantation in select patients.
Hepatosplenic Gamma-Delta T-Cell Lymphoma is an extremely rare and aggressive disease that starts in and involves the liver and/ or spleen. It can spread into the blood and bone marrow. It most often occurs in teenagers and young adults and is more common in males. This lymphoma is associated with immunosuppressive treatments. Patients, especially children, who have been treated with azathioprine and infliximab (Remicade) for Crohn disease, may be more susceptible to this type of lymphoma.
Lymphoblastic Lymphoma can arise from either immature B cells or T cells, but more commonly comes from T cells, comprising more than 80 percent of all lymphoblastic lymphomas. This type of lymphoma is most often diagnosed in adolescents and young adults and is a bit more common in men than women. Tumors frequently arise in the middle of the chest, or mediastinum, though lymphoma cells may appear in the lymph nodes as well as in the bone marrow or spleen. Central nervous system involvement is more common than in other T-cell lymphomas. This lymphoma, like other subtypes, can result in impaired immunity and opportunistic infections, and interfere with the body's ability to make blood cells. When red blood cells are low, it can result in fatigue, and when platelets are low, people bruise or bleed more easily. This lymphoma is aggressive and can progress rapidly, if not properly treated. With intensive chemotherapy, the complete remission (disappearance of signs and symptoms of the disease) rate can be very high and many patients can be cured.
Nasal NK/T-Cell Lymphomas develop from natural killer (NK) cells, which are closely related to and often have features that overlap with T cells. Although this aggressive lymphoma is relatively rare in the United States, it is more common in Asia and parts of Latin America. It typically originates in the lining of the nose or upper airway at the back of the throat (in which case it is referred to as nasal type) but may appear in the gastrointestinal tract, skin, and other organs. The NK/T-cell lymphomas seem to be related to infections with EpsteinBarr virus.
Treatment-Related T-Cell Lymphomas sometimes referred to as post-transplant lymphoproliferative disorder (PTLD), appear in patients who are intentionally immunosuppressed after solid organ or bone marrow transplantation. While this subtype is more commonly a proliferation of B cells, it can occasionally arise from T cells. The immune system suppression that is required to prevent rejection of the transplanted organ puts patients at risk for this type of lymphoma.
Treatment Options
Because there are so many different subtypes of T-cell lymphoma, treatment varies widely. Standard lymphoma therapies may include chemotherapy, targeted therapy, immunotherapy (like antibodydrug conjugates) immunomodulatory agents, radiation, stem cell transplantation, and surgery. Patients diagnosed with rare forms of lymphoma should consult their medical team to find new promising therapies or to enroll into clinical trials.
Treatments aimed at the skin, such as topical corticosteroids, topical retinoids, topical chemotherapy, ultraviolet light therapy, or electron beam therapy (a type of radiation that does not penetrate to internal organs), are effective for many of the slow-growing T-cell lymphomas that appear in the skin (CTCL).
In addition, a procedure called extracorporeal photopheresis (ECP) is approved to treat people with CTCL. For this procedure, blood is removed from the patient and treated with ultraviolet light, and with drugs that become active when exposed to ultraviolet light. Once the blood has been treated, it is then returned back into the patient's body.
When systemic chemotherapy treatments are appropriate, initial treatment is typically a combination chemotherapy regimen, such as CHOP (cyclophosphamide, doxorubicin, vincristine, and prednisone), CHOEP (CHOP plus etoposide) or EPOCH (etoposide, vincristine, doxorubicin, cyclophosphamide, and prednisone), or other multidrug regimens. Treatments might vary widely depending on the subtype of lymphoma that you have.
Three histone deacetylase inhibitors—a type of targeted therapy— have been approved by the U.S. Food and Drug Administration (FDA) in the past decade: belinostat (Beleodaq) for peripheral T-cell lymphoma and romidepsin (Istodax) and vorinostat (Zolinza) for cutaneous T-cell lymphoma.
In some cases, it may be determined that transplantation is the most appropriate approach to treatment. For more information on transplants, view the Understanding the Stem Cell Transplantation Process publication on LRF's website at www.lymphoma.org/publications.
Patients with relapsed disease are usually treated with combination chemotherapy such as ICE (ifosfamide, carboplatin, and etoposide) if stem cell transplantation is contemplated as the next step in therapy. However, some regimens or transplant might not be suited for everyone because of their high toxicity levels. Less toxic singleagent therapies are also available and might induce a long-lasting remission in such patients. These therapies include belinostat (Beleodaq), brentuximab vedotin (Adcetris), pralatrexate (Folotyn),
Helpline: (800) 500-9976 firstname.lastname@example.org and romidepsin (Istodax). These drugs are approved by the FDA for patients who have relapsed or those who have not responded to their first line of chemotherapy.
Treatments Under Investigation
Treatment options for the different types of T-cell lymphomas are expanding as new treatments are discovered and current treatments are improved. Treatments currently being investigated singly or in combination include:
* Alisertib (MLN8237)
* Anti-CD30 CAR T cells
* ALRN-6942
* Bendamustine (Treanda)
* Brentuximab vedotin (Adcetris) (approved for relapsed or refractory ALCL only)
* Bortezomib (Velcade)
* CPI-613
* Durvalumab (Imfinzi)
* Crizotinib (Xalkori)
* Duvelisib
* Entrectinib (RXDX-101)
* EDO-S101
* GDP (gemcitabine, dexamethasone, and cisplatin)-based regimens
* Lenalidomide (Revlimid)
* Nivolumab (Opdivo)
* MEDI-570
* Onalespib (AT13387)
* Plitidepsin (Aplidin)
* Pembrolizumab (Keytruda)
* Rituximab (Rituxan)
RP6530
* Ruxolitinib (Jakafi)
*
In addition, a number of promising clinical trials are exploring combinations of these new agents which in some cases may be more active than the single agent alone. It is critical to remember that today's scientific research is continuously evolving. Treatment options may change as new treatments are discovered and current treatments are improved. Therefore, it is important that patients check with their physician or with LRF for any treatment updates that may have recently emerged.
Clinical Trials
Clinical trials are crucial for identifying effective drugs and determining optimal doses for patients with lymphoma. In many of the rare subtypes of T-cell lymphoma, no standard of care is established.
Clinical trial enrollment is critical for establishing more effective, less toxic treatments. The rarity of the disease also means that the most novel treatments are also often only available through clinical trials. Patients interested in participating in a clinical trial should view the Understanding Clinical Trials fact sheet on LRF's website at www.lymphoma.org/publications, talk to their physician, or contact the LRF Helpline for an individualized clinical trial search by calling (800) 500-9976 or emailing email@example.com.
Follow-up
Patients with lymphoma should have regular visits with a physician who is familiar with their medical history and the treatments they have received. Medical tests (such as blood tests, computed tomography [CT] scans, and positron emission tomography [PET] scans) may be required at various times during remission to evaluate the need for additional treatment.
Patients and their caregivers are encouraged to keep copies of all medical records and test results as well as information on the types, amounts, and duration of all treatments received. This documentation will be important for keeping track of any side effects resulting from treatment or potential disease recurrences. LRF's award-winning Focus On Lymphoma mobile app (www.FocusOnLymphoma.org) can help patients manage this documentation.
Patient and Caregiver Support Services
A lymphoma diagnosis often triggers a range of feelings and concerns. In addition, cancer treatment can cause physical discomfort. Oneto-one peer support programs, such as LRF's Lymphoma Support Network, connects patients and caregivers with volunteers who have experience with lymphoma, similar treatments, or challenges, for mutual emotional support and encouragement. Patients and loved ones may find this useful whether the patient is newly diagnosed, in treatment, or in remission.
Patient Education
LRF offers a wide range of opportunities to learn about lymphoma.
Ask the Doctor About Lymphoma is a national series of twohour, topic-specific, community-based programs that combine a presentation by a medical doctor with an extensive question-andanswer session.
Contact the Lymphoma Research Foundation
Medical reviewer:
Helpline: (800) 500-9976
firstname.lastname@example.org
Website: www.lymphoma.org
Email: email@example.com
Steven T. Rosen, MD City of Hope
Helpline: (800) 500-9976 firstname.lastname@example.org
Lymphoma Workshops are regional, full-day educational programs that provide the latest information about lymphoma, current treatment options, and patient support issues.
The North American Educational Forum on Lymphoma is held annually and provides critical information on treatment options, patient support issues, and the latest in lymphoma research.
Webcasts are available on specific types of lymphoma, treatment options, and support topics.
Teleconferences are hour-long, interactive telephone programs that provide an opportunity to learn more about lymphoma, treatments, and promising research from leading lymphoma experts.
Patient Services and Support
The LRF Helpline staff members are available to answer your general questions about a lymphoma diagnosis and treatment information, as well as provide individual support and referrals to you and your loved ones. Callers may request the services of a language interpreter.
Patient Publications
LRF offers a series of print and digital patient education publications. LRF offers comprehensive guides on non-Hodgkin lymphoma (NHL), Hodgkin lymphoma (HL), chronic lymphocytic leukemia/small lymphocytic lymphoma (CLL/SLL), and the transplantation process in lymphoma, along with a variety of disease- and topic-specific fact sheets. Contact the LRF Helpline at (800) 500-9976 or visit our website at www.lymphoma.org/publications.
Mobile App
Focus On Lymphoma is the first mobile application (app) that provides patients and caregivers comprehensive content based on their lymphoma subtype and tools to help manage their disease such as, keep track of medications and blood work, track symptoms, and document treatment side effects. The Focus On Lymphoma mobile app is available for download for iOS and Android devices in the Apple App Store and Google Play. For additional information on the mobile app, visit www.FocusOnLymphoma.org.
To learn more about any of these resources, visit our website at www.lymphoma.org, or contact the LRF Helpline at (800) 500-9976 or email@example.com.
Supported through grants from:
through our social
© 2017 Lymphoma Research Foundation
Getting the Facts is published by the Lymphoma Research Foundation (LRF) for the purpose of informing and
Surveillance, Epidemiology, and End Results (SEER) Program. Because each person's body and response to educating readers. Facts and statistics were obtained using published information, including data from the
treatment is different, no individual should self-diagnose or embark upon any course of medical treatment without responsible for the medical care or treatment of any individual.
first consulting with his or her physician. The medical reviewer, the medical reviewer's institution, and LRF are not
Stay Connected
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COMMUNITY GARDENS
Community gardens can be created in a vast amount of spaces and environments: rural and urban settings, vacant lots, pocket parks, and local business plots
Community Gardens create community and neighborhood capital. A community garden is a public space that can be a cross section between public and private entities open to all, or for identified users. These spaces offer opportunities for families to grow their own food leading to financial stability and healthy, fresh food options. Gardening has been shown to reduce stress and promote additional exercise through leisure activity.
Public Input Sessions:
* DBQ: Eagle Point Park- raised bed pop-ups at vacant city lots
* Flora park near Irving School: Oms and Irving school can use garden for education and supplement vegetables for lunch: ex. Harvest lettuce for ham sandwich
* Northend: Access to foods- specific to cultural ex. Access to food for Marshallese
* In Key West: Key West needs a community garden and place to gather for fresh foods
* Dubuque is supportive community, but need to help inform on how to get land to garden and produce food
Economy: catalyst for neighborhood development and beautification (Long, Agricultural Urbanism Toolkit 18)
SQUARE FOOTAGE (~ 1 ACRE TOTAL)
2010: 44,362 sq ft
2011: 49,008 sq ft
# OF COMMUNITY GARDENS (2014) INDIVIDUAL PLOTS MANAGED:
2011- 6
2014- 57
2012- 13
1. DUBUQUE JAYCEES COMMUNITY GARDENS
* Veterans Memorial Park, 2700 Northview Dr.
* Sponsored by Dubuque Jaycees
* Scott Breitfelder (563-583-5555)
Includes:
* Water supply
* 8 in-ground beds
* Surrounded by a deer fence
* 6 raised garden beds
Eligibility and price:
* 2 waist-high beds for gardeners with limited mobility
* Anyone is eligible
* $40 for waist-high beds
* Income-based fee waivers available $30 for in-ground and raised beds
* $25 refundable deposit is required (returned if plot is cleared after harvest)
* Deadline to reserve a plot is May 1 st
3. FOUR MOUNDS COMMUNITY GARDEN
o 4392 Peru Rd
o Sponsored by Four Mounds
o Chris Olson
Includes:
o In-ground plots available for annual rental
o Limited water
o Large plots available for special rates
o No supplied fencing
Eligibility and price:
o Anyone eligible
o $30 for 15 x 15 ft. plot
o $25 deposit for all sizes
o $40 for 15 x 30 ft. plot
o $1 per every 10 sq. ft. larger than 500 sq. ft.
4. DR. VINER GARDEN (CRESCENT COMMUNITY HEALTH CENTER)
o Sponsored by Crescent Community Health Center
o Kathy Eldridge-Hutton
o 21 st Street between Elm and Kneist Streets
Eligibility and price:
o Crescent patients take priority, but open to anyone
o Free plots
5. WASHINGTON NEIGHBORHOOD COMMUNITY GARDENS
o Sponsored by Washington Neighborhood Development Corporation
o Megan Starr
o 18 th & Washington St
Eligibility and price:
o Open to resident of the Washington Neighborhood
o Free plots
o Between 11 th and 22 nd streets and Central Ave. and Elm St.
6. FIRESHOUSE GARDENS
7. DEM GREENS
Education: have been shown to offer inter-generational and cross-cultural learning opportunities
DUBUQUE COMMUNITY GARDEN COALITION: (DUBUQUE COMMUNITY GARDEN COALITION)
MASTER GARDENERS: (Scherf), (Iowa State University Extension and Outreach)
Total # Master Gardeners: 121
Total active in 2014: 88
Total active in last 3 years: 104
# Volunteer hours 2014: 4,376
Estimated # People reached: 11,388
RANKED 3 RD OUT OF ALL IOWA COUNTIES IN VOLUNTEER HOURS
4206.55 hours in 2012 (Iowa State University Extension and Outreach)
Class times:
TUESDAY CLASSES 6-9:30 PM AT DUBUQUE COUNTY EXTENSION 14585 WEST RIDGE LN., DUBUQUE SATURDAY CLASS 8:30AM-5:45PM
2015 Class schedule:
Equity: neighborhood and community gardens have shown opportunities for self-reliance, access to more nutritious foods thus creating lower food budget costs
Health: promotes social interactions with neighbors and allow for better self-reliance for food
DUBUQUE COUNTY COMMUNITY HEALTH IMPROVEMENT PLAN PROMOTE HEALTHY BEHAVIORS: (DUBUQUE COUNTY HEALTH), (IOWA DEPARTMENT OF PUBLIC HEALTH)
BY 2016 THE OBESITY RATE IN DUBUQUE COUNTY WILL DECREASE FROM 28% TO 24%.
27% of the county is obese
19% of county residents do not exercise
80% do not eat adequate fruits/vegetables
Need for increased education on healthy lifestyle behaviors (including regular exercise and healthy diet/nutrition habits) among young children
Natural Systems: promotes additional recreation opportunities, green space improvement and can minimize heat island effect
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PROCESSING FACILITIES
Allow for raw food products to be physically or chemically altered into value-added forms. Processing facilities work with everything from produce to dairy to meat and array of activities from mincing to emulsifying to cooking and preserving. This is a way for farmers to add-value to their product, but can be a large investment to process individually and typically involves several forms of certifications or licenses. Over the past several decades, the US has had a rapid consolidation of its meat industry. In 2007, four companies controlled over 80% of the country's beef processing, and three controlled over 60% of the pork processing. Businesses are required to obtain a retail food license or food processing plant license to make or sell food to the public. Independent processing centers and slaughterhouses can help establish economic growth and opportunities for individual producers and farmers to access a means to process smaller quantities of product at a reasonable cost.
Public Input Sessions:
* Galena, IL: Health dept. rules prevent entrepreneurs from marketing their products. Need approved kitchens, cold storage, "chicken processing" etc.
* Anywhere in DBQ: Help prolong life of crops and feed year round
Economy:
Processing facilities assist in increasing product value and offer niche products. There are also opportunities for multiple scales of businesses and incubator opportunities.
The number of slaughter plants has decreased significantly in the past 10 years (Long, Agricultural Urbanism Toolkit 54).
Typically there are limited slaughter and processing capacity in states, and this is a key barrier for meat and poultry, as well as value-added produce producers.
Health:
CHNA & HIP Priority Goals: (Dubuque County Health), (Iowa Department of Public Health)
PROMOTE HEALTHY ENVIRONMENTS:
Provide safe storage of food to increase safety of food from producer to consumer.
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Sexual and reproductive health and rights in Sweden 2017
Results from the population-based survey SRHR2017
Published: 19 June 2019
Uppdated: -
Content
Please note that it is possible to download a publication in full text or in parts. This pdf/printout
might not be complete. The full publication and the latest version can be found at www.folkhalsomyndigheten.se
Summary
New knowledge about SRHR in Sweden
Experience of sexual harassment and assault is common among women
Sexual harassment, assault, and sexual violence constitute serious threats against peoples' safety and health. Research has shown how common sexual violence is and has identified the many different negative health consequences it brings. Sexual violence affects peoples' physical, sexual, reproductive, and mental health negatively.
SRHR2017 shows that many different forms of sexual harassment and sexual assaults are common in the population. Women are more often victimized than men, and LGBT persons are more often victimized than the general population. Younger individuals are also more often exposed than older individuals.
Almost half of women (42 percent) in Sweden have been subjected to sexual harassment, as have 9 percent of Swedish men. The proportion among women aged 16–29 is more than half (57 percent). More than every third woman (39 percent) and almost every tenth man (9 percent) have been subjected to some form of sexual assault. As with sexual harassment, more than half of women aged 16–29 (55 percent) have been the victim of some form of sexual assault.
Eleven percent of women and one percent of men have been victims of attempted rape through physical violence or threat of violence. LGBT people have experienced this to a higher degree than heterosexuals, and about 30 percent of lesbians and 10 percent of gay men have experienced this.
There are differences related to level of educational attainment. Women with lower education are more often subjected to sexual harassment and to sexual assault compared to women with higher education. These distinctions are probably due to differences in knowledge about and awareness of the meaning of sexual harassment.
Women with lower educational level are also more often the victims of rape enforced by physical violence or threat of violence compared to women with higher educational level.
The majority are satisfied with their sex life, but there are large differences between the genders
Human sexuality is an important part of life and has a significant effect on health. Our sexuality is linked to our identity, integrity, and intimacy. These in turn affect, among other things, our selfesteem, our well-being, and our resiliency. Measuring experiences of peoples' sex lives and sexual habits is not without its difficulties. Earlier studies have focused on how often people have sex, sexual transmitted infections, and sexual risk taking. The current study has a broader focus on SRHR and examined, among other things, sexual satisfaction and sexual dysfunctions.
The results show that the majority of the Swedish population is satisfied with their sex life, find sex important, and have had sex during the past year. The youngest men (aged 16–29) and the
4 (31)
oldest men and women (aged 65–84) were the least satisfied.
Sexual experiences and sexual dysfunctions differed depending on gender. It was more common among men to be without a sex partner compared to women. It was also more common among men to have had premature orgasms, to not have had sex the way they wanted to, and to want more sex partners. Seventeen percent of men reported erectile dysfunctions. On the other hand, women more often reported lack of interest in sex, low sex drive, lack of feelings of pleasure, lack of sexual arousal, pain during or after sex, and lack of orgasms.
Considerably more women reported to have been too tired or too stressed to have sex during the past year, especially in the age span of 30–44 years. Eight percent of the population reported health problems or physical problems that negatively affected their sex life, and 13 percent had sought health care for their sexual problems.
Another influencing factor is sexual identity and transgender experience. Regardless of sexual identity, the majority reported being satisfied with their sex life. However, both bisexual women and men reported more often that they were dissatisfied with their sex life compared to other groups. Most LGBT people and heterosexuals had had sex in the past year, although every fourth trans and every fifth bisexual man reported not to have had sex. A lower percentage of trans people were satisfied with their sex life, but trans people aged 45–84 were more satisfied than the younger age groups.
Women's and men's experiences of their sex life differ, and the differences are most pronounced during the reproductive years. Deeper analyses are needed to better understand these differences and to improve knowledge on what consequences these can have on relations, life in common, and people's well-being. The need of support in relation to sexuality ought to be met by accessible and needs-oriented information, counselling, and care.
Women feel freer to take initiative and to say no to sex than men
Integrity, voluntariness, and sexual consent are prerequisites for good sexual health. Free decision making over one's body is also a human right. The concept of sexual empowerment describes an individual's perception of autonomy and decision making over when, how, and with whom to have sex.
The results show that a majority of the population think sex is important in a romantic relationship, feel free to take sexual initiative, can say no to sex, know how to suggest to a partner how they want to have sex, and know how to say no if a sex partner wants to do something they do not want to do. Approximately half of women and men reported that they and their partner equally often decide when and where to have sex. It was more common for men to report that their partner decided where and when to have sex. A larger percentage women, as compared to men, most often feel free to take sexual initiatives, know how to say no to having sex, know how to suggest how to have sex, and know how to say no if a sex partner want to do something they do not want to do.
Men with shorter education feel freer to say no to having sex compared to men with lower educational level. Women with university education are more likely to find sex to be important in relationships, know how to take the sexual initiative, and tend to more often be able to tell a
5 (31)
partner how they want to have sex.
All sexual activity is to be voluntarily in Sweden, and it is a criminal offence to force someone to partake in sexual activities against their will. Sexual consent and voluntariness are prerequisites for good sexual health. It is important to spread information to young people, and schools are an important arena for this. Schools are a place where one early on can discuss ethics and basic human values and the right of all humans to make decision over their own bodies.
Most people know how to communicate if and how they want to have sex
Sexual communication and consent can be complicated to handle in practice because it is dependent on, for example, the context and the people involved. The ability to communicate in sexual situations might lead to different health outcomes. In the same government assignment, the study "Sexual communication, consent and health" was performed via the Novus Sverigepanel and included 12,000 participants.
The results show that most people reported that they have the ability to communicate if and how they want or do not want to have sex. Women, younger people, and those who live in a relationship reported this more often. The most common ways to communicate were verbally or with body language and eye contact. Sexual communication varied based on gender, education, and relationship status, among other things.
One third of the respondents think that their communication skills do not affect their wellbeing. One quarter feel that their communication skills make them feel better, and another quarter reported that these skills make them feel safer in sexual situations. One tenth feel insecure and stressed in sexual situations as a result of their communication skills.
Twice the number of women as men have complied with having sex
The Novus survey also shows that 63 percent of women and 34 percent of men have complied with having sex at least once even though they did not really want to. Reasons to comply were they did it for their partner's sake, for the relationship, or due to expectations. This was especially true for women. More women than men also ended ongoing sex. Bisexual women have more often complied with having sex even though they did not really want to compared to lesbians and heterosexual women. It was also more common among gay men and bisexual men to comply with having sex compared to heterosexual men.
Men stated to a greater extent that it has not been relevant to express that they do not want to have sex or that they do not want to have sex in a certain way, to comply with having sex, or to end ongoing sex.
The results therefore show that how one communicates what one wants and does not want to do when one has sex depends on gender, relationship status, educational attainment, age, sexual identity, and the situation itself. More knowledge is needed on how sexual communication is affected by masculinity and femininity norms together with other power structures such as heteronormativity.
Seventy percent of men consume pornography, while 70
6 (31)
percent of women do not
Pornography is widely debated, and research has found both negative and positive consequences of pornography consumption. Pornography is said to increase the acceptance of sexuality, sexual identities, and different sexual practices and to act as a source of inspiration. Research has also pointed out negative consequences of frequent pornography consumption on, for example, attitudes, behaviors, and sexual health. Frequent pornography consumption is, among other things, associated with more accepting attitudes toward violence against women, a tendency to want to try sexual activities inspired by pornography, and increased sexual risk taking. This is probably due to the content of pornography today, which to a large extent constitutes violence against women and male dominance. From a public health perspective, the aim of this survey was to explore how pornography consumption affects people's sex life, sexual well-being, and general health.
The results show that many women and men of all ages use the Internet for sex-related activities such as looking for information, reading sexually arousing texts, or looking for a partner. Almost all activities are most common among younger people and decrease with age. There are few differences in Internet use for sex-related activities among young people. It is more common among older men to use the Internet for sexual activities than among women.
Pornography consumption is much more common among men than among women, and it is more common among younger people compared to older people. A total of 72 percent of men report that they consume pornography, while the opposite is true for women, and 68 percent never consume pornography.
Forty-one percent of men aged 16 to 29 are frequent users of pornography, i.e. they consume pornography on a daily basis or almost on a daily basis. The corresponding percent among women is 3 percent. Our results also show an association between frequent pornography consumption and poorer sexual health, and an association with transactional sex, too high expectations of one's sexual performance, and dissatisfaction with one's sex life. Almost half of the population state that their pornography consumption does not affect their sex life, while a third do not know if it affects it or not. A small percentage of both women and men say their pornography use has a negative effect on their sex life. It was more common among men with higher education to regularly use pornography compared to men with lower education.
There is a need for more knowledge on the link between pornography consumption and health. An important preventive piece is to discuss the negative consequences of pornography with boys and young men, and school is a natural place to do this. Education on gender equality, sexuality, and relationships are mandatory in schools in Sweden, and sexuality education is an important part of the preventive work for sexual health for all.
Almost 10 percent of men have paid for sex
Transactional sex is used to describe a situation where a person gets, or is offered, compensation or reimbursement in exchange for sex. The compensation can be money, clothes, gifts, alcohol, drugs, or a place to sleep. Since 1999 it is illegal to buy sex in Sweden, while selling sex is not.
To pay or in other ways reimburse someone in exchange for sex is mainly a male phenomenon. Almost 10 percent of men – but fewer than one percent of women – reported to have at least once paid for sexual favours. It was more common to have paid for sex abroad, and 80 percent of men who paid for sex did so abroad. No differences were found between men with different educational levels. Gay men and bisexual men had more often paid for sex compared to heterosexual men (nearly 15 percent and 10 percent, respectively).
One of the purposes when criminalizing the buying of sex was to change attitudes towards paying for sex. Changing these attitudes is part of the broader work for gender equality that has to be undertaken in every corner of society in order to reduce women's vulnerability. To decrease the demand for prostitution is part of the overall goal to discontinue men's violence against women.
The results also show that it is rare to accept payment in exchange for sex. Nevertheless, it is more common among LGBT people. It is also more common to accept payment in exchange for sexual favours in Sweden among both women and men than to do so abroad.
The reasons for accepting payment in exchange for sexual favours are diverse. Prevention should therefore include different actions from public authorities, the education sector, and the health care sector. Those concerned should be offered social support and social interventions that encourage good sexual, physical, and psychological health regardless of sex or sexual identity.
Reproductive health: results on contraceptives, pregnancy, abortion, miscarriage, children, and child delivery
Reproduction is a central part of life. Contraceptive use, thoughts about children, and reproductive experiences such as pregnancy, abortion, miscarriage, and child delivery are important parts of our reproductive health and are also closely linked to our psychological, sexual, and general health.
The results show that fewer women aged 16–29 use birth-control pills among those with higher income compared to women with lower income as well as among women with higher education compared to those with lower education. The differences in use are probably due to differences in knowledge and fear of hormones and their side effects.
A third of all women reported they have had at least one abortion. This proportion, as well as the percentage who have experienced a miscarriage, has remained unchanged since the 1970s.
When women reported about their child deliveries, 26 percent said they had entailed physical consequences, 17 percent reported psychological consequences, and 14 percent reported sexual consequences. These consequences differ depending on age and educational attainment. Partners participating during the delivery of their child were also affected psychologically, physically, and sexually, although to a lesser extent. The majority of women with experience of child delivery had had an episiotomy or a spontaneous laceration, while 4 percent had a rupture involving the anal sphincter (grade 3 or 4). Approximately one tenth had sought care for problems related to the episiotomy or spontaneous lacerations in relation to delivery. Neither age, education level, nor income affected the seeking or receiving of care or problems related to child delivery.
Most people reported that they have the number of children that they want, except for men with lower education. Three percent are involuntarily childless, whereas 5 percent in all age brackets do not want children. Approximately 7 percent of both women and men aged 30 to 84 have become parents without wanting to.
In conclusion, SRHR2017 showed that use of contraceptives among women in Sweden varies depending on age and need, but also on income and educational level. Reproductive experiences such as pregnancy, abortion, miscarriage, and child delivery vary depending on a range of factors such as age, income, education, sexual identity, and sometimes region. Further knowledge on associations with more variables is needed to know how to best go about addressing inequities in reproductive health.
SRHR – an issue of gender equality and equity
SRHR2017 showed differences in sexual and reproductive health and rights between different groups in the population. The answers to almost all questions in the survey differed between women and men, and the greatest gender differences were seen for:
sexual harassment and sexual violence
experiences of payment in exchange for sex
pornography use
several different experiences in people's sex lives
This reflects different gender conditions regarding sexual and reproductive health. Further, the results show greater vulnerability among women, younger people, non-heterosexuals, and trans people and to a certain degree among people with lower income and education.
A majority of the population have good sexual health, which of course is a positive result. At the same time, sexuality and people's sex lives differ, sometimes a lot, between women and men. For example, women more often experience low sex drive because of fatigue and stress compared to men. Why men less often feel free to say no to sex needs to be studied further. There are strong norms in our society regarding sex and sexuality, and gender roles, norms regarding femininity and masculinity, and norms regarding heterosexuality affect to what extent people feel free to live their lives as they see best.
Sexual harassment, assault, and sexual violence and how these affect our health is an important public health issue. The prevalence and the consequences do not just affect the victimized individual; they are also a marker for how equal a society is.
Based on the results of SRHR2017, there appears to be a need for more discussions and analyses on sexuality regarding support, advice, and education. For young people we have youth clinics and maternity health care centers where issues related to sex also can be discussed – but that mainly target women – and there are few places where older people can turn to receive help regarding their sex life and sexuality. There is a need to systematically monitor and evaluate these preventive institutions, especially youth clinics, also because of the need of men for support, advice, and care related to their sexuality. We need to emphasize the reproductive rights and health of men and discuss men's rights to reproductive health, the path to having children, their use of contraceptives, treatment for sexually transmitted diseases, and general sexual health.
In SRHR2017, we see that women and men of all ages use digital arenas for sexual purposes. Young people are more active online, and differences between the sexes are small among young people. UMO.se is an online youth clinic and a good example of how to handle sexuality issues in way that reaches many and with high quality.
Schools are important arenas for improving gender equality and equity regarding health, and the sex education in schools constitutes an important part of SRHR. Sex education in schools and school health care are to provide information to all students about structural perspectives, like legislation and norms, and individual perspectives, such as the physical body, sexual health, relationships, and sexuality. Studies show that students receive more information on sexual health, pregnancy, and contraceptive use than about gender equality, LGBT perspectives, and relationships even though sex education has been subjected to improvements such as integration into other subjects. The improvement work with sex education is supported by a quality assessment from the School Inspection, improvements from the School Authority, and international guidelines regarding sex education from UNESCO and WHO Europe.
SRHR in Sweden – how to proceed
Sweden has a unique opportunity to reach gender-equal sexual and reproductive health and rights based on Swedish legislation, UN conventions, and established policy documents. Sweden has a strong political consensus, which is also reflected in Agenda 2030.
Sexuality is a determinant of health, and the interplay between structural, socioeconomic, demographic, and biological factors influences sexual health. Sexuality and sexual health are dependent on many other aspects of health and lifestyle factors, such as mental health and the use of alcohol and drugs.
In conclusion, our results confirm our prior understanding of SRHR, namely that social prerequisites are crucial for people's freedom and sense of control over their sexuality and reproduction and to have good sexual, reproductive, mental, and general health. Gender differences exist due to structures, norms, and expectations on both the individual level and societal level, and this creates patterns that affect people's sex life, communication, relationships, and family life in relation to health.
An important public health issue is sexual harassment, assault, and sexual violence and how this negatively affects health. Harassment, assault, and sexual violence have to stop.
We need further knowledge on differences due to gender, socioeconomic status, and sexual identity in order to improve gender equality and equity. The conditions for and the rights to sexual health need to be monitored and analyzed.
SRHR is coordinated on a national level by The Public Health Agency of Sweden, which works to improve knowledge and national cooperation. In the monitoring of the sustainable development goals, the Swedish gender equality policy, and the strategy to end men's violence against women, the SRHR issues and specific items from this material are essential. The knowledge generated by this study is a starting point for further public health improvements within the field of SRHR in Sweden.
To examine sexual and reproductive health and
rights
The Public Health Agency of Sweden coordinates SRHR nationally, builds knowledge, and monitors SRHR in Sweden. The purpose with the government's assignment for the agency to perform a population survey on SRHR was to increase knowledge and by doing so create better conditions for SRHR in Sweden.
Paradigm shift in sexuality issues
The link between sexuality and health has been investigated previously. Sweden performed the first population-based sexuality survey in the world in 1967. After ten years of preparation, the former Public Health Institute of Sweden undertook, on assignment from the government, the study "Sex in Sweden" in 1996. This study is often cited concerning sexuality and health issues, largely due to the lack of larges studies on the topic.
During the past 20 plus years since 1996, several important changes and reforms have been passed. In the time line below, we show a selection of these societal changes. Some of the greatest changes are the introduction of the Internet, improved rights for LGBT people, and Sweden's membership in the EU, which together with increased globalization have increased the mobility of people and services.
When the Public Health Agency in 2017 conducted the survey described here, it was done in a new context for SRHR. This is most evident regarding gender equality and feminism, norm awareness, improved LGBT rights, and of course the Internet. In addition, the Guttmacher– Lancet commission for sexual and reproductive health and rights developed a thorough and evidence-based agenda with priorities for SRHR in 2018. Their definition of SRHR is:
Sexual and reproductive health is a state of physical, emotional, mental and social well-being in relation to all aspects of sexuality and reproduction, not merely the absence of disease, dysfunction or infirmity. Therefore, a positive approach to sexuality and reproduction should recognize the part played by pleasurable sexual relationships, trust and communication in promoting self-esteem and overall well-being. All individuals have a right to make decisions governing their bodies and to access services that support that right.
Achieving sexual and reproductive health relies on realizing sexual and reproductive rights, which are based on the human rights of all individuals to:
have their bodily integrity, privacy, and personal autonomy respected
freely define their own sexuality, including sexual orientation and gender identity and expression
decide whether and when to be sexually active
choose their sexual partners
have safe and pleasurable sexual experiences
decide whether, when, and whom to marry
decide whether, when, and by what means to have a child or children and how many children to have
have access over their lifetimes to the information, resources, services, and support necessary to achieve all of the above free from discrimination, coercion, exploitation, and violence
To monitor SRHR
The global goals of Agenda 2030 focus on improved gender equality and equity and on strengthening people's sexual and reproductive health and rights. Many of the goals in Agenda 2030 are related to SRHR, foremost goal number 3 about health and well-being for all ages and goal number 5 about gender equality and the empowerment of all women and girls.
Following the development of SRHR in Sweden is central to being able to fulfill the global goals. This is largely due to the great gender differences and the differences between age groups. The definition of SRHR summarizes the key reasons for why women, children, and young adults are the focus in order to reach the global goals. Several authorities and other operators continually work with these issues together with the health care sector, the social services, and the schools as central arenas.
Table 1. The most relevant global goals and targets for SRHR.
| 3. Good health and wellbeing | 3.1 Reduce maternal mortality |
|---|---|
| | 3.2 End all preventable deaths under age 5. |
| | 3.3 By 2030, end the epidemics of AIDS, tuberculosis, malaria, and neglected tropical diseases and combat hepatitis, water-borne diseases, and other communicable diseases. |
| | 3.7 By 2030, ensure universal access to sexual and reproductive health-care services – including family planning, information, and education – and the integration of reproductive health into national strategies and programs. |
| 5. Gender equality | 5.1 End all forms of discrimination against all women and girls everywhere. |
| | 5.2 Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation. |
| | 5.3 Eliminate all harmful practices, such as child, early, and forced marriage and female genital mutilation. |
| | 5.6 Ensure universal access to sexual and reproductive health and reproductive rights. |
Method
The population-based survey SRHR2017 was a survey among the Swedish general population that was carried out by the Public Health Agency in collaboration with Statistics Sweden and Enkätfabriken AB. The survey included questions on general and sexual health, sexuality and sexual experiences, sexuality and relations, the Internet, payment in exchange for sexual favours, sexual harassment, sexual violence, and reproductive health. Therefore, the scope of SRHR2017 was much broader compared to that of "Sex in Sweden" from 1996. The SRHR2017 study was approved by the ethical committee in Stockholm (Dnr: 2017/1011-31/5).
The survey was sent by mail to a representative stratified sample of 50,000 individuals with help from the Total Population register. The response rate was 31 percent. The dropout rate was higher among people with lower education and among those born outside of Sweden. The percentage of dropouts was slightly higher than in general surveys about health, but similar to other surveys about sexuality and health. We used calibration weights to adjust for non-response and to be able to draw inferences to the total population. Still, the results should be interpreted carefully. SRHR2017 is the first population-based study on SRHR in Sweden, and the results are presented by sex, age-group, educational level, sexual identity, and in some cases for trans people.
In addition, the Public Health Agency performed a web survey during the fall of 2018 about sexual communication, sexual consent, and health among approximately 12,000 respondents from the Novus Sverigepanel. This panel contains 44,000 individuals who are randomly selected for different surveys. According to Novus, their panel is representative of the Swedish population regarding sex, age, and region within the age-bracket 18–79. The panel surveys often reach a response rate of 55–60 percent, and our survey had a response rate of 60.2 percent. For further information, please see the report "Sexuell kommunikation, samtycke och hälsa" by the Public
Health Agency of Sweden.
The survey SRHR2017 – background and methods
The Public Health Agency has performed a population based national survey on sexual and reproductive health and rights (SRHR). This report summarizes the background to the area of SRHR and the methods of the survey.
The survey focused on sexual and reproductive health as a health determinant from a perspective of public health, equity and gender equality. The questions regarded general and sexual health, sexuality and sexual experiences, sexuality and sexual relationships, internet, sex for compensation, exposure to violence and reproductive health. The focus was broader than in previous Swedish studies on sex life. The questions regard important factors with associations to health in the population.
The survey SRHR2017 was performed in 2017 in collaboration with Statistics Sweden and Enkätfabriken AB. The survey was sent out to a randomized stratified sample of the total population registry of approximately 50 000 individuals. The response rate was 31 per cent. The non-response rate was biased, with a higher non-response rate among people with for example lower education. The reasons for the non-response rate was similar to other surveys and was dealt with via weighting in order for the responses to represent the population of Sweden as far as possible.
The survey is the first large randomized population study on SRHR in Sweden and the results can be presented by sex, age, socioeconomic status and sexual orientation. A limitation is the high non-response rate and another is the fact that some questions asked for life-time prevalence while other surveys may ask for experiences during for example the past year. The results does not provide a complete picture of the state of SRHR but rather provides new and updated knowledge.
Sexual harassment and violence
To be subjected to unwanted touching, comments or other actions of a sexual nature, with or without violence, is to be subjected to a crime. Being subjected to such actions can also affect one's health in a negative way. This study presents the results from the Swedish national survey SRHR2017, where a representative sample of the Swedish population was asked a set of questions on, among other things, sexual harassment and sexual assault. The response rate was 31 percent. Despite the survey design and weights, the results should be interpreted with caution. All questions ask about life time experiences. The aim of this report is to describe the Swedish population's experiences of sexual harassment and sexual violence from a public health and SRHR perspective. The results are presented by sex, age, level of education, sexual identity and transgender experience.
Almost half of all women have been sexually harassed
The results from this survey show that many forms of sexual harassment and sexual assault are widespread in the Swedish population, among both women and men. All forms of sexual harassment, assault and violence are however more common among women than among men, and lesbian, gay, bisexuals and transgender (LGBT) people are more often subjected to these types of assaults, compared to the general population.
The most commonly reported forms of assault were sexual harassment and so-called "other sexual offenses" (e.g. unwanted touching). Four in ten women and one in ten men reported having been subjected to sexual harassment or other sexual offenses. Among women 16-29 years of age, over half reported having been subjected to sexual harassment and a similar proportion reported having been subjected to "other sexual offenses".
The largest proportion of those who had been subjected to sexual harassment was found among bisexual women, where three out of four reported having been sexually harassed. Gay men were also more often harassed than heterosexual men, with one in three gay men reported having been sexually harassed. The most violent forms of sexual assault, attempt at sexual intercourse through threats or violence and sexual intercourse through physical violence, were most common among lesbians. Gay men were subjected to these types of severe assaults to the same extent as heterosexual women.
The number of people reporting themselves victims of these crimes decreases with age among both sexes.
Results in short:
Many forms of sexual harassment, sexual assault and sexual violence are common and significantly more common among women than among men.
Four in ten women in Sweden had been subjected to sexual harassment such as unwanted texts, phone calls, sexual proposals or been subjected to exhibitionists (42 percent among women and 9 percent among men). Over half (57 percent) of women 16-29 years of age and half (48 percent) of women 30-44 years of age has experienced sexual harassment.
Similarly, almost one in two women and almost one in ten men had experienced other sexual assault such as being forced to touch someone's body in a sexual way against their will. Over half (55 percent) of women 16-29 years of age and almost half (47 percent) of women 30-44 years have experienced this.
11 percent of women and 1 percent of men had been subjected to attempted intercourse by physical violence or threat of physical violence. This also was more common among LGBTpeople where 30 percent of lesbian women and 10 percent of gay men had been subjected to this form of assault.
7 percent of women and 1 percent of men had been subjected to forced intercourse by physical violence or threat of physical violence.
23 percent of women and 5 percent of men had been subjected to sexual assault by psychological pressure. This also was more common among lesbian, gay and bisexual people, 44 percent among bisexual women and 16 percent among gay men.
9 percent of women and 3 percent of men had been subjected to sexual humiliation such as for example that someone criticized your body, your sexual desire or capacity, or made you watch porn against your will.
Homosexual-, bisexual- and transgender people are significantly more likely to report being subjected to sexual harassment, sexual assault and sexual violence than heterosexual and cispeople.
Great need for prevention of sexual harassment and violence
This study shows that many forms of sexual harassment and sexual offenses are prevalent in the Swedish population and mainly affects women but LGBT people are also a vulnerable group.
There is still a great need for preventive measures against sexual harassment and violence. These phenomena are both unacceptable and criminal and must stop. Schools play an important role. Issues such as norms, gender patterns, gender equality, sexuality and relationships need to be included at an early stage in the broad work with knowledge and fundamental values in general, and particularly in sexuality education.
Sex life part A
Sexuality is a significant part of life and it is important for our health and it is closely related to identity, integrity and intimacy. These, in turn, affect our self-esteem, wellbeing, and ability to recover. This study presents results from the Swedish national survey SRHR2017, where a representative sample of the Swedish population, aged 16 to 84, was asked a set of questions on, among other things, experiences and problems in relation to their sex life. The response rate was 31 percent. Despite the survey design and weights, the results should be interpreted with caution. The aim of this report is to describe different aspects of the population's sex life, such as, sexual satisfaction, how often one have sex and experiences and problems related to their sex life. The results are presented by sex, age and educational level.
The majority were satisfied with their sex life
This study shows that the majority of the Swedish population 16-84 years of age, were satisfied with their sex life, believed that sex is important and have had sex in the past year. The largest proportion of those who were satisfied with their sex life were women aged 30–44 and 45–64 (63 percent) and men aged 30–44 (67 percent). The youngest group among men (16–29 years of age) and the oldest group among women and men (65–84 years of age) were least satisfied with their sex life.
Gender was shown to be of significance for experiences and problems in relation to sex life. For example, it was more common among women than men to have lacked interest in having sex, lacked desire, pleasure and excitement during sex, experienced physical pain as a result of sex and had difficulty in reaching climax. Additionally, more than every tenth woman (13 percent) have had issues with vaginal dryness.
It was more common among men than women not to have had a sex partner, to have reached climax more quickly than they would have liked, not had sex in the way they wanted and to have wanted to have more sex partners. Seventeen percent of men reported that they had trouble getting or keeping an erection.
More women than men experienced that they were too tired or stressed to have sex in the last twelve months. In the age group 30–44, 37 percent of women and 17 percent of men stated that they were too tired or stressed to have sex. Eight percent of the population reported having had health issues or physical problems that had affected their sex life. 13 percent had sought advice or help from the health care system for problems in relation to their sex life, while the majority (82 percent) stated that they did not seek help and did not think they were in need of it.
Results in short:
58 percent of the Swedish population aged 16–84 were satisfied with their sex life over the past year and the majority thought that sex is important.
Four out of five Swedes aged 16-84 (80 percent) had sex in the last twelve months. About every third man or fourth (28 percent) and every fifth woman (18 percent) reported that they had not had sex frequently enough.
One fifth of women (21 percent) and just under one tenth of men (8 percent) had lacked sexual desire.
Twice as many women (33 percent) as men (15 percent) had lacked interest in sex.
One tenth of women (9 percent) and four percent of men had lacked sexual excitement.
13 percent of women had issues with vaginal dryness.
It was more common among women (16 percent) than men (7 percent) to not have reached climax, while more men (18 percent) than women (2 percent) had reached climax more quickly than they wanted to.
17 percent of men had trouble getting or keeping an erection. This problem was more common in older men.
11 percent of women and 2 percent of men had experienced pain as a result of sex.
Twice as many women (20 percent) as men (10 percent) had been too tired or stressed to have sex.
8 percent have had health issues or physical problems that have affected their sex life.
13 percent have sought help for problems in relation to their sex life.
Continued public health work
This study shows that the majority of the Swedish population aged 16 – 84 were satisfied with their sex life during the last twelve months, have had sex in the past year and think that sex is important. The results further show that sex and age affect experiences and problems in relation to sex life. Information, counselling and care related to sexuality should be needs-oriented and should meet the requirements from a public health perspective through: availability, accessibility, acceptability and quality.
Sex life Part B – about sexual identity and transgender experience
Sexuality and sexual identity are important parts of our lives and affect our health and our wellbeing. Sexual identity is about whom a person has the ability to fall in love with or be attracted to. LGBTQ is an umbrella concept and stands for homosexuals, bisexuals, transgender people and people with queer expressions and identities. This study presents the results from the Swedish national survey SRHR2017, where a representative sample of the Swedish population, age 16 to 84, was asked a set of questions on, among other things, experiences and problems in relation to their sex life. The response rate was 31 percent. Despite the survey design and weights, the results should be interpreted with caution. The aim of this report is to describe different aspects of the population's sex life, such as, sexual satisfaction, how often one have sex and experiences and problems related to their sex life by sexual orientation and separately for trans people and cis people. The results are presented by sex, age, sexual identity and transgender.
Sexual identity – important to sex life
The majority of heterosexual, gay/lesbian women and men and bisexual women stated that they were satisfied with their sex life. A lower percentage of transgender people said they were satisfied, however, those aged 45 – 64 tended to be more satisfied than other age groups. Bisexual women and men were more often dissatisfied with their sex life than other groups. The results also showed that most LGBT people, as heterosexuals, have had sex in the last year, but that every fourth transgender person and every fifth bisexual man had not had sex.
Sexual identity and sex is of importance for experiences and problems in relation to sex life. Every fifth woman, regardless of sexual identity, had lacked sexual desire and every third woman had lacked interest in having sex. Bisexual women tended to have more difficulty reaching orgasm, wanted more sex partners and more often experienced worry or physical pain as a result of sex than heterosexual women. A larger proportion of lesbian women reported that they were satisfied with their sex life, more often had sex, and had an easier time reaching climax compared to heterosexual women.
Lack of sexual desire was more common among gay and bisexual men (16 percent and 14 percent respectively) compared to heterosexual men (8 percent). In addition, more gay and bisexual men had lacked interest in having sex, had more difficulty reaching orgasm, experienced more worry, and lacked enjoyment and excitement during sex in comparison to heterosexual men. It was more common among gay men (10 percent) than heterosexual men (2 percent) to have felt pain as a result of sex. More than every fifth of transgender person had lacked sexual desire (22 percent), been too tired or stressed to have sex (23 percent) and lacked a sex partner (24 percent). Forty-two percent of transgender people had lacked interest in sex, 26 percent had not had sex in the way they had wanted and 18 percent had health problems or physical problems that affected sex life. In all groups, approximately 15 percent had sought advice or help from the health care system for problems in relation to sex life, while the majority had not sought help and felt that they were not in need of it.
Results in short:
It was more common among cis people (57 %) than transgender people (34 %) to be satisfied with their sex life.
28 percent of bisexual men, 19 percent of gay men and 24 percent of transgender people had not had a sex partner.
More than every fifth woman, irrespective of sexual identity, had lack of sexual desire.
39 percent of lesbian and bisexual women and 32 percent of heterosexual women had lacked interest in sex.
It was more common that gay and bisexual men had lacked interest in sex (25 percent and 22 percent respectively) as compared to heterosexual men (15 percent).
42 percent of transgendered people had lacked interest in sex as compared to 24 percent of cis people.
More bisexual women (27 percent) had not reached or had difficulty reaching climax compared to heterosexual and lesbian women (15 percent and 14 percent respectively).
Every fifth gay man (19 percent) had not reached or had taken a long time to reach orgasm, compared to heterosexual and bisexual men (7 percent and 9 percent respectively).
Every eighth gay man and lesbian woman (10 percent and 12 percent respectively) and every fifth bisexual woman (19 percent) had experienced pain as a result of sex.
Vaginal dryness tended to be less common among lesbian women (5 percent) as compared to both heterosexual and bisexual women (14 percent).
Every fifth bisexual man and transgender person (21 percent and 19 percent respectively) had difficulty getting or maintaining an erection.
More than one in ten lesbian women and gay men (13 percent) and almost every fifth transgender person have had health problems or physical problems that had affected their sex life.
About 15 percent sought advice or help for problems in relation to their sex life, while the majority had not sought help and considered that they were not in need of it either.
Continued public health work
This study shows that the majority of the Swedish population, regardless of sexual identity, are satisfied with their sex life. A majority have had sex in the past year and thinks that sex is important. The results further show that sex, age and sexual identity affect experiences and problems in relation to sex life and that there are differences within and among different groups. It is important to look at sexual health from a holistic perspective, which includes understanding of the synergies between sexual, physical and mental health. Problems associated with sex life exist among all groups, but some problems might be more common in some groups. Information, counselling and care related to sexuality should be needs-oriented and should meet the requirements from a public health perspective through access, accessibility, acceptability and quality.
Sex, relationships and sexual empowerment
Integrity, voluntariness, and consent are basic prerequisites for good sexual health. Free decision making over ones' own body is also a human right. The concept of sexual empowerment describes an individual's perception of autonomy and decision making over when, how, and with whom to have sex. In the survey SRHR2017, a representative sample of the Swedish population aged 16–84 answered questions on sexual and reproductive health and rights. The response rate was 30.5 percent. Despite the survey design and weights, the results should be interpreted with caution. The aim of this report is to describe the results from SRHR2017 regarding sex, relationships and sexual empowerment. Differences in sexual empowerment based on sex, age and level of education
A majority of the Swedish population think sex is important in a romantic relationship, feel free to take sexual initiatives, can say no to having sex, know how to suggest to a partner how they want to have sex and know how to say no if a sex partner wants to do something they do not want to do. However, this does not apply to all humans. There are some differences based on sex, age and level of education.
Approximately half of women and men reported that they and their partner equally often decide when and where to have sex. It was more common for men to report that their partner decided where and when to have sex in the age bracket 30 to 64.
A larger percentage women, as compared to men, most often feel free to take sexual initiatives, know how to say no to having sex, know how to suggest how to have sex and know how to say no if a sex partner want to do something they do not want to do. However, for all these questions a larger percentage of men, as compared to women, responded "Yes, sometimes".
Educational attainment and sexual orientation also influences sexual empowerment
It was more common among men with longer education to state that they decides when and where to have sex, as compared to men with shorter education. On the other hand, it was also more common among men with longer education to state that their partner decides when and where to have sex.
Men with university education know how to say no to have sex to a higher degree, as compared to men with shorter education.
Women with university education are more likely to find sex in a romantic relationship to be important, know how to take sexual initiatives, and tend to more often be able to tell a partner how they want to have sex.
Few differences based on sexual orientation were statistically significant. Bisexual men were less likely to feel free to take sexual initiatives, as compared to heterosexual and gay men.
Trans people tended to be less likely to say no when a sex partner wants to do something they do not want to do, were less often able to say no to have sex, were less likely to take sexual initiatives, as compared to cis people.
Sexuality and digital arenas
In the survey SRHR2017, a representative sample of the Swedish population answered questions on, among other things, sexuality and digital arenas. The response rate was 31 percent. Despite the survey design and weights, the results should be interpreted with caution. The aim of this chapter is to describe different aspects of how the Swedish population used the internet for sex-related activities. The public health agency presents results based on sex, age, sexual identity and educational level.
The current study, in line with previous research, shows that it is common among women and men of all ages to engage in online activities such as searching for sex-related information, reading erotic material, or finding partners. Almost all such activities were most common among 16–29 year olds and became less common with increasing age. There were few or no differences between the sexes among young people aged 16–29 years, while among older people it was more common among men than women to engage in activities related to sex and sexuality online.
The majority of 16–29 year olds had searched for sex-related information, while approximately 50% had looked for a partner online (not primarily for sex) as well as read erotic material. Other activities were less common among 16–29 year olds. Approximately 20–25% had experience of looking for a sex partner online, meeting a sex partner online, putting up or sending pictures, or sexchatting/having had cybersex online.
Among all older age groups, it was more common among men than women to have searched for sex-related information, to have looked for a partner (not primarily for sex), to have met a sex partner, and to have read erotic material. No differences between the sexes were found regarding having bought sex toys online, having put up or sent pictures, or having sexchatted/had cybersex.
Results in short:
Having looked for a partner online (not primarily for sex) and having looked for a sex partner was most common among younger people and was less common with increased age. Among all other age groups, it was more common among men than women to have looked for a partner or sex partner online.
It was more common among younger than older persons to have put up or sent pictures or videos with sexual content online. No differences between sexes were found.
Having read erotic material was more common among younger persons and was less common with increasing age. No differences based on sex were found among 16–29 year olds. In all other age groups it was more common to have read erotic material online among men than among women.
Having sexchatted or had cybersex was most common among 16–29 year olds, and about one third had this experience. No differences were found based on sex.
Use of pornography and sexual health
It is more common among men to watch pornography, compared to women. Studies exploring the effects of pornography use have come to different conclusions, although many agree that potential harmful health effects can be found among people who are frequent users, meaning people who watch pornography at least 3 days a week. Frequent use of pornography has for example been found to be associated with wanting to try things one has seen in pornography in real life, sexual risk taking and with attitudes supporting violence against women (ASV).
In the survey SRHR2017, a representative sample of the Swedish population aged 16–84 answered questions on amongst other, experiences and problems related to their sex life. The response rate was 31 percent. Despite the survey design and weights, the results should be interpreted with caution. The aim of this report is to present the population's responses regarding questions on pornography in SRHR2017 and to present a literature review on pornography.
Results in short:
Pornography use is more common among men and young people than among women and the elderly, and the differences are considerable.
41 percent of male Swedes aged 16–29 and 23 percent of men aged 30–44 use pornography frequently, meaning at least 3 days a week. Frequent use of pornography is uncommon among women, and only 3 percent of women aged 16–29 and 1 percent of women aged 30–44 use pornography on a daily or almost daily basis.
48 percent of male and 33 percent of female residents had used pornography in order to increase their sexual experience. This is most common in the age span 30–44.
Almost half of the consumers said their consumption did not affect their sex life, whereas one third said they did not know if it did affect their sex life or not. A small percentage reported their consumption affected their sex life negatively, 4 percent among women and 4 percent among men. It was more common that men felt their consumption affected their sex life positively (23 percent), as compared to women (14 percent).
Frequent pornography use was found to be associated with lower self-rated sexual health and with other risk factors such as sex for payment, problematic sexual performance requirements, and dissatisfaction with one's sex life. There were no differences among frequent users compared to non-frequent users regarding who in a relationship most often makes decisions about how and when to have sex. We cannot make any conclusions about the causation of these associations.
Ways forward for increased equity and equality in health
This is the first time the Swedish Public Health Agency has focused on pornography use and health. The results show that pornography use is a common phenomenon, especially among young men in Sweden. Previous studies have shown pornography use can potentially have a harmful impact on young people's sex life and the personal sexual script. Women are also negatively affected by men's pornography use when the pornography is based on an imbalance in power where women always are subordinate which is displayed by violence against women in
pornography. En viktig del i det förebyggande arbetet är att diskutera pornografins negativa konsekvenser med pojkar och män, och skolan är en viktig arena för detta. Undervisning om jämställdhet, sexualitet, kön och relationer är också obligatorisk i svensk skola. Det är viktigt att vuxna är öppna för samtal om pornografi, men även för diskussioner kring vikten av respektfulla och ömsesidiga relationer. An important part of the preventive work is to discuss the negative consequences of pornography with boys and men in schools. Gender equality, sexuality, sex, and relationships are compulsory in Swedish schools. It is important that adults have an open mind regarding conversations about pornography, but also for discussions on how to form sound sexuality and the importance of respectful and mutual relationships.
Sex for money or other type of compensation
Transactional sex is used to describe a situation where a person gets, or is offered, compensation or reimbursement in exchange for sex. The compensation can be money, clothes, gifts, alcohol, drugs or a place to sleep. The term is also used when it comes to pay or give other compensation for sex. Since 1999 it is illegal to buy sexual services in Sweden, while selling sex is not. This study presents results from the Swedish national survey SRHR2017 about sexual and reproductive health and rights, including results on transactional sex. The response rate was 31 percent. Despite the survey design and weights, the results should be interpreted with caution. The Public Health Agency presents experiences of transactional sex by sex, age and sexual identity (heterosexual, gay, bisexual and queer (hbq)).
Results in short:
Having paid or provided other types of compensation for sex was almost only prevalent among men. Nearly one in ten men and 0,5% of women had ever paid for sex
It was more common among hbq men to ever have paid for sex than among heterosexual men (15% compared to 9%)
It was more common to have paid for sex abroad than in Sweden, 80 per cent of men who had paid for sex had done it abroad.
Nearly 5 per cent of men had ever paid for sexual services via internet, mobile phones or applications.
It was unusual to have received payment or compensation for sex; 1 per cent among men and 1,5 per cent among women. Having received payment for sex was more common in Sweden than abroad among both men and women
Seven per cent among men and women identifying as hbq had ever received payment or compensation for sex.
It was uncommon to have sold sexual services on the internet, only 0,5% had this experience. It was somewhat more common among LGBQ-people than among heterosexuals.
Future preventive measures
The group people with experience of receiving payment or compensation for sex is an important target group in the work of the Public Health Agency for sexual and reproductive health and rights, against HIV/STI and for equal rights and opportunities regardless of sexual orientation, gender identity or gender expression.
Since the reasons for having transactional sex and the experiences of the phenomenon transactional sex are very different, the preventive work need to include many different preventive measures from for example public authorities, schools and health care services. The results also shows that experiences of transactional sex are more common among LGBQpeople. People with experience of transactional sex should be offered social support and interventions to improve sexual, physical and mental health, regardless of sex or sexual orientation.
Reproductive health
This chapter presents results from the survey SRHR2017, where a representative sample of the Swedish population answered questions on, among other things, reproductive health. The response rate was 31 percent. Despite the survey design and weights, the results should be interpreted with caution. The aim of the report is to describe the results on contraceptive use, thoughts on wanting or not wanting children, and reproductive experiences such as pregnancy, miscarriage, abortion, and child delivery. The National Public Health Agency presents the abovementioned experiences by sex, age, educational level, income, and sexual identity.
Results in short:
Contraceptives
Hormonal contraceptive use is largely due to age, whether one has an on-going relationship, is sexually active, or if one wants to become pregnant.
Income and educational level, but not cost, affects hormonal contraceptive use among women aged 16–29 . The proportion of women aged 16–29 years using the pill is lower among women with high income as compared to low-income and lower among women with high education as compared to women with low. Other factors that may influence the differences in use include worries about hormones and their side effects but more analysis is needed.
The withdrawal method (pulling out) and safe periods are used by almost one fifth of women and men aged 16 to 44.
Children
There is a relationship among both women and men aged 30 and older between socioeconomic position and wanting children as well as with the number of children you want. Men with low education and low income to a lesser extent have the number of children they want.
Three per cent of women and men aged 30 and above report being involuntarily childless, whereas 5%, in all ages, do not want children.
Approximately 7% of both women and men aged 30 to 84 have become parents without wanting to.
Pregnancy
Approximately one third of Swedish women have had one or more abortions.
One third have experienced a miscarriage.
Child delivery
Women aged 30–44 years were 28 years old on average at their first child delivery, whereas women aged 45–64 were 26 years old on average. The longer the education, the older the
women were at their first child delivery.
Twenty-six per cent of women aged 16–84 reported physical difficulties after at least one of their deliveries, 17% reported psychological difficulties, and 14% reported sexual difficulties. Experiences of the consequences of child delivery vary with age and educational level. Men also reported psychological and sexual difficulties after attending child delivery.
Depending on age, 81–92% of women who had delivered a child had a vaginal delivery. It was more common among younger than older women to have had a caesarian section. The type of delivery did not vary by income or education.
Vacuum-assisted, and rarely forceps, delivery was most common among women aged 30–44 (12%) years.
Women having had an episiotomy were most often older than 45 years, while women younger than 45 years had most often had spontaneous laceration that, as the episiotomy had been sutured.
The majority of women with experience of child delivery had had an episiotomy or a spontaneous laceration, and 8% had a rupture without sutures and 4% had a rupture involving the anal sphincter (grade 3 or 4).
Approximately 12% had sought care for problems related to episiotomy or spontaneous lacerations in relation to delivery, 7% answered that they had received treatment that had helped, 3% said that they had not received treatment, and nearly 2% said that they had treatment that did not help.
Age, education level, or income did not affect the seeking or receiving of care or problems related to child delivery.
Conclusions about reproductive health
Hormonal contraceptive use among women in Sweden vary based on age and need but also based on income and education. Thoughts regarding children vary by age and sex but also based on income and educational level. Reproductive experiences such as pregnancy, abortion, miscarriage and child delivery also vary according to a range of factors including age, income, educational level, sexual identity and sometimes geographical region.
Sexuality education – an important part of SRHR
The right to knowledge
All students in the Swedish school system are entitled to evidence based, recurring, relevant and knowledge building sexuality education that forms an important part of the foundation of sexual and reproductive health and rights (SRHR). School is a central health promoting arena and the right to information and knowledge are important parts of the SRHR work in general.
Several national and international guidelines and reports indicate that an evidence based sexuality education creates the foundation for the students to develop their reflective, critical and communicative ability and strengthen the students' opportunities to make informed and responsible decisions in the area of sexuality and relationships.
Few people think that the sexuality education provide enough knowledge
19 percent stated that they thought the school's sexuality education had given them the knowledge they needed. More men (22 percent) compared to women (16 percent) stated that the teaching provided them with the knowledge they needed. Almost a third (29 percent) stated that the sexuality education did not give them the knowledge they needed and every fourth respondent (26 percent) acquired the knowledge they needed from a different source.
8 percent stated that they never received any sexuality education.
No significant differences between women and men with different educational attainment were found regarding if one had gotten the sexuality education needed.
Men are more often satisfied with the sexuality education given, as compared to women and regardless of sexual identity.
Lesbian/gay (39 percent) and bisexuals (36 percent) more often reported that their sexuality education had been inadequate, as compared to heterosexuals (28 percent).
In comparison with UngKAB15, there is somewhat fewer in SRHR2017 that thinks that sexuality education has given them sufficient knowledge. In UngKAB15, 58 percent of the boys and 41 percent of the girls, aged 16-29, stated that they received sufficient knowledge through sexuality education. The corresponding figures in SRHR2017 are 37 percent for boys and 26 percent for girls.
Teachers need more competence and governance
The prerequisites for a work of high quality are found in the Swedish curricula. Even so, sexuality education in Sweden has problems regarding equality and quality according to quality reviews carried out.
In order to achieve equality and high quality, teachers' skills and confidence to handle these
issues need to increase. Teacher education must address these issues and equip teachers for the work, and for the teachers in service there should be opportunities for competence development.
A prerequisite for this work is the governance from the headmaster or other school leaders and these perspectives must be integrated in the systematic quality work and be planned, monitored and evaluated regularly.
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Fine Arts
Drawing & Painting Skills!
Teacher: Erin Nielson
Grades: 6, 7, 8
Class Schedule: Monday/Wednesday
Class Time: 2:30 – 3:30 pm
Duration: 2 hours per week, 32 weeks
Description:
This class is for students of any skill level who are seeking to refine their drawing and painting abilities.
We will explore techniques in acrylics, watercolors, oil paints, and a variety of drawing mediums. We will draw from life and photos, and will gain inspiration from the masters of the past. Students will strengthen their foundational art and design skills, and can expect to create a portfolio of work that displays clear progression and variety of expression.
Please bring a sketch pad and pencil set to every class. All other supplies will be provided.
Prerequisites: An interest in art!
Homework:
Students can expect occasional homework
Class Materials:
Sketch pad 8*10 Basic sketching pencil set Eraser.
Payment Options:
1. Full tuition of $885.00 is due at time of registration.
2. Two (2) installments.
3. Four (4) installments.
4. Nine (9) monthly payments of $98.34. The first monthly tuition payment is due at time of registration. Subsequent monthly payments of $98.34 will begin the month following the month you registered and will continue until all additional eight (8) payments are collected.
Music Appreciation
Teacher: Ami Campbell
Grades: 6, 7, 8
Class Schedule: Wednesday Only
Class Time: 9:30 – 10:45 am
Duration: 1.25 hours per week, 32 wks
Description:
This class will take a look at the major eras of Western Classical Music, including the Renaissance, Baroque, Classical, Romantic, and Modern Eras. The focus will be on Western European Masters, including J.S.Bach, Handel, “Papa” Haydn, W.A. Mozart, Beethoven, Brahms, Tschaikovsky, Verdi, Shostakovich, and some American composers such as Copeland, Bernstein and Gershwin. We will look at the progression of composition style, and students will learn to hear the differences in style between eras, and distinctive styles of each composer.
Much of the class will be focused on listening in class, and at home. We will touch on the very basics of music theory. Guest artists may visit the class from time to time to acquaint the students with various instruments.
Prerequisites: An inquisitive mind!
Homework: Students will need to dedicate about 30 minutes a week to listening at home.
Class Materials: A standard folder for handouts/worksheets
A notebook for taking notes
Pencils
Some sort of device for streaming music, could be Spotify/Apple Music, or access to YouTube. If student does not have this, we can work around it.
Payment Options:
1. Full tuition of $681.39 is due at time of registration.
2. Two (2) installments.
3. Four (4) installments.
4. Nine (9) monthly payments of $75.71. The first monthly tuition payment is due at time of registration. Subsequent monthly payments of $75.71 will begin the month following the month you registered and will continue until all additional eight (8) payments are collected.
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PREHISTORIC TRAILS OF THE PICACHO BASIN IN THE COLORADO DESERT, IMPERIAL COUNTY, CALIFORNIA
STEPHEN BRYNE
SCIENCEAPPLICATIONSINTERNATIONALCORPORATION
Prehistoric trails are part of the cultural landscape of the Picacho Basin in the Colorado Desert of southeastern California. These trails provide a lasting testament to prehistoric lifeways. Since the early twentieth century, scores of trails have been documented in this region. The trails, which vary from short segments to over 200 mi. in length, were used to access resource collections areas, to conduct trade and warfare, and as ritual routes to sacred sites. A number of trails were recorded in 2010 during surveys for proposed military aircraft landing sites. Observations regarding these trails, and their significance, are discussed.
The entire west was crisscrossed by prehistoric trails. In California, these trails linked all areas: north, south, east, and west (Campbell 1999:42). Not only were local trails utilized, but super-pathways traversed and bisected the region and reached trails far beyond, leading to what would become the adjoining states of Arizona and Nevada (Campbell 1999:42).
The prehistoric trail systems in the Picacho Basin are some of the most numerous and complex in the Colorado Desert (Pendleton 1985:89; Townsend 1983:7; von Werlhof 1988). These trails consist of narrow, cleared lines, in some cases continuing for miles. Over the years, scores of trails have been recorded in this area (Pendleton 1985:89; Pigniolo et al. 1997; Townsend 1983:7; von Werlhof 1988). The trails of the Picacho Basin are part of the cultural landscape, and they provide a lasting testament to prehistoric and historic Native American lifeways. In an area that seems to lack habitation sites, trails and their associated features can provide insight into prehistoric people's behavior, including subsistence and settlement.
ETHNOHISTORY
The Native American tribes who occupied western Arizona and southeastern California were speakers of related languages of the Yuman family. The lowland Yuman tribes included the Quechan, Mojave, Kamia, Cocopah, Halchidhoma, and Maricopa (Cleland 2004). Their economy was based on floodplain agriculture, fishing, and harvesting wild plant foods.
These groups traveled widely across the desert for purposes of social visitation, religious pilgrimages, trade, alliance building, and warfare (Cleland 2004). The construction of a regional trail system was a key component of this cultural system (Cleland 2004; von Werlhof 1987).
Among Yuman groups, pilgrimages to distant locations of ritual importance were common, and war parties traveled great distances to engage the enemy in pitched battles; these activities were facilitated by a network of trails (Cleland 2005:133). Perhaps the most notable trail system is the Xam Kwatcan trail network, an almost 200-mi.-long trail from Avikwalal (Pilot Knob) near Yuma to Avikwame (Spirit Mountain) near Laughlin, Nevada (Cleland 2004; Pigniolo et al. 1997).
QUECHAN COSMOLOGY
The cosmology and spirit life of the Quechan are dominated by the belief in a plural reality: one is the "normal" material existence, and the other is the spiritual-mystical existence (Cleland and Apple 2003:21; Pigniolo et al. 1997:60). The spiritual level of reality is accessed through dreams, and dreams are tied to the natural and cultural landscape (Cleland and Apple 2003:21). Thus, dream travel, trails, and spirit mountains are significant parts of the spiritual life of contemporary Quechan people (Cleland and Apple 2003:21; Pigniolo et al. 1997:60).
The Keruk ceremony was held at irregular intervals to celebrate and perpetuate a ritual taught to the first men after the death of Kukumat, the creator of the world (Cleland and Apple 2003:22). The Keruk was an occasion for relatives and friends to travel considerable distances to get together to exchange food and goods, gossip, conduct courtship, arrange marriages, settle disputes, etc. (Cleland and Apple 2003:22). A great deal of travel was associated with this ceremony, and this travel took place over trails. Pilot Knob (Avikwalal) was the starting place for the traditional Keruk ceremony, and Picacho Peak (Avi milyket) was a major ceremonial stop on the pilgrimage to Avikwame (Cleland and Apple 2003:22-23; Pigniolo et el. 1997:62). The trails linking these sacred places with each other and with various villages are of particular spiritual significance to the Quechan people because the trails were used during the Keruk ceremony and for dream travel (Cleland and Apple 2003:23).
The Cargo Muchacho Mountains (Winsue) also figure prominently in the creation, mythology, healing, habitation, and subsistence practices of the Quechan (Cleland and Apple 2003:22). In addition, many trails have spiritually significant features associated with them, such as geoglyphs, spirit breaks, and shaman's circles (Cleland and Apple 2003:23).
PREVIOUS RESEARCH
The nineteenth-century historian Hubert H. Bancroft perhaps first described the trail system of the Colorado Desert. Bancroft described the trails in the following passage:
…several long, path-like discolorations of the surface, extending for miles in nearly straight lines, which were Indian trails. The only change which was produced appeared to be the removal or dimming of the polish on the pebbles. There was no break in the hard surface, and no dust. That the distinctness of the trail was made by the removing of the polish only became evident from the fact that figures and Indian hieroglyphics were traced, or imprinted, on the surface or adjoining path, apparently by pounding or bruising the surface layer of pebbles. These trails seem very old, and may have endured for many generations [Bancroft 1890:690-691].
Pioneering archaeologist Malcolm Rogers studied these trails in the 1920s (Rogers 1966:42, 4749). The trails, along with cleared circles and crude stone tools, formed the basis of Roger's definition of San Dieguito culture (Rogers 1939). Rogers stated,
One impressive phenomenon left by the San Dieguito ancients is the great number of trails, and the fact that so many of them survived, even in a fragmented condition. They are best preserved on the extensive flat desert pavements of the American Desert in its southernmost parts. Any unnatural alteration of a pavement surface seems to become an imperishable record, no matter how much time has intervened; the record simply becomes more blurred with elapsed time. Regardless of how ancient the disturbance was, a discerning eye can detect some vestige [Rogers 1966:47].
More recently, archaeologists including Norman Whalen (1976), Jay von Werlhof (1983, 1984), Jerry Schaefer (1982, 1983), Jan Townsend (1983), Lorann Pendleton (1985), Andrew Pigniolo et al. (1997), Jerry Schaefer and Carol Shultze (1996), and James Cleland and Rebecca McCorkle Apple (2003) have documented numerous trails in this region.
Jay von Werlhof recorded several trails during this study of the Gold Fields Mining Company Mesquite District Project area (von Werlhof 1983, 1984). He observed that the trails, "average 35 cm wide, in at least the southeastern California deserts" (von Werlhof 1984:33). He suggested that the trails represented transient usage, "probably guiding people between the valley and the river, and between the west side of the Chocolate Mountains and the main east-west trail through the Mesquite District" (von
Werlhof 1984:33). Von Werlhof (1984:157) concluded that, at least during the Yuman phase, these trails represented a transportation corridor between the Colorado River and Lake Cahuilla.
Andrew Pigniolo et al. (1997) reported on a cultural resources inventory for the Imperial Project, an open-pit gold mine in eastern Imperial County. This study identified 16 prehistoric trails (Pigniolo et al. 1997). The trails also averaged 35 cm in width, but ranged from 20 to 50 cm wide (Pigniolo et al. 1997:91). Pigniolo et al. (1997:92) observed that trails were rarely straight, but were rather curved or weaving and were always single-file. They suggest that trails linked people to places of importance, such as resource procurement areas, settlements, and ceremonials sites (Pigniolo et al. 1997:91).
James Cleland and Rebecca McCorkle Apple reported on cultural resource investigations for the North Baja Pipeline, which traversed the Colorado Desert (Cleland 2005; Cleland and Apple 2003). Cleland and Apple found that the prehistoric trail system structured the distribution of prehistoric sites in their study area. That is, nearly 40 percent of the over 120 prehistoric sites inventoried for the project had trail features, and many other sites were in close proximity to long-distance trails (Cleland 2005:133).
2010-2011 STUDY
In 2010 and 2011, Science Applications International Corporation (SAIC) conducted an archaeological survey of 23 proposed military landing sites on public lands managed by the Bureau of Land Management in the Picacho Basin (Bryne 2011) (Figure 1). Of 38 newly recorded prehistoric archaeological sites, six sites consist of trails or complexes of trails.
Table 1. Trail lengths and associated features.
| SITE NUMBER | TRAIL LENGTHS IN KM (MI.) |
|---|---|
| CA-IMP-4805* | 2.8 (1.7) |
| CA-IMP-11,643 | 1.0 (0.6) |
| CA-IMP-11,649 | 0.8 (0.5) |
| CA-IMP-11,663 | 7.0 (4.3) |
| CA-IMP-11,665 | 2.6 (1.6) |
| CA-IMP-11,667 | 0.6 (0.3) |
| CA-IMP-11,674 | 1.6 (1.0) |
* = previously recorded site
In total, more than 16 km of trails were mapped at six sites (see Table 1). In some cases, the trails continue for unknown distances outside the project area. It is noted that the advent of Global Positioning System (GPS) technology has made recording trails and locating them accurately on the landscape a much easier task than it was in the past. A previously recorded prehistoric site (CA-IMP-4805), revisited during this study, consists of multiple trail segments and at least 43 cleared circles or rock rings. Trails in and around this extensive site total almost 3 km in length. Two newly recorded sites (IMP-11,663 and IMP-11,665) consist of extensive trail complexes with numerous trail segments, cleared circles, rock cairns, rock alignments, and lithic scatters.
Most trails in the study area occur on alluvial terraces and appear to be oriented in a northwest-tosoutheast direction, or parallel to the similarly trending washes (see Figure 2). The trails vary from 30 to 50 cm in width. The trails are wider, more established, and less ephemeral than game trails, which also exist in the area. In some cases, animals (including coyotes and feral burros) continue to use the prehistoric footpaths, as evidenced by their sign. Some trails consist of short segments, while other trails are complexes of trails, with main trails and spurs with total lengths of up to 7 km (4.3 mi.) in length. The surfaces of the trails have been cleared of rocks and small pebbles, which has revealed the lighter-colored subsoil beneath the desert pavement surface (see Figure 3). Archaeological features associated with the trails include cleared circles, rock cairns, rock alignments, lithic scatters, and at least one ceramic scatter (see Table 1) (Figure 4). Rock cairns associated with trails may represent trail markers or shrines.
TRAIL CONSTRUCTION AND USE
Previous researchers have suggested that the repeated use and the pounding of feet on the ground surface pressed the rocks of the desert pavement into the soil and/or resulted in the rocks and pebbles being pushed aside, resulting in a negative pattern in the dark desert pavement (von Werlhof and Casey 1987:13; Whitley 1996:119). However, others have suggested that the trails were created and were not simply the result of repeated use (Cleland and Apple 2003:289). According to the latter theory, prehistoric trails were created in a similar manner to intaglios; that is, the surfaces of the trails were deliberately cleared to reveal the lighter-colored subsoil below.
Aside from their use as ritual routes to sacred sites, trails were used to connect villages and temporary camps, to conduct trade and warfare, and to access resource collection and lithic procurement areas. Jay von Werlhof provided the following description of the uses of these trails:
In sum, trails connected permanent mountain and riverine villages, and were extended to base camps from where seasonal exploitation could be more easily dispatched over a period of several days to several weeks. From base camps, exploitation trails led to temporary campsites where a hearth, cleared circles, tools or lithic nodules and basic milling equipment might be cached, and religious stones placed near the camp for spiritual assurance or security. The trails from permanent centers, secondary base camps, and temporary camps also continued into territories of other bands and tribes. Migrations,
visitations, war, quarrying and trade were the most widely used purposes for the extended trail system [von Werlhof 1988:64].
Lorann Pendleton (1985:184-185) concluded that some of the trails were used by people living near the Colorado River who exploited the lithic resources in the Picacho Basin within their daily foraging radius, while other trails resulted from long-distance travel by people traveling through the Picacho Basin to distant destinations. Pendleton (1985:186) concluded, "Perhaps the best evidence for the functioning of trails in long-distance travel networks is the mere presence of the trails themselves."
ASSOCIATED FEATURES
Trails in the Picacho Basin are often associated with other archaeological features, including rock cairns, trailside shrines, cleared circles, ceramic scatters (or "pot drops"), lithic scatters and isolated lithic artifacts. It is the association with prehistoric artifacts and features that argues for the prehistoric origin of these trails. Rogers (1966:49) observed that, "along these trails and in their vicinities are found artifacts, sleeping circles, cobble trail shrines, and boulder-outlined ceremonial configurations."
Rock cairns or shrines are sometimes found in conjunction with trails. Rogers (1966:49) indicates that the earliest trail shrines were composed of "simple offerings, generally rocks, presumably in the belief that they would prevent fatigue, sickness or injury while travelling." Later (assumedly Yuman) shrines sometimes contain tobacco pipes, smashed whole ceramic vessels, shell ornaments, and food offerings (Rogers 1966:49). Begole (1974:59) describes trailside shrines as being constructed by travelers,
who, in lieu of leaving small bits of food, would place a pebble or a small cobble at a significant spot as a token of appreciation to the spirits for past favors, for safe travelling, or for fulfillment of a future wish or request. According to Begole (1974:59), this type of cairn is occasionally found at the top of a mountain pass or at the junction of main trails. According to Schaefer (1982:108), the shrines could represent prehistoric symbolic behavior or mark burial locations or sites of religious activity.
Cleared circles are often found in conjunction with these trails. Schaefer (1982:109) described strings of cleared circles running along trail segments. The cleared circles vary in size and shape. Some of the types documented by Rogers include boulder-rimmed, plain-rimmed, contiguous double circles, concentric circles, and rectangles (Rogers 1966:44-47). However, at least one subsequent study found that the vast majority of cleared circles are circular (Pendleton 1985:175-176). Cleared circles do not appear to have any subsurface components (Schaefer 1987). Further, cleared circles typically have very few or no artifacts or domestic features associated with them (Begole 1974; Pendleton 1985; Pigniolo et al. 1997; Rogers 1939, 1966).
Malcolm Rogers (1966:44-47) referred to cleared circles as "sleeping circles"; however, their function remains unclear. Schaefer (1982:107) suggested that cleared circles represent temporary camps, citing the fact that they are associated with lithic scatters, trails, and other evidence of daily activities. However, Pendleton (1985:179) reported "a lack of evidence which would suggest that these circles are the remains of temporary camps." In addition, Pendleton (1985:179) cites "no associations between circles and food production or procurement tools, between circles and hearths, between circles and exotic raw materials, or between circles and maintenance tools." Pendleton further noted that "In no case did we find evidence which would suggest that the cleared circles were the remains of houses (e.g., a base camp)" (Pendleton 1985:179). Based on Pendleton's analysis, the function of cleared circles could not be determined (Pendleton 1985:180). More recently, Cleland and Apple (2003:291) have suggested that the cleared circles may represent "dreaming circles," which may explain the apparent lack of associated artifacts.
Rogers developed the first ceramic chronology for the area, still in use with minor modifications, by using the ceramics deposited along the trails and at trailside shrines. Most ceramic scatters are attributable to Yuman or Patayan (historic) cultures from approximately 1,200 to 100 years ago (Schaefer 1982:113). Five Patayan I period ceramic types have been defined: Colorado Beige, Colorado Red-onbeige, Colorado Red, Black Mesa Buff, and Black Mesa Red-on-buff (Waters 1982). Ceramics most frequently occur along trails as discrete ceramic scatters or so-called "pot drops." According to Schaefer (1982:113), these may represent accidental breakage by people traveling through the area.
Lithic artifacts associated with trails included debitage, unfinished tools, hammer stones, and occasional flake tools (Pendleton 1985:185). Finished tools, tool caches, hearths, domestic goods, and remains of any habitations are conspicuously absent in this part of the Colorado Desert (Pendleton 1985:228).
CHRONOLOGICAL INDICATORS
Dating of trails is problematical, since they tend to lack dateable artifacts and features. Further, these are surface features and they appear to lack any subsurface components.
Trails used by pre-ceramic populations may lack any kind of temporal indicator, other than the degree of weathering and desert varnish that they possess (Cleland and Apple 2003:36). Efforts to establish age determinations for individual rocks or rock features based on microlaminations on desert varnish (i.e., Dorn 1994, 2004; Dorn and Whitley 1984; Dorn et al. 1992; von Werlhof et al. 1995) are still considered experimental. Nevertheless, the technique of cation ratio dating has obtained chronometric ages for rock varnishes, and this technique has been successfully used to date petroglyphs in the Coso Range (Dorn and Whitley 1984). This technique has recently been successfully used to date a number of petroglyph sites in Montana and Wyoming (Alice Tratebas, personal communication 2011).
Associated ceramics and cairns have, in some cases, allowed the trails to be dated and/or assigned a cultural affiliation. Rogers felt that some trails were established by the Malpais culture during San Dieguito I times, while he attributed other trails to later Yuman cultures (Rogers 1966:47). He believed that trails with potsherds on their margins could safely be assigned to Yumans because of the characteristic Yuman ceramic types present (Rogers 1966:47). However, Rogers acknowledged that, in some cases, Yuman people used the trails that had been established by more ancient cultures (Rogers 1966:47).
Schaefer (1982:109) suggests that some trails date to San Dieguito times, from 12,000 to 8,000 years ago, while other trails were constructed or used during the Yuman period. Von Werlhof (1988:52) suggests that abandoned San Dieguito-aged trails were later reestablished by Yuman people, rather than having been used continuously through time. Some trails continue to be used by contemporary Native Americans.
SIGNIFICANCE
Pigniolo et al. (1997:116) suggested that trails have sometimes been poorly understood, underesteemed, and poorly protected in the past. According to Pigniolo et al. (1997:116), "The religious and spiritual significance of trails, added to the well-recognized importance of desert trails for trade and travel, provides a portrait of trail patterns as an extremely significant heritage resource."
Among the contemporary Yuman people of the Lower Colorado, trails have religious and spiritual significance (Pigniolo et al. 1997:93). Especially important is the Native American dream travel that occurs over traditional trails (Pigniolo et al. 1997:96). In dream, Yuman people travel along trails leading to mountains of religious significance where important spirits reside (Pigniolo et al. 1997:115116).
Because some trails lead to sacred sites, the trails themselves are considered sacred to contemporary Native Americans (Woods 1980). Quechan people have indicated that trails served to connect all major religious sites into a single complex through which they can trace their history as a people (Pigniolo et al. 1997:283). Quechan tribal member and elder Lorey Cachora described the importance of dreaming and sacred places to Quechan culture:
The Quechan were also instructed by the spiritual leaders on power and dreams. They were taught that dreaming enabled them to have direct contact with various supernatural beings in order to gain advice and teaching on how to solve the problems of the living. While dreaming their souls returned to the time of creation to learn. The Yuman people have the ability to learn through dreams, but a few people have special gifts….
So the mountains along the Colorado River region are highly significant in regional Native American culture and ethnic identity. Spiritual activities and events are deeply associated with numerous intaglios, petroglyphs, trails, lithic scatters, and cleared circles present along the Colorado River and surrounding hills [Cachora 1994:14].
Although the Colorado Desert and Picacho Basin may lack large habitation sites, the prehistoric people who inhabited this region, as well as contemporary Native Americans, have left a lasting legacy of their presence in this area in the form of numerous trails crisscrossing the desert. Future research, including additional mapping and documentation of these trails and their associated features, may shed light on questions such as who constructed the trails and when they were used. Dating of ceramics and perhaps of rock varnish has the potential to provide additional chronological data.
REFERENCES CITED
Bancroft, Hubert H.
1890 Antiquities of California. History Company, San Francisco.
Begole, Robert S.
1974 Archaeological Phenomena in the California Deserts. Pacific Coast Archaeological Society Quarterly 10(2):51-70.
Bryne, Stephen
2011 Archaeological Survey Report of Twenty-Three Proposed Military Aircraft Landing Zones on Bureau of Land Management Lands, Imperial County, California. Science Applications International Corporation, Carpinteria, California. Report prepared for U.S. Marine Corps, Marine Corps Installations West and U.S. Department of the Interior, Bureau of Land Management, El Centro Field Office.
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Inventory of Parent Experiences Grade 4 /Year 5
Fast Track Project Technical Report
Anne Corrigan November 6, 2002
Table of Contents
Citation
Instrument
Crnic, K. A. Inventory of Parent Experiences. (1983). University Park, PA: Penn State University, Department of Psychology.
Report
Corrigan, A. (2002). Inventory of Parent Experiences, Grade 4 /Year 5 (Fast Track Project Technical Report). Available from the Fast Track Project Web site, http://www.fasttrackproject.org.
Greenberg, M & Lengua, L. (1995). Scale Construction for the Inventory of Parent Experiences (Fast Track Project Technical Report). Seattle, WA: University of Washington.
Data Sources
Unscored: P5H
Scored: IPE5
I. Scale Description
The Inventory of Parent Experiences is a 38-item measure that explores a parent's social support network and assesses satisfaction with parenting. The Inventory has two parts: Social Support and Parenting Satisfaction. Only the Parenting Satisfaction portion of the Inventory of Parent Experiences was administered to the Year 5 subjects.
The Parenting Satisfaction portion (items 20-38) assesses satisfaction with the parent's social life, support network, and "life situation," including: the parent's amount of social contact, amount of household responsibility, parenting chores, personal relationships, availability of parenting support, the effect of employment on other parts of the parent's life, and the parent's life in general. Responses are coded on a four-point scale and include "Very dissatisfied (0)," "Somewhat dissatisfied (1)," "Somewhat satisfied (2)," and "Very satisfied (3)."
II. Report Sample
This report contains data collected on Cohort 1, Year 5. The data include a high-risk control sample (n=155) and a normative sample (n = 387) for a total n = 463, including overlap.
Forty-three of the 463 are missing responses for the entire Parenting Satisfaction section, including 37 from the normative group (6 from Durham, 9 from Washington, 12 from Pennsylvania, and 10 from Nashville), and 14 from the control group (three from Durham, four from Washington, one from Nashville, and six from Pennsylvania. Individual items that do not apply to a respondent also have missing answers; for example, respondents who are not employed did not answer items 36 to 38 which ask about the parent's job.
III. Scaling
The Parenting Satisfaction measure has four subscales: Community Satisfaction (items 27 and 28), Friendship Satisfaction (items 29-31), Family Satisfaction (items 32-34), and Parental Role Satisfaction (items 20-26). Each subscale score is calculated as the mean of responses. A single item (38) also assesses "General Life Satisfaction." Items 35 and 36 are not included in any subscale.
The alpha coefficients for the normative sample and control sample are:
| | Normative Sample |
|---|---|
| Community Satisfaction | 0.62 |
| Friendship Satisfaction | 0.77 |
| Family Satisfaction | 0.74 |
| Parental Role Satisfaction | 0.73 |
IV. Differences Between Groups
T-tests of means for the normative sample and the high-risk control sample yielded the following results, with a significant t value for the Community Satisfaction Subscale, the Parental Role Satisfaction Subscale, and the General Life Satisfaction item.
| | Normative Sample | | Control Sample | | DF | t Value |
|---|---|---|---|---|---|---|
| | Mean | SD | Mean | SD | | |
| Community Satisfaction Subscale | 2.03 | 0.72 | 1.84 | 0.75 | 418 | -2.49 |
| Friendship Satisfaction Subscale | 2.43 | 0.56 | 2.35 | 0.59 | 418 | -1.32 |
| Family Satisfaction Subscale | 2.25 | 0.71 | 2.15 | 0.72 | 418 | -1.32 |
| Parental Role Satisfaction Subscale | 2.23 | 0.46 | 2.04 | 0.51 | 418 | -3.96 |
| General Life Satisfaction | 2.28 | 0.67 | 2.09 | 0.75 | 265 | -1.96 |
V. Recommendations for Use
The t-test of means for two subscales show a significant difference between the normative and high-risk control groups. However, the subscales include only a small number of items and have modest reliability.
VI. Item and Scale Means and SDs
Item Means and Standard Deviations – Inventory of Parent Experiences Parenting Satisfaction Items Normative Sample, Year 5, Cohort 1
| Variable | Label | Mean | N | Std Dev | Minimum | Maximum |
|---|---|---|---|---|---|---|
| P5HPE20 | Sat w/Availability of professionals Sat w/Ppl to talk w/ when angry w/ child Sat w/Family/friends to talk/trust Sat w/Chores of childcare Sat w/Amount of household responsibility Sat w/Amount of time for yourself Sat w/Amount of time away from child Sat w/Involvement in neighborhood Sat w/Involvement in organized groups Sat w/Amount of phone contact w/friends Sat w/one to share happiness with Sat w/one to share honestly when angry Sat w/Amount of contact w/ parents Sat w/Amount of contact w/in-laws/rels Sat w/Amount of help from family members Sat w/one to share private feelings Sat w/Amount of involvement w/co-workers Sat w/Effect of work on oth part of life General Life Satisfaction | 2.31 2.35 2.50 2.34 2.19 1.71 1.97 1.93 2.04 2.28 2.55 2.43 2.28 2.18 2.21 2.35 2.37 1.97 2.25 | 349 349 349 350 350 350 349 350 350 345 350 350 333 346 349 350 218 220 225 | 0.78 | 0 | 3 |
| P5HPE21 | | | | 0.7 | 0 | 3 |
| P5HPE22 | | | | 0.66 | 0 | 3 |
| P5HPE23 | | | | 0.66 | 0 | 3 |
| P5HPE24 | | | | 0.75 | 0 | 3 |
| P5HPE25 | | | | 0.92 | 0 | 3 |
| P5HPE26 | | | | 0.79 | 0 | 3 |
| P5HPE27 | | | | 0.86 | 0 | 3 |
| P5HPE28 | | | | 0.88 | 0 | 3 |
| P5HPE29 | | | | 0.7 | 0 | 3 |
| P5HPE30 | | | | 0.62 | 0 | 3 |
| P5HPE31 | | | | 0.74 | 0 | 3 |
| P5HPE32 | | | | 0.95 | 0 | 3 |
| P5HPE33 | | | | 0.89 | 0 | 3 |
| P5HPE34 | | | | 0.9 | 0 | 3 |
| P5HPE35 | | | | 0.79 | 0 | 3 |
| P5HPE36 | | | | 0.63 | 0 | 3 |
| P5HPE37 | | | | 0.75 | 0 | 3 |
| P5HPE38 | | | | 0.71 | 0 | 3 |
Item Means and Standard Deviations – Inventory of Parent Experiences Parenting Satisfaction Items Control Sample, Year 5, Cohort 1
| Variable | Label | Mean | N | Std Dev | Minimum | Maximum |
|---|---|---|---|---|---|---|
| P5HPE20 | | | | 0.88 | 0 | 3 |
| P5HPE21 | | | | 0.85 | 0 | 3 |
| P5HPE22 | | | | 0.71 | 0 | 3 |
| P5HPE23 | | | | 0.69 | 1 | 3 |
| P5HPE24 | | | | 0.81 | 0 | 3 |
| P5HPE25 | | | | 0.96 | 0 | 3 |
| P5HPE26 | | | | 0.84 | 0 | 3 |
| P5HPE27 | | | | 0.88 | 0 | 3 |
| P5HPE28 | | | | 0.9 | 0 | 3 |
| P5HPE29 | | | | 0.81 | 0 | 3 |
| P5HPE30 | | | | 0.64 | 0 | 3 |
| P5HPE31 | | | | 0.78 | 0 | 3 |
| P5HPE32 | | | | 1 | 0 | 3 |
| P5HPE33 | | | | 0.86 | 0 | 3 |
| P5HPE34 | | | | 0.9 | 0 | 3 |
| P5HPE35 | | | | 0.85 | 0 | 3 |
| P5HPE36 | | | | 0.64 | 1 | 3 |
| P5HPE37 | | | | 0.84 | 0 | 3 |
Subscale Means and Standard Deviations – Inventory of Parent Experiences Normative Sample, Year 5, Cohort 1
| Descriptive Statistics - Normative Sample | | | | | | |
|---|---|---|---|---|---|---|
| Variable | Label | N | Mean | Std Dev | Minimum | Maximum |
| IPE5com | Y5 IPE Community Satisfaction | 350 | 1.99 | 0.74 | 0.00 | 3.00 |
| IPE5fri | Y5 IPE Friendship Satisfaction | 350 | 2.42 | 0.57 | 0.00 | 3.00 |
| IPE5fam | Y5 IPE Family Satisfaction | 350 | 2.22 | 0.74 | 0.00 | 3.00 |
| IPE5par | Y5 IPE Parent Role Satisfaction | 350 | 2.19 | 0.47 | 0.86 | 3.00 |
Subscale Means and Standard Deviations – Inventory of Parent Experiences Control Sample, Year 5, Cohort 1
| Variable | Label | N | Mean | Std Dev | Minimum | Maximum |
|---|---|---|---|---|---|---|
| IPE5com | Y5 IPE Community Satisfaction | 141 | 1.84 | 0.75 | 0 | 3 |
| IPE5fri | Y5 IPE Friendship Satisfaction | 141 | 2.35 | 0.59 | 0.67 | 3 |
| IPE5fam | Y5 IPE Family Satisfaction | 141 | 2.15 | 0.72 | 0 | 3 |
| IPE5par | Y5 IPE Parent Role Satisfaction | 141 | 2.04 | 0.51 | 0.43 | 3 |
| IPE5gen | Y5 IPE General Life Satisfaction | 76 | 2.09 | 0.75 | 0 | 3 |
VII. Item and Scale Correlations
All Subscales Combined Normative and Control Samples
| Pearson Correlation Coefficients | | | | | |
|---|---|---|---|---|---|
| Prob > | r | under H0: Rho=0 | | | |
| Number of Observations | | | | | |
| | IPE5com | IPE5fri | IPE5fam | IPE5par | IPE5gen |
| IPE5com Y5 IPE Community Satisfaction | 1.000 420 | 0.404 | 0.320 | 0.367 0.000 420 | 0.370 |
| | | 0.000 | 0.000 | | 0.000 |
| | | 420 | 420 | | 267 |
| IPE5fri Y5 IPE Friendship Satisfaction | 0.404 0.000 420 | 1.000 | 0.368 | 0.496 0.000 420 | 0.436 |
| | | | 0.000 | | 0.000 |
| | | 420 | 420 | | 267 |
| IPE5fam Y5 IPE Family Satisfaction | 0.320 0.000 420 | 0.368 | 1.000 | 0.447 0.000 420 | 0.365 |
| | | 0.000 | | | 0.000 |
| | | 420 | 420 | | 267 |
| IPE5par Y5 IPE Parent Role Satisfaction | 0.367 0.000 420 | 0.496 | 0.447 | 1.000 420 | 0.495 |
| | | 0.000 | 0.000 | | 0.000 |
| | | 420 | 420 | | 267 |
| IPE5gen Y5 IPE General Life Satisfaction | 0.370 0.000 267 | 0.436 | 0.365 | 0.495 0.000 267 | 1.000 |
| | | 0.000 | 0.000 | | |
| | | 267 | 267 | | 267 |
Item Correlations Combined Normative and Control Samples
| Pearson Correlation Coefficients, N = 243 | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|
| Prob > | r | under H0: Rho=0 | | | | | | | | |
| | P5HPE20 | P5HPE21 | P5HPE22 | P5HPE23 | P5HPE24 | P5HPE25 | P5HPE26 | P5HPE27 | P5HPE28 | P5HPE29 |
| P5HPE20 | 1.00000 | 0.60624 | 0.28888 | 0.12935 | 0.09328 | 0.11920 | 0.21339 0.0008 | 0.11081 0.0847 | 0.18404 | 0.11137 |
| Sat w/Availability of professionals | | <.0001 | <.0001 | 0.0440 | 0.1471 | 0.0636 | | | 0.0040 | 0.0832 |
| P5HPE21 | 0.60624 <.0001 | 1.00000 | 0.49795 | 0.09216 | 0.13820 | 0.25107 | 0.22682 0.0004 | 0.18904 0.0031 | 0.24481 | 0.24974 |
| Sat w/Ppl to talk w/ when angry w/ | | | <.0001 | 0.1521 | 0.0313 | <.0001 | | | 0.0001 | <.0001 |
| child | | | | | | | | | | |
| P5HPE22 | 0.28888 <.0001 | 0.49795 | 1.00000 | 0.16092 | 0.24284 | 0.28427 | 0.15941 0.0128 | 0.20995 0.0010 | 0.23245 | 0.25834 |
| Sat w/Family/friends to talk/trust | | <.0001 | | 0.0120 | 0.0001 | <.0001 | | | 0.0003 | <.0001 |
| P5HPE23 | 0.12935 0.0440 | 0.09216 | 0.16092 | 1.00000 | 0.47200 | 0.23565 | 0.15878 0.0132 | 0.04474 0.4876 | 0.16717 | 0.13353 |
| Sat w/Chores of childcare | | 0.1521 | 0.0120 | | <.0001 | 0.0002 | | | 0.0090 | 0.0375 |
| P5HPE24 | 0.09328 0.1471 | 0.13820 | 0.24284 | 0.47200 | 1.00000 | 0.46705 | 0.22752 0.0003 | 0.04230 0.5117 | 0.16313 | 0.24329 |
| Sat w/Amount of household | | 0.0313 | 0.0001 | <.0001 | | <.0001 | | | 0.0109 | 0.0001 |
| responsibility | | | | | | | | | | |
| P5HPE25 | 0.11920 0.0636 | 0.25107 | 0.28427 | 0.23565 | 0.46705 | 1.00000 | 0.39671 <.0001 | 0.20338 0.0014 | 0.30281 | 0.24207 |
| Sat w/Amount of time for yourself | | <.0001 | <.0001 | 0.0002 | <.0001 | | | | <.0001 | 0.0001 |
| P5HPE26 | 0.21339 0.0008 | 0.22682 | 0.15941 | 0.15878 | 0.22752 | 0.39671 | 1.00000 | 0.19526 0.0022 | 0.31145 | 0.26441 |
| Sat w/Amount of time away from child | | 0.0004 | 0.0128 | 0.0132 | 0.0003 | <.0001 | | | <.0001 | <.0001 |
| P5HPE27 | 0.11081 0.0847 | 0.18904 | 0.20995 | 0.04474 | 0.04230 | 0.20338 | 0.19526 0.0022 | 1.00000 | 0.45110 | 0.24713 |
| Sat w/Involvement in neighborhood | | 0.0031 | 0.0010 | 0.4876 | 0.5117 | 0.0014 | | | <.0001 | <.0001 |
| P5HPE28 | 0.18404 0.0040 | 0.24481 | 0.23245 | 0.16717 | 0.16313 | 0.30281 | 0.31145 <.0001 | 0.45110 <.0001 | 1.00000 | 0.29225 |
| Sat w/Involvement in organized groups | | 0.0001 | 0.0003 | 0.0090 | 0.0109 | <.0001 | | | | <.0001 |
| P5HPE29 | 0.11137 0.0832 | 0.24974 | 0.25834 | 0.13353 | 0.24329 | 0.24207 | 0.26441 <.0001 | 0.24713 <.0001 | 0.29225 | 1.00000 |
| Sat w/Amount of phone contact | | <.0001 | <.0001 | 0.0375 | 0.0001 | 0.0001 | | | <.0001 | |
| w/friends | | | | | | | | | | |
| P5HPE30 | 0.13769 0.0319 | 0.30113 | 0.51170 | 0.15490 | 0.25883 | 0.26209 | 0.21617 0.0007 | 0.26060 <.0001 | 0.24853 | 0.47169 |
| Sat w/one to share happiness with | | <.0001 | <.0001 | 0.0157 | <.0001 | <.0001 | | | <.0001 | <.0001 |
| P5HPE31 | 0.21432 0.0008 | 0.39505 | 0.56292 | 0.13077 | 0.21361 | 0.32607 | 0.24140 0.0001 | 0.30726 <.0001 | 0.23557 | 0.39771 |
| Sat w/one to share honestly when angry | | <.0001 | <.0001 | 0.0417 | 0.0008 | <.0001 | | | 0.0002 | <.0001 |
| P5HPE32 | 0.07870 0.2216 | 0.15797 | 0.37996 | 0.06110 | 0.11543 | 0.12606 | 0.17638 0.0058 | 0.08299 0.1973 | 0.13879 | 0.19087 |
| Sat w/Amount of contact w/ parents | | 0.0137 | <.0001 | 0.3429 | 0.0725 | 0.0497 | | | 0.0306 | 0.0028 |
| P5HPE33 | 0.04494 0.4856 | 0.12330 | 0.35317 | 0.12328 | 0.22263 | 0.31823 | 0.26031 <.0001 | 0.17545 0.0061 | 0.23581 | 0.26334 |
| Sat w/Amount of contact w/in-laws/rels | | 0.0549 | <.0001 | 0.0550 | 0.0005 | <.0001 | | | 0.0002 | <.0001 |
| P5HPE34 | 0.18429 0.0039 | 0.23053 | 0.46657 | 0.19023 | 0.28134 | 0.31848 | 0.25963 <.0001 | 0.16946 0.0081 | 0.32710 | 0.18972 |
| Sat w/Amount of help from family | | 0.0003 | <.0001 | 0.0029 | <.0001 | <.0001 | | | <.0001 | 0.0030 |
| members | | | | | | | | | | |
| P5HPE35 | 0.18818 0.0032 | 0.36474 | 0.43993 | 0.13749 | 0.28700 | 0.35403 | 0.33073 <.0001 | 0.21866 0.0006 | 0.28401 | 0.38222 |
| Sat w/one to share private feelings | | <.0001 | <.0001 | 0.0322 | <.0001 | <.0001 | | | <.0001 | <.0001 |
| P5HPE36 | 0.16597 0.0095 | 0.13449 | 0.29622 | 0.17889 | 0.11318 | 0.26641 | 0.25130 <.0001 | 0.24163 0.0001 | 0.27993 | 0.26448 |
| Sat w/Amount of involvement w/co- | | 0.0361 | <.0001 | 0.0052 | 0.0783 | <.0001 | | | <.0001 | <.0001 |
| workers | | | | | | | | | | |
| P5HPE37 | 0.23839 0.0002 | 0.31718 | 0.30818 | 0.22680 | 0.28807 | 0.39359 | 0.16428 0.0103 | 0.17581 0.0060 | 0.17703 | 0.18533 |
| Sat w/Effect of work on oth part of life | | <.0001 | <.0001 | 0.0004 | <.0001 | <.0001 | | | 0.0057 | 0.0037 |
| P5HPE38 | 0.17036 0.0078 | 0.22769 | 0.35582 | 0.24959 | 0.41610 | 0.42893 | 0.41633 <.0001 | 0.28553 <.0001 | 0.35001 | 0.30666 |
| General Life Satisfaction | | 0.0003 | <.0001 | <.0001 | <.0001 | <.0001 | | | <.0001 | <.0001 |
Item Correlations Combined Normative and Control Samples (continued)
| Pearson Correlation Coefficients, N = 243 | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| Prob > | r | under H0: Rho=0 | | | | | | | |
| | P5HPE30 | P5HPE31 | P5HPE32 | P5HPE33 | P5HPE34 | P5HPE35 | P5HPE36 | P5HPE37 | P5HPE38 |
| P5HPE20 | 0.13769 0.0319 | 0.21432 | 0.07870 | 0.04494 | 0.18429 | 0.18818 | 0.16597 | 0.23839 | 0.17036 |
| Sat w/Availability of professionals | | 0.0008 | 0.2216 | 0.4856 | 0.0039 | 0.0032 | 0.0095 | 0.0002 | 0.0078 |
| P5HPE21 | 0.30113 <.0001 | 0.39505 | 0.15797 | 0.12330 | 0.23053 | 0.36474 | 0.13449 | 0.31718 | 0.22769 |
| Sat w/Ppl to talk w/ when angry w/ child | | <.0001 | 0.0137 | 0.0549 | 0.0003 | <.0001 | 0.0361 | <.0001 | 0.0003 |
| P5HPE22 | 0.51170 <.0001 | 0.56292 | 0.37996 | 0.35317 | 0.46657 | 0.43993 | 0.29622 | 0.30818 | 0.35582 |
| Sat w/Family/friends to talk/trust | | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 |
| P5HPE23 | 0.15490 0.0157 | 0.13077 | 0.06110 | 0.12328 | 0.19023 | 0.13749 | 0.17889 | 0.22680 | 0.24959 |
| Sat w/Chores of childcare | | 0.0417 | 0.3429 | 0.0550 | 0.0029 | 0.0322 | 0.0052 | 0.0004 | <.0001 |
| P5HPE24 | 0.25883 <.0001 | 0.21361 | 0.11543 | 0.22263 | 0.28134 | 0.28700 | 0.11318 | 0.28807 | 0.41610 |
| Sat w/Amount of household responsibility | | 0.0008 | 0.0725 | 0.0005 | <.0001 | <.0001 | 0.0783 | <.0001 | <.0001 |
| P5HPE25 | 0.26209 <.0001 | 0.32607 | 0.12606 | 0.31823 | 0.31848 | 0.35403 | 0.26641 | 0.39359 | 0.42893 |
| Sat w/Amount of time for yourself | | <.0001 | 0.0497 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 |
| P5HPE26 | 0.21617 0.0007 | 0.24140 | 0.17638 | 0.26031 | 0.25963 | 0.33073 | 0.25130 | 0.16428 | 0.41633 |
| Sat w/Amount of time away from child | | 0.0001 | 0.0058 | <.0001 | <.0001 | <.0001 | <.0001 | 0.0103 | <.0001 |
| P5HPE27 | 0.26060 <.0001 | 0.30726 | 0.08299 | 0.17545 | 0.16946 | 0.21866 | 0.24163 | 0.17581 | 0.28553 |
| Sat w/Involvement in neighborhood | | <.0001 | 0.1973 | 0.0061 | 0.0081 | 0.0006 | 0.0001 | 0.0060 | <.0001 |
| P5HPE28 | 0.24853 <.0001 | 0.23557 | 0.13879 | 0.23581 | 0.32710 | 0.28401 | 0.27993 | 0.17703 | 0.35001 |
| Sat w/Involvement in organized groups | | 0.0002 | 0.0306 | 0.0002 | <.0001 | <.0001 | <.0001 | 0.0057 | <.0001 |
| P5HPE29 | 0.47169 <.0001 | 0.39771 | 0.19087 | 0.26334 | 0.18972 | 0.38222 | 0.26448 | 0.18533 | 0.30666 |
| Sat w/Amount of phone contact w/friends | | <.0001 | 0.0028 | <.0001 | 0.0030 | <.0001 | <.0001 | 0.0037 | <.0001 |
| P5HPE30 | 1.00000 | 0.75448 | 0.27237 | 0.27364 | 0.21839 | 0.58584 | 0.36582 | 0.26179 | 0.38165 |
| Sat w/one to share happiness with | | <.0001 | <.0001 | <.0001 | 0.0006 | <.0001 | <.0001 | <.0001 | <.0001 |
| P5HPE31 | 0.75448 <.0001 | 1.00000 | 0.25218 | 0.28206 | 0.27936 | 0.70489 | 0.29142 | 0.32689 | 0.39493 |
| Sat w/one to share honestly when angry | | | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 |
| P5HPE32 | 0.27237 <.0001 | 0.25218 | 1.00000 | 0.35201 | 0.40162 | 0.31109 | 0.13202 | 0.13414 | 0.18565 |
| Sat w/Amount of contact w/ parents | | <.0001 | | <.0001 | <.0001 | <.0001 | 0.0397 | 0.0366 | 0.0037 |
| P5HPE33 | 0.27364 <.0001 | 0.28206 | 0.35201 | 1.00000 | 0.38400 | 0.13378 | 0.24188 | 0.14703 | 0.30362 |
| Sat w/Amount of contact w/in-laws/rels | | <.0001 | <.0001 | | <.0001 | 0.0371 | 0.0001 | 0.0219 | <.0001 |
| P5HPE34 | 0.21839 0.0006 | 0.27936 | 0.40162 | 0.38400 | 1.00000 | 0.32126 | 0.31419 | 0.31041 | 0.36197 |
| Sat w/Amount of help from family members | | <.0001 | <.0001 | <.0001 | | <.0001 | <.0001 | <.0001 | <.0001 |
| P5HPE35 | 0.58584 <.0001 | 0.70489 | 0.31109 | 0.13378 | 0.32126 | 1.00000 | 0.36179 | 0.25984 | 0.40577 |
| Sat w/one to share private feelings | | <.0001 | <.0001 | 0.0371 | <.0001 | | <.0001 | <.0001 | <.0001 |
| P5HPE36 | 0.36582 <.0001 | 0.29142 | 0.13202 | 0.24188 | 0.31419 | 0.36179 | 1.00000 | 0.26594 | 0.38469 |
| Sat w/Amount of involvement w/co-workers | | <.0001 | 0.0397 | 0.0001 | <.0001 | <.0001 | | <.0001 | <.0001 |
| P5HPE37 | 0.26179 <.0001 | 0.32689 | 0.13414 | 0.14703 | 0.31041 | 0.25984 | 0.26594 | 1.00000 | 0.33291 |
| Sat w/Effect of work on oth part of life | | <.0001 | 0.0366 | 0.0219 | <.0001 | <.0001 | <.0001 | | <.0001 |
| P5HPE38 | 0.38165 <.0001 | 0.39493 | 0.18565 | 0.30362 | 0.36197 | 0.40577 | 0.38469 | 0.33291 | 1.00000 |
| General Life Satisfaction | | <.0001 | 0.0037 | <.0001 | <.0001 | <.0001 | <.0001 | <.0001 | |
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TO WHAT DEGREE WILL DIFFERENTIATED INSTRUCTION IMPACT STUDENT GRADES IN A MIDDLE SCHOOL CLASSROOM?
by
Maureen K. Wilke
____________________
A Research Paper Submitted to the Faculty of the DEPARTMENT OF MATHEMATICS AND COMPUTER SCIENCE
In Partial Fulfillment of the Requirements For the Degree of
MASTER OF SCIENCE IN ELEMENTARY AND MIDDLE LEVEL MATHEMATICS EDUCATION
BEMIDJI STATE UNIVERSITY Bemidji, Minnesota USA
January 2009
STATEMENT BY THE AUTHOR
Brief quotations from this research paper are allowable without special permission, provided accurate acknowledgement of the source indicated. Requests for permission to use extended quotations or reproduce the manuscript in whole or in part may be granted by the Department of Mathematics and Computer Science or the Dean, School of Graduate Studies when the proposed purpose is in the interest of scholarship. In all other instances, however, permission must be obtained from the author.
Signed: ____________________
__________________________________________________
APPROVAL BY RESEARCH PAPER ADVISOR
THIS RESEARCH PAPER HAS BEEN APPROVED ON THE DATE SHOWN BELOW:
_______________________________________ __________________
Dr. Glen Richgels, Date Committee Chair Professor of Mathematics and Computer Science
_______________________________________ __________________
Dean, School of Graduate Studies Date
TO WHAT DEGREE WILL DIFFERENTIATED INSTRUCTION IMPACT STUDENT GRADES IN A MIDDLE SCHOOL CLASSROOM?
Maureen K. Wilke
The middle school student population encompasses one of the widest ranges of diversity in the educational system. Besides cultural, religious, educational, economical diversity, the middle school student copes with physical and psychological changes as well. It is important to understand that reaching students successfully is not teaching one way, but providing a learning experience based on students' needs. The five key differentiated strategies in the classroom are: knowing the student, the environment, meaningful lessons, tiered assignments, and assessment. Gather as much information on the students, such as data from past standardize tests, conversation with students, student journals about success and failure, and classroom observations. Equally important is for the student to feel successful in the classroom by providing a safe and caring environment. When students feel the environment is conducive to learning and success they will continue to work hard and be rewarded with positive results. Designing meaningful lessons will engage all students by incorporating activities and group work to enhance achievement. Tiered assignments are designed from the results of the pre-assessment test. The assignments are one level above the ability of the students in each group. It is important the teacher creates all assessments and when designing assessments, it is important that students obtain success and have mastered the concepts taught. A study was conducted in a middle school. Four groups were studied to see if student achievement would occur with the implementation of differentiation. Findings indicated that there was an increase in student achievement from mid-quarter to the end of the quarter. Successful classrooms need to incorporate differentiated strategies for students to be successful in the classroom.
Approved by:
____________________________________ ________________________
Committee Chair Date
____________________________________
Committee Member
____________________________________
Committee Member
____________________________________
Graduate Faculty Representative
ACKNOWLEDGEMENTS
I would like to thank my family for allowing me to take time away from them to pursue my masters in education. I would like to thank Laurel Barklow for her assistance in helping me create a professional paper. I would like to thank Nancy VanErp for her patience and guidance through the education research process. I would like to thank Joan Miller for making sure I was in the right masters program. I would like to thank Glen Richgels, Todd Frauentholtz, and Derek Webb for showing me that creating variety in the math classroom makes students successful. In memory of my dad I would like to thank him for encouraging me to pursue my dreams of being a teacher. His words and actions as a professional educator help me to continue to be the best teacher I can be for my students.
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
Chapter 1: Introduction
This researcher has spent the past six years teaching mathematics to middle school students. Every year frustration occurs because the needs of all students are not being met. Teaching became a job and not what it was intended to be, to make a difference in the lives of students. It was either leave the profession or change the way teaching and learning occur in the classroom. The motto of this researcher became "Put the needs of all students first." Differentiation was a word used quite frequently in education. The meaning of the concept was vague, but it seemed to be the idea that would fit the new motto. Research and implementation of differentiation began in this middle school classroom.
Statement of the Problem
In recent years this researcher's district has become more diverse, yielding a large range of students to educate. There are gifted and talented students, average students, special education students, English language learners, students of poverty, and struggling students who do not qualify for any services. Teacher training programs need to provide instructional procedures to equip educators with skills, knowledge, strategies, and training to address specific learning needs of each student. "In many classrooms, the approach to teaching and learning is more unitary than differentiated" (Tomlinson, 2001, p. 1). How can educators take the one size fits all instruction to a differentiated instruction where students will be successful? This research paper will define, explain, study, and analyze how a differentiated classroom addresses needs of diverse learners.
Being a middle school teacher of six years, there has not been sufficient training to deliver differentiation in the classroom for student success. In college, teacher trainers provided differentiation theory, but very little practice was provided to help teachers understand the application of differentiation. It is this researcher's experience that classrooms contain a wide variety of students, but teachers are not well educated in differentiation to help all middle school students in those varied classrooms. At one time this researcher taught at the board giving notes to the students, providing sample problems that would be checked, and then assigned students homework. "She explained the math one way and one way only. She taught each topic one way and one way only. She used one form of assessment and one form only. She knew math, but she didn't know me well at all" (Tomlinson, 2005, p. 12-13). The middle school student population encompasses one of the widest ranges of diversity in the educational system. Besides cultural, religious, educational, economical diversity, the middle school student copes with physical and psychological changes as well. "Not only do middle school students represent all forms of diversity that exists in general, but they represent a huge range of physical, social, emotional, and mental immaturities and maturities" (Tomlinson, 2005, p.13). It is important to understand that reaching students successfully is not teaching one way, but providing a learning experience based on students' needs. Using differentiated instruction helps the teacher understand students' individual needs and generates an atmosphere where students feel as though the teacher cares about their success. "We need to teach so that each student feels known, valued, and supported" (Tomlinson, 2005, p. 13).
Research Questions
To what degree will differentiated instruction impact students in a middle school classroom?
* What is differentiated instruction?
* How does one start differentiated instruction?
* What is the learning environment in a differentiated classroom?
* How are lessons and assignments planned based on differentiated instruction?
Significance of the Research Problem
Differentiation in the classroom needs to become an important element in teacher instruction. With the increasing amounts of diverse learners it is more important than ever to incorporate differentiated instruction for student success. With a changing work force that demands post high school education and training, it is important that students have a successful K-12 learning experience for the sake of the nation. "Three quarters (75.6 percent) of employer respondents say that K-12 schools should be responsible for providing the necessary basic knowledge and applied skills for their new entrants" (Casner-Lotto & Barrington, 2006, p. 54).
By training teachers to differentiate in the classroom it will give educators the opportunity to present a lesson that meets all learners' needs, not just the students in the middle. Gifted-and-talented students should be challenged and struggling students should be provided access to knowledge and skills to further their learning. "In a differentiated classroom, the teacher assumes that different learners have different needs" (Tomlinson, 2001, p. 3).
Limitations and Assumptions
This paper discusses incorporating differentiation into a first inner-ring suburb middle school classroom. This paper will be limited to a middle school classroom. The focus of this research will be centered on knowing the students, the environment,
4
meaningful lessons, assignments, assessments, and differentiation in the mathematics classroom to meet all students’ needs. The results of this paper will increase education on
differentiation theory and practice for middle school teachers as they address the needs of all students.
Definitions of Terms
Differentiation: the adjustment of the teaching process according to the learning needs of the pupils. It can be aimed at:
* whole class
* groups within a class
* individuals
Mixed ability: groups of students, established by the teacher, who are at different stages of learning.
Heterogeneous: students who possess diverse abilities in a classroom.
Homogeneous: Students who possess similar abilities in a classroom.
Summary Statement
Educating twenty-five or more diverse students within one class period can be challenging. How should one approach this situation? Should one look at students as
trees in a forest and care for the forest as a whole? Should one look at each student as an individual tree in the forest and tend to each trees’ needs? Should one group students as
the trees in a forest are grouped and tend to diverse needs within the context of small groups? Actually, all the groupings are needed: whole group, individuals, and small
groups. The trees and students should be understood based on needs and cared for in a manner that meets those needs. Differentiation is a lot like the analogy of the trees in a
forest. Understanding who students are, one can group students based on individual strengths and challenges. This will allow one to design learning based on the needs of individual students. It will create an environment where all individuals can meet success.
Chapter 2: Review of Literature
Summary of the Statement
Gone are the days when teachers are at the board delivering notes, then students work on examples of the lesson, and finally students work independently on the assignment. "Mixed-ability classrooms that are ambiguous about learning goals, that evoke little passion, that cast the teacher as the centerpiece of learning, and that lack responsiveness to student variance show little understanding of these various learning realities" (Tomlinson, 2001, p. 9). With the increased competition in the world, it is important that we structure our classrooms so all students eventually will be prepared to compete globally. Today's classroom brings many different students with many different needs. Classrooms have gifted students, average students, struggling students, special education students, and students who are English Language Learners (ELL) students. A teacher has to try to meet all of these students' needs. Differentiated instruction is creating a lesson that meets the needs of mixed ability students. "In a differentiated classroom, the teacher assumes that different learners have differing needs. Therefore, the teacher proactively plans a variety of ways to 'get at' and express learning" (Tomlinson, 2001, p. 3).
Knowing the Student
In a differentiated classroom, a teacher gets to know all the students through data and assessments. When the teacher learns what the students know, lessons, assignments, and assessments are designed to fit the students' needs. "We use strategies that adjust the content we teach, the process in which we teach it, and the products we ask students to give us so that we can determine their achievement in learning a concept or skill"
(Northey, 2005, p. xi). Teaching in this manner gives students the opportunity to successfully learn the content based on their ability. In order for all students to achieve their full potential, it is important that educators increase student access to learning concepts and skills through differentiation in the classroom. "Although not easy, there are at least two good reasons to learn how to implement differentiation in secondary schools. The most important is that is the only fair way to teach, and somewhat less important, but definitely a reality, is that most school districts and parents insist on it" (Northey, 2005, p. xi).
The differentiated classroom allows students to gain as many skills as possible to apply in present and future settings. "The goal in education is for all students to learn as much as they can to be productive citizens and maintain personal success in today's world" (Chapman & King, 2005, p. 28). In order to achieve this goal, it is important to gather as much information, on the students, as possible. Helpful information is data from past standardize tests, conversation with students, students journals about success and failure, and class observations to see how they do on the concepts being taught. "Effective teachers know it is worth their time to gather as much information as they can about each student and not to assume anything" (Chapman & King, 2005, p. 27). Once information has been gathered, it is important to take the time to interpret the results and make the right decision on how to deliver instruction to all students. "It takes time to think, assess, and analyze gathered information. Step back, interpret, and make the right instructional decisions" (Chapman & King, 2005, p. 27). Teachers who take the time to get to know students will increase their success across ability levels.
The Environment
Creating an environment where students of all abilities feel successful is the first step in creating a differentiated classroom. The teacher starts the year with a feeling of community and care in the classroom. "Remember, too, that a part of feeling genuinely welcomed in a place is that key people make an enduring and sustained effort to get to know and understand you" (Tomlinson, 2001, p. 22). Everyone in the classroom gives mutual respect to one another. Everyone feels welcomed and comfortable sharing ideas in class or admitting they cannot answer the question. "Students in a differentiated classroom should know it is a good thing to ask for help when it is needed, that it is fine to say you don't know, that an earnest question will get an earnest response, that eyes will not roll when someone expresses something that seems unusual or evident, that fledging ideas will be given a chance to develop, and so on" (Tomlinson, 2001, p. 22). In order for a student to feel successful in the classroom it is important to provide a safe environment. When students experience failure in their past they will have little motivation to learn. It is important to convey to students that they can be successful. "Negative feelings create barriers to success, so it is imperative for the teacher to maintain a positive, comfortable, and inviting assessment environment. The teacher continually monitors the affective aspects of the environment to assure student success. The affective assessment climate is reflected in the student's desire to grow in understanding." (Chapman & King, 2005, p. 18) Constantly monitoring the student and rewarding them when they are working will help a student feel successful. "Emphasize and praise the quality, not the quantity or
amount of the student's work. BE THE BEST YOU CAN BE!" (Chapman & King, 2005, p. 7).
Another challenge a teacher faces is maintaining a student's motivation to learn. However, when students feel the environment is conducive to learning and success they will continue to work hard and be successful. After continued success in the classroom eventually students will be able to monitor and adjust their learning in any environment. "The recent brain research-specifically the 'emotional brain' basis of learning as discussed in Chapter 1 has emphasized that children require high levels of success in order to be motivated to continue their work in any curriculum area" (Bender, 2005, p. 59). All participants in the classroom celebrate successes and help those who need extra guidance. The teacher strives for individual student success with the academic expectation just above each student's comfort level. "In a good differentiated classroom, the teacher is constantly raising the stakes for success for any individual, then doing whatever is necessary to help the student succeed in taking the next step" (Tomlinson, 2001, p. 23).
Meaningful Lessons
Teachers need to create meaningful lessons in all classrooms. Each lesson should be designed and delivered where all students will be able to understand and learn the concepts that are being taught. When a teacher takes the time to design a lesson to meet all students' needs, in the end all students will be learning and taking away knowledge that will help them in their future education. "At this point in the planning process the teacher must outline the specific instructional actions that will be used to guide the students toward mastery of the objectives" (Moll, 2005, p. 124).
In designing a meaningful lesson, it is important to start each lesson with a launch. There are many different approaches to the launch in the lesson. The main objective in the launch is to grab the students' attention and motivate them to want to learn. This is a good time to bring in past concepts and explain the relationship to today's lesson. By bringing in past experiences, the brain makes the new information meaningful where it is stored it into the memory. "Refer to the student's past and current knowledge to make meaningful connections to the new skill or strategy. Create opportunities for the student to recall past experiences" (Chapman & King, 2005, p. 9). The launch is also a great time to tell a story, show a concrete demonstration, or have the students work on an activity that will relate to the day's lesson. In every lesson, within a short time students' attention will either be harnessed or lost. That is why it is important to grab them and motivate them in the launch. "This action is considered the 'hook'. It is the piece that pulls the students into the learning process. During this action the teacher attempts to connect the students' previous learning to what they are about to learn and indicates how the information will be used in real life" (Moll, 2005, p. 124).
The next step to a meaningful lesson is the explore section. This is where the main part of the lesson is given. After the launch the teacher begins the direct or explicit teaching of the lesson. During this part of the lesson the class is in a whole group instruction, where the new information or concept is taught. "This action is considered the actual teaching of new information. The teacher identifies how the specific content, skill, or process will be presented to the students" (Moll, 2005, p. 125). The teacher will decide whether to demonstrate or model the new concept. Whatever approach the teacher uses, it is important to walk the students through the steps of the lesson. When the
teacher is finished with whole group instruction, the students can practice the new information by working in groups or independently. It is important that the teacher observes and guides the students during this time. "Practice implies that the teacher will be systematically observing and guiding the student work, but not actively directing the new knowledge" (Moll, 2005, p. 126).
At the end of a meaningful lesson it is important to summarize what was taught. The teacher might want to ask some questions to enable the students to think about what they have learned. The teacher could also have the students write down what they have learned as a measure of learning. "The closure may be in the form of a simple transition from one content area activity to another or it might be a final piece that pulls together learning that has occurred over time" (Moll, 2005, p. 127).
After group instruction, students receive assignments based on mastery of the lesson. "In a differentiated classroom, a number of things are going on in any given class period. Over time, all students complete assignments individually and in small groups, and whole-group instruction occur as well" (Tomlinson, 2001, p. 15). At the end of a lesson it is important to provide some time for students to practice what they have learned. "Practice implies that the teacher will be systematically observing and guiding the student work, but not actively directing the new knowledge" (Moll, 2005, p. 126). This is a good time to help students who need extra practice. The teacher can work with those who need extra help and it is good practice to allow students to work in pairs to reinforce learning. In pairs they become both teacher and student. They can help each other when they are stuck and can compare answers when problems are finished. Allowing students to work in pairs frees the teacher to allow remediation of small groups through a mini-lesson on the whole group lesson. "Perhaps more than any other strategy in this text, the class wide peer tutoring strategy should be mastered and used by every general education teacher in the elementary and middle grades. This tactic, in a very concrete sense, makes differentiated instruction possible, because it allows teachers to truly individualize their lessons for classes of 20 or even 30 kids" (Bender, 2005, p. 66). Assignments
Differentiated assignments need to be carefully thought out. Differentiated assignments are not assignments where the gifted and talented students do challenging questions or the struggling students work on basic skills worksheets. Rather, differentiated assignments are tiered to stretch learning for all students. Students are brought to new levels of understanding through the work they do. "When everyone in the class has exactly the same homework assignment, some students will likely only be doing busy work because they have already mastered what they have been asked to practice, while some other students simply have no idea how to do the required work" (Tomlinson, 2005, p. 14). Differentiated assignments are designed on the ideas of the lesson taught. They are structured based on the results of the pre-assessment tests. The assignments are one level above the ability of the student in each group. "Plan to encourage your students to 'work up'---that is, be ready to match students to tasks that will stretch them" (Tomlinson, 2001, p. 49). Assignments are designed around the part of the lesson needing emphasis. When designing differentiated assignments it is important to decide how many different assignments to create. Three different assignments will encompass struggling students, average ability students, and gifted and talented students. "Differentiated homework can provide a great opportunity for student to 'work
backwards' to master missing skills, to extend content to challenge advanced learners, and to link applications of content to student interests" (Tomlinson, 2005, p. 14) Assessments
A pre-assessment in the beginning of each chapter helps the teacher understand individual student needs. Results of the pre-assessment helps educators adjust and determine the progression of the lessons. "Pre-assess at the outset of each unit to determine what students know, understand, and can do related to the topic before the unit begins. Use what you learn to inform your sense of who has or lacks important background knowledge, understanding, and skills as well as the degree of knowledge, understanding, and skill individuals have about the content you will explore with them in the unit" (Tomlinson, 2005, p. 14). Lessons in the chapter are presented in different ways for students to demonstrate understanding. Pre-assessment should be based on the objectives on the upcoming unit. Pre-assessment helps the teacher prepare a unit based on all students' needs. "Use pre-assessment and post-assessment for evidence of mastery in order to differentiate product, process, and content for all students" (Northey, 2005, p. 182). The teacher can prepare lessons, collect materials needed, provide activities to enhance learning, and create assignments that correlate to the skills needed for the lesson and real world problems. This approach creates less stress on the teacher, by providing more time to work with students and allowing the opportunity to quickly adjust a lesson if needed. "This is the time to plan strategically to reteach, readjust, revamp, enhance, or enrich according to the diverse needs of the learners" (Chapman & King, 2005, p. 82).
Once the pre-assessment establishes what concepts the students understand and the concepts on which students need more work, it is important to continually assess
during the unit. It can be as easy as checking their work and solution to a problem they solved, it can be a quick quiz on the day's lesson, or it can be a quiz on many lessons in the unit. "Ongoing differentiated assessment assists students as their needs occur in daily activities. Individuals receive prompt interventions with specific, corrective feedback as they work. This avoids the pitfalls of failure as students learn to monitor their own work and take more personal control of learning" (Chapman & King, 2005, p. 11). Continuing assessment throughout the unit helps a teacher understand which students need extra help and which students need to be challenged. It may require the teacher to spend an extra day enhancing a lesson with hands-on activities for the students who struggle. While the teacher spends an extra day with the struggling learners, enrichment activities are provided to the students who understand the material. "Teachers should match instruction and assessment as closely as possible to students' readiness and abilities. Teachers should be prepared to reteach concepts and skills to students who simply did not 'get it' through the whole class instruction or the practice" (Northey, 2005, p. 143). Assessment during the lesson also helps the students see what concepts they are successful with and what concept requires assistance and extra work. "The results are used to strategically customize instructional plans, provide students with multiple ways to show their learning, keep them on the right track, and accelerate their learning journeys" (Chapman & King, 2005, p. xix).
At the end of a unit, it is important to give an assessment on the concepts learned during that time. The teacher should create the assessment for the unit. By creating an assessment, it can be differentiated based on all students' needs. "The most effective tests are made by the teacher for a specific individual or a particular group of students.
Quality, effective tests are developed by the teacher who provides instruction for the skill or unit. Teacher-made tests provide opportunities to differentiate assessment with tools and strategies that are thoughtfully tailored for the learners." (Chapman & King, 2005, p. 126). The final assessment should be based on the objectives that the students learned throughout the unit. "Assessing after the learning has traditionally been viewed as a way to analyze the student's mastery of the standards. Post assessments are a crucial step because the results are analyzed to see if the learner has reached the initial goals. If the goals have not been reached, specific plans are customized for this individual" (Chapman & King, 2005, p. 91). It is important that the assessment be designed with the intent that all students obtain success and that they have mastered the concepts taught. "Persistence is an individual's desire to continue his efforts to complete a task. Create assessments that provide opportunities for success WINNERS NEVER QUIT" (Chapman & King, 2005, p. 7).
Differentiated Math Classroom
Mathematics is a subject some people fear and that fear can be passed on to their children. In order to have student success in mathematics, differentiation in the math class is critical. "Of course, research has frequently shown that many students perceive math quite negatively or even fear math. In fact, such fears often provide a significant emotional barrier to mathematics achievement" (Bender, 2005, p. 5). New concepts in mathematics should be presented using the concrete, semi-concrete, abstract model (CSA). "Clearly, teachers who wish to move into differentiated instruction should implement instruction using the CSA tactic" (Bender, 2005, p. 30). In the concrete stage students are given manipulatives to help learn the concepts that are being taught. In this stage, manipulatives are used to help students understand what they are learning. It helps to form pictures in the brain of what is learned. "The first level, representing the lowest level of comprehension, is the concrete level. This involves the use of manipulative objects during instruction, such as tally marks for numerals, circles divided into fractional parts, or even edibles such as an orange divided into its segments" (Bender, 2005, p. 54).
The next stage is the semi-concrete stage. In this stage the students draw pictures of the concept. Drawing pictures helps to reinforce concepts as students create mental images of the concepts in their brains. "In the differentiated classroom math class, teachers must make certain that they do not skip this stage simply because the curriculum materials may do so. Rather, teachers should develop and provide examples of all types of math problems in semi-concrete fashion" (Bender, 2005, p. 55).
The last stage is the abstract stage. Taking the time to use a hands-on activity, then drawing pictures of the concepts, helps students in the abstract stage. Most students do not understand the abstract stage of learning. They are taught how to do a problem without the meaning behind it; they will be able to recite the problem back without meaning. However, if learning begins with manipulatives, then pictures, students are guided toward meaningful understanding of the concept. When they get to the abstract stage, they are able to do it because they have mental images of the concept. "Again, all math curricula include abstract problems as the final assessment of skill mastery, and such abstract thinking should be the teachers overall goal" (Bender, 2005, p. 56). Using the CSA method helps differentiate a lesson. The needs of all students can be met from this way of teaching. "In differentiated classrooms, teachers need access to a wide variety
of math strategies; the use of concrete or semi-concrete instructions can assist many students who are currently struggling in math" (Bender, 2005, p. 58).
Chapter 3: Interpretation of Research
On Monday, December 15, 2008 this researcher proceeded to teach a differentiated lesson. The lesson being taught was adding and subtracting fractions with unlike denominators. This can be a difficult lesson for some students to understand. When the students entered the room, they went to their desks, and began a warm up that had adding and subtracting fractions with like denominators. This was considered a launch of prior knowledge. The launch allows students to bring in prior knowledge to help them with the upcoming lesson.
After the launch this researcher introduced unifix cubes to help model adding and subtracting fractions with unlike denominators. An example of the demonstration would be adding ½, and ¼. The fractions are represented with unifix cubes. To represent ½, one cube is placed on the top of two cubes. To represent ¼, one cube is put on the top of four cubes. Students are instructed that they cannot add the two because the denominators are different sizes. The students are shown how you would add groups of each fraction until the same amount of cubes were in the denominator of each fraction. A hint was given to start with the smaller number of cubes in the denominator. The students realized that adding one group to the fraction ½ made the denominators the same. The students were then instructed to add the cubes in the numerators and put over one set of denominators. This would give the answer to the problem. Two demonstrations occurred using the unifix cubes. After the demonstration with the unifix cubes, this researcher proceeded to create pictures of unifix cubes on the whiteboard. While this researcher proceeded on the white board, drawing unifix cubes and writing the abstract method of adding and subtracting fractions were simultaneously happening. After the whole class
demonstration, this researcher gave the students two problems and had them draw the unifix cubes and complete the abstract method at the same time. This researcher canvassed the room and facilitated the individual group work. After the individual work was completed, a discussion of the work and answers occurred in a whole class discussion.
Once this researcher felt confident that the students understood the lesson, an assignment was given. At that time all students were allowed to work with a partner. The students who struggle in class were invited to go to the table at the back of the room. This researcher was at the table giving additional help to those who did not understand the lesson. For each problem the students were given the unifix cubes with which to work. As they worked the unifix cubes together, the students were also writing the abstract process on their paper. It was a slow process. However, by the end of the class period the students were beginning to understand why they had to find a common denominator before they could add or subtract. They completed only four problems, but they walked away with a wealth of knowledge. When this researcher sat with them to study for the test, if they were struggling with adding and subtracting fractions this researcher brought back the discussion of the unifix cubes. The students quickly remembered what they had to do and they were able to successfully complete the problems.
Based on the research read, the author incorporated a differentiated model into the classrooms. These classrooms are based in a first inner-ring suburb middle school. Figure 3.1 shows the average ethnicity of the groups and Table 3.1 shows average classroom size and average subgroups. Finding the data to help understand who your students are will help create a trusting environment, meaningful lessons, and be able to design
assignments to meet the needs of all students, and assessments based on the objectives learned in class.
Table 3.1. Average classroom size and average subgroups
Northey (2005) states that getting to know the students teachers must review the data on all students, make observation in classroom, and take time to interpret the results. This will allow teachers to base instruction on the needs of all students in the classroom.
Getting to know the students was the first step in creating a differentiated classroom. Researching past transcripts, Minnesota Comprehensive Assessments (MCA) scores, and the Northwest Evaluation Association (NWEA) scores, and checking which students were in ELL and Special Education services was the first step. After reviewing the information, students were put into categories based on past performances. The next four weeks were spent watching and getting to know the students by how they worked in class and outside of class. By mid-quarter there was enough information and observation of who needed extra help and who worked well on their own. On average 60% of the students were below grade level in all the testing areas. By mid-quarter, 22 students were receiving an F. Table 3.2 shows the average of students below grade level and the number of students receiving an F at mid-quarter. It was time to fully implement differentiation into the classroom.
Table 3.2. Students below grade level and students receiving an F at 1 st mid-quarter 2008
| Class | Students below grade level |
|---|---|
| Group 3 7th grade | 55% |
| Group 4 7th grade | 54% |
| Group 5 8th grade | 69% |
| Group 6 8th grade | 63% |
Based on Tomlinson, it is important to create an environment that makes all students feel safe, respected, and successful. It is important to make the classroom a community where every student feels care. Monitoring and rewarding students helps reinforce these concepts. The first challenge was to create a trusting environment. Many of these students have experienced failure in the classroom. It was important to create an environment that would make the students want to succeed. After the main instruction, students were allowed to work together on solving problems. At the same time a group of students were invited to work at the table at the back of the classroom. Many students were reluctant to come and others refused to come. They were not pushed, but encouraged to come for help. The seventh grade classes understood the importance of receiving extra help and started coming to the back table. The eighth grade classes were not convinced and time was spent running from one-eighth grade student to another. However, by the end of first quarter trust had been established. Students are now comfortable coming to the back table for help.
Having 60% of the students below grade level, it was important to incorporate the CSA approach. Bender (2005) states the CSA method is teaching with concrete activities, moving to semi-concrete activities, and eventually learning the abstract method. It was important to incorporate as many concrete activities as possible. Instead of spending one day on a lesson, two to three days were spent on a lesson. Counters and an integer card game were used to understand the rules of adding and subtracting integers. Counters and Dixie cups were used to understand solving equations. Finally Unifix cubes were used to understand adding and subtracting fractions with unlike denominators. Eventually students were able to draw pictures from the concrete activities. When abstract concepts were taught, it was easier to understand, because students had pictures in their minds on how the process worked. Students gained confidence and were able to solve problems that they were unable to do in the past. One female student had never been successful in mathematics. The first quarter was spent gaining her trust. She was continually reminded that she could be successful if she keeps trying. Two weeks ago, she was finally able to solve equations. Her hard work and continued effort gave her the confidence that she was able to do math even though she had been unable to do it in the past. She is trying and working harder than she did in the beginning of the year.
Tomlinson (2005) affirms that assignments need to be designed around the main point of the lesson. It is also important to design lessons that stretch the learning of all students in the classroom. This researcher felt it was important to design assignments that met the needs of all students. Before each lesson problems were viewed to see what problems each group of students could handle. The majority of the time a basic assignment was given to everyone. However, the below average students received fewer problems so they could focus on learning the concept instead of focusing on how many problems they had to finish. As the year progressed students who were grasping the lesson were given an assignment that offered challenging problems. This helped them think more in depth about the concept they were learning. During the first quarter of 2008, the students who were below grade level were given a few problems that covered the material in class. The struggling students were asked to complete problems during class time. They are now given some problems to do at home. Students need to start learning to work on their own. In the seventh grade classes, this researcher has become a facilitator and the students are now working the problems with one another. Eighth grade students still need assistance and are slowly starting to ask the questions they need to solve the problems. Homework completion is going from a 60% turn in rate in September, to 90% turn in rate in November.
Based on the Northey (2005) data from a pre-assessment can help differentiate lessons in the upcoming unit. In a summer classroom in 2008, an instructor stressed to continue assessment through out the unit and give an assessment at the end of the unit. It helps to see if learning occurred during that time. Assessments are very important in the differentiated classroom. Creating your own assessments based on the objectives can generate success for all students. Different assessments were created based on the needs students. The second half of the first quarter, the class worked hard to incorporate differentiation into the classroom. Only one student out of 104 failed the chapter one test. The students received no assistance on the test; the answers and work were their own. The excitement in the room was amazing. The students were high fiving each other and screams of happiness filled the air. Immediately after, they were told if all students pass first quarter they would be rewarded with a bingo day. The work that started occurring was wonderful. Students ask if they can help each other. At the end of first quarter, not one student failed. Table 3.3 and 3.4 shows the data on each group's mid-quarter grade and end of quarter grade. This researcher did a Paired t-test on each group. Based on the one-tail data, Group 5 showed the most improvement followed by Group 4, Group 6, and Group 3. Differentiation does work; proof came from the experience of first quarter of 2008.
Table 3.3. Group 3 and 4 grade comparisons
| | Group 3 | | Group 4 | |
|---|---|---|---|---|
| Student | Mid-quarter grade | End of quarter grade | Mid-quarter grade | End of quarter grade |
| 1 | 82% | 88% | 63% | 83% |
| 2 | 56% | 71% | 79% | 91% |
| 3 | 72% | 86% | 96% | 98% |
| 4 | 82% | 92% | 83% | 91% |
| 5 | 96% | 87% | 65% | 81% |
| 6 | 80% | 87% | 91% | 93% |
| 7 | 61% | 75% | 89% | 93% |
| 8 | 85% | 95% | 66% | 81% |
| 9 | 69% | 79% | 91% | 88% |
| 10 | 79% | 87% | 63% | 86% |
| 11 | 96% | 99% | 41% | 70% |
| 12 | 86% | 93% | 77% | 93% |
| 13 | 67% | 87% | 94% | 94% |
| 14 | 90% | 86% | 99% | 96% |
| 15 | 80% | 77% | 71% | 86% |
| 16 | 90% | 89% | 74% | 87% |
| 17 | 64% | 91% | 63% | 75% |
| 18 | 71% | 90% | 96% | 98% |
| 19 | 70% | 86% | 96% | 99% |
| 20 | 83% | 88% | 84% | 92% |
| 21 | 90% | 93% | 84% | 85% |
| 22 | 117% | 101% | 93% | 92% |
| 23 | 60% | 79% | 69% | 93% |
| Class average | 79% | 87% | 79% | 89% |
Table 3.4. Group 5 and 6 group comparisons
| Student | Mid-quarter grade | End of quarter grade | Mid-quarter grade |
|---|---|---|---|
| 1 | 90% | 96% | 78% |
| 2 | 89% | 88% | 90% |
| 3 | 71% | 90% | 79% |
| 4 | 50% | 76% | 70% |
| 5 | 51% | 85% | 79% |
| 6 | 49% | 74% | 85% |
| 7 | 55% | 80% | 55% |
| 8 | 91% | 86% | 37% |
| 9 | 36% | 74% | 35% |
| 10 | 38% | 70% | 63% |
| 11 | 52% | 78% | 93% |
| 12 | 73% | 85% | 83% |
| 13 | 16% | 65% | 85% |
| 14 | 29% | 65% | 97% |
| 15 | 46% | 72% | 47% |
| 16 | 76% | 91% | 76% |
| 17 | 85% | 92% | 43% |
| 18 | 89% | 96% | 79% |
| 19 | 85% | 93% | 91% |
| 20 | 30% | 70% | 81% |
| 21 | 96% | 93% | 71% |
| 22 | 95% | 88% | 68% |
| 23 | 83% | 86% | 42% |
| 24 | 65% | 79% | 33% |
| 25 | 38% | 80% | 84% |
| 26 | 83% | 83% | 91% |
Chapter 4: Conclusion
Five years into teaching and this researcher was debating whether to continue in this career. The K-8 math master's program and the research on differentiation have convinced this researcher teaching is the right career. Differentiation has allowed changes in the way teaching is approached. Differentiation has made students successful by meeting their individual needs. It is not an easy concept to embrace in part because it takes a great deal of work to make differentiation successful. In the first year, there have been times when it felt too difficult to continue this way of teaching. Remembering the goal, "Put the needs of all students first," helped this researcher to continue to use differentiation. The second year of differentiation is easier than the first. However, at the end of the day, exhaustion hits; however, knowing the students learned something keeps this researcher going.
During the past 17 months this researcher discovered getting to know the students and gaining their trust is a significant aspect of differentiation. It is essential to be in the locker bay greeting students as they come to school and making them feel successful in the classroom. A trusting environment is a prerequisite for differentiation. The students will feel safe working in groups, working with the teacher, and they are willing to try the problems even if they have failed the concept in the past.
The concrete, semi-concrete, and abstract approach is a procedure this researcher wants to continue to implement into the classroom. The many times this approach was used in the classroom, the students had a better understanding of the lesson introduced. This approach gives the students prior knowledge for future lessons. If they forget how to do a concept this researcher can have them visualize the concrete activity that was taught to help them remember how to do the concept.
This researcher has realized that modifying assignments and tests for students who struggle helps them be successful in the classroom. The students can take their time and work fewer problems to understand the concept. Modifying tests also help the struggling students take their time, think about how to solve the problem, and do a better job on the test. This researcher has found a weakness working with the top students in the classroom. They need to be provided with more challenging problems on assignments and tests.
During the past year, this researcher has discovered that pre-assessments do not work well in the classroom. This studied district has accelerated mathematics classes for the top students. It was quickly discovered that the students did poorly on the preassessment. The pre-assessment was supposed to help a teacher understand what concepts students need reinforcement and what concept they already know. The students had little prior knowledge on the concepts in the pre-assessments. The pre-assessments did not give any extra information for planning the future chapter. As a result, this researcher has decided not to use pre-assessment in the classroom.
This researcher plans to share the finding of this research with colleagues. To make a presentation on differentiation successful, it is important to plan and organize the research. A presentation to the staff development committee will be the second part of the process. Staff development days provide an excellent opportunity to give a presentation on differentiation. Colleagues will be presented with information on the meaning of differentiation and what can be easily incorporated into the classroom. If colleagues show an interest, future presentations will teach colleagues how to slowly implement the five concepts of differentiation which are know the students, the environment, meaningful lessons, assignments, and assessments. Continuing to research differentiation and how it can improve the classroom is integral to mathematics instruction. Currently, concrete activities are a weakness in this researcher's classroom. This researcher plans to use the websites and professional organizations that were given in the program, to find concrete activities that will enhance the learning of all students. Focus on finding activities that will connect with the concepts taught in class is another component in continuing differentiation. The past 18 months, this researcher discovered teaching is more than teaching concepts right out of the book; it is about finding ways to present the concepts the way students learn. Reviewing past notes, this researcher came across Bemidji's principles of teaching, which relate to differentiation. It is important to teach how students learn, encourage group work, communication between teacher and student and student to student. This principle also encourages multiple ways to solve a problem, problem solving, and assessment. The research on differentiation encourages these principles. Differentiation was the perfect research for this master program. Continuing with this concept is exciting. It can help the students be successful on a daily basis.
This paper is the in the beginning stages of implementing differentiation in the mathematics classroom. There is much more research to be discovered and shared on this topic and it is important for this researcher and others to find and utilize. The purpose of the paper is to get educators to start thinking of how they can improve their student's performance in an era where the classroom is diverse. However, there may be educators who would like to take this research and take it down a path that is different from this
researcher's study. This paper serves as a starting point for educators to improve their instruction in the classroom.
Bibliography
Bender, W. N. (2005). Differentiating math instruction. Thousand Oaks, C.A.: Corwin Press Inc.
Cassner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Retrieved November 29, 2007, from
http://www.infoedge.com/product_type.asp?product=CB-BED6
Chapman, C., & King, R. S. (2005). Differentiated assessment strategies: One tool doesn't fit all. Thousand Oaks, C.A.: Corwin Press Inc.
Moll, A. (2005). Differentiated instruction guide for inclusive teaching. Port Chester, N.Y.: Dude Publishing.
Northey, S. S. (2005). Handbook on differentiated instruction for middle and high schools. Larchmont, NY: Eye On Education.
Pierce, R. L., & Adams, C. M. (2004). Tiered lessons: One way to differentiate mathematics instruction. Gifted Child Today: 27(2), 58-66.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2005). Differentiating instruction: Why bother? National Middle School Association: Middle Ground, 9(1), 12-14.
If middle school students differ in readiness, interest, and learning profiles, and if a good middle school attempts to meet each student where he or she is and foster continual growth, a one-size-fits-all model of instruction makes little sense. Rather, differentiated instruction seems a better solution for meeting the academic diversity that typifies the middle school years. What differentiation is--and is not. A differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes. 4. "Students are active explorers." "Teachers guide the exploration." Differentiation IS for every classroom. However, the degree to which you differentiate is up to you. This series is all about getting started. Catch up on these other Free to Discover posts from my first series about differentiation for additional ideas. If you teach middle school math, you probably do some degree of note-taking. In eighth grade, I taught Accelerated Algebra I and Algebra I Part A (Standard Math). There are a lot of differences between the two courses, but a big distinction is in note-taking procedures. This would not fly in my standard eighth grade math class so I differentiate how I present and organize notes. The first difference is the amount of time we spend taking notes. In this course, I stick to 15 minutes or so.
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Evacuation Plans
When community evacuations become necessary, local officials provide information to the public through the media. In some circumstances, other warning methods, such as sirens or telephone calls, also are used. Additionally, there may be circumstances under which you and your family feel threatened or endangered and you need to leave your home, school, or workplace to avoid these situations.
The amount of time you have to leave will depend on the hazard. If the event is a weather condition, such as a hurricane that can be monitored, you might have a day or two to get ready. However, many disasters allow no time for people to gather even the most basic necessities, which is why planning ahead is essential.
Evacuation: More Common than You Realize
Evacuations are more common than many people realize. Hundreds of times each year, transportation and industrial accidents release harmful substances, forcing thousands of people to leave their homes. Fires and floods cause evacuations even more frequently. Almost every year, people along the Gulf and Atlantic coasts evacuate in the face of approaching hurricanes.
Ask local authorities about emergency evacuation routes and see if maps may are available with evacuation routes marked.
Evacuation Guidelines
| Always: | If time permits: |
|---|---|
| Keep a full tank of gas in your car if an evacuation seems likely. Gas stations may be closed during emergencies and unable to pump gas during power outages. Plan to take one car per family to reduce congestion and delay. | Gather your disaster supplies kit. |
| Make transportation arrangements with friends or your local government if you do not own a car. | Wear sturdy shoes and clothing that provides some protection, such as long pants, long-sleeved shirts, and a cap. |
| Listen to a battery-powered radio and follow local evacuation instructions. | Secure your home: Close and lock doors and windows. Unplug electrical equipment, such as radios and televisions, and small appliances, such as toasters and microwaves. Leave freezers and refrigerators plugged in unless there is a risk of flooding. |
| Gather your family and go if you are instructed to evacuate immediately. | Let others know where you are going. |
| Leave early enough to avoid being trapped by severe weather. | |
| Follow recommended evacuation routes. Do not take shortcuts; they may be blocked. | |
| Be alert for washed-out roads and bridges. Do not drive into flooded areas. | |
| Stay away from downed power lines. | |
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Answer key – Lösungen Wochenplan – Englisch Klasse 5f – Frau Aydin
Liebe Schüler, liebe Eltern, diese Lösungen sollten ausschließlich zur Kontrolle und Berichtigung der eigenen Fehler NACH der Bearbeitung der Aufgaben des Wochenplans genutzt werden. Bei Fragen stehe ich weiterhin per E-Mail zur Verfügung.
Falls Ihr Kind bereits vor dem 3.4.20 mit der Bearbeitung des Wochenplans einschließlich der Extraaufgaben fertig sein sollte, dann sollte es Zusatzaufgabe Nr. 1 bearbeiten:
ZUSATZAUFGABE Nr. 1
* Make a mind map about your favourite sport/your hobby:
o What? Sport: go swimming, play tennis…my favourite: play handball Other hobbies: play the piano
o When? At the weekend…On Mondays and Fridays
o How is it? It's fun. It's great. I like it a lot.
o With who? alone, with my friends…
o What do I need? football boots, a shirt, a football, …
* Write a text (about 50 words) about your favourite sport/hobby. Use your mind map. I like swimming/playing football/playing handball/…because it's fun. I play handball on Mondays…I need …to play handball. There…When…
* Add a picture/photo of you and your hobby/sport (if you like).
* Send it to my email address (aydin.asv(at)gmail.com) and I give you a feedback.
ZUSATZAUFGABE Nr. 2 (optional)
Eine weitere hilfreiche Internetseite zum Englischüben ist: https://www.englischhilfen.de/exercises_list/zeitformen.htm Dort erhalten die Schüler direkt eine Rückmeldung, ob ihre Antwort richtig oder falsch war.
ZUSATZAUFGABE Nr. 3 (optional)
Besonders interessierte und lesebegeisterte Schüler können auch eine der folgenden Lektüren mit dem Sprachniveau A1 lesen: z.B. https://www.klett-sprachen.de/the-secret-of-the-island/t-1/9783125309012, https://www.klett-sprachen.de/it-s-a-dog-s-life/t-1/9783125711914, https://www.klett-sprachen.de/thebrilliant-world-of-tom-gates/t-1/9783125782211 (fortgeschrittener) oder https://www.klettsprachen.de/in-search-of-a-missing-friend/t-1/9783125148130
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TB p. 52 For example (zum Beispiel): I play… in my free time/ on Monday afternoon/ after school…
TB p. 53 No. 1 a)
1. play football
2. play hockey
3. make models
4. play the guitar
5. collect stamps
6. go riding
7. go to dancing lessons
8. go swimming
Answer key – Lösungen Wochenplan – Englisch Klasse 5f – Frau Aydin
TB p. 58 No. 2
a) dancing, judo, guitar, comics, riding, swimming, tricks, stamps, badminton, models
b) ⚫ go: dancing, riding, swimming…
* play: the guitar, badminton…
* do: judo, tricks…
* make: comics, models
* Collect: stamps, comics, models...
c) EXTRA: inviduelle Lösungen
WB p. 36 No. 1
Sports: The students... play football, go swimming, play hockey, go riding
Hobbies: The students... play computer games, collect stamps, make models, play the guitar
WB p. 37 No. 3
a) 1 dress, 2 boots, 3 shoes, 4 shorts, 5 socks, 6 jeans, 7 T-shirt
b) ...white T-shirt, ...red shorts, ...football boots, ...his socks
TB p. 54 The Kapoors at the sports shop
a) You can buy football boots, socks, shorts, a cap, a sweatshirt, a shirt... in a sports shop.
b) I can see Mrs Kapoor/ Ananda's mum and Ananda in the picture. They are in a sports shop. There are many shoes. There is a man too. He is a shop assistant.
* Does Ananda like the red and white shoes? Yes, she does.
* Looking at language:
Beachte:
| Hilfsverb (auxiliary) | Subjekt (subject) | Verb im Infinitiv (verb) | Objekt (object) |
|---|---|---|---|
| Do | I | want | Them? |
| Do | you | like | the colour? |
TB p. 139 GF simple present: a) yes/no questions + b) short answers
Polly's questions:
a) Does Sophie make models? Do Ananda and Dilip go swimming? Does Emily like music?
b) (Does Jack like football?) – No, he doesn't.
TB p. 59 No. 4
a) (Do you like them?)
Do they fit?
Do they look OK?
Do you want them?
Do I want them?
b) (Does she like football?)
Does he like football?
Does it fit Ananda?
Does he help in the family shop?
Does she help in the shop too?
TB p. 59 No. 5
Beachte:
Do benutzt du am Anfang von Entscheidungsfragen (yes/no questions) bei I, you, we, they. Does benutzt du am Anfang von Entscheidungsfragen bei he/she/it.
WB p. 37 No. 4
1. Do you play football? Yes, I do./ No, I don't.
2. Do you play tennis? Yes, I do./ No, I don't.
3. Do you play basketball? Yes, I do./ No, I don't.
4. Do you play hockey? Yes, I do./ No, I don't.
5. Do you play table tennis? Yes, I do./ No, I don't.
WB p. 38 No. 6
1. (Does Ananda need hockey shoes? – Yes, she does.)
2. Do Ananda and her mum need a shop assistant? – Yes, they do. (Ananda and her mum = they)
3. Does size four fit? – Yes, it does. (size four = it)
4. Does Ananda like the colour? No, she doesn't. (Ananda = she)
5. Does she try on red and white shoes? – Yes, she does.
6. Do Ananda and her mum take T-shirts too? No, they don't. (Ananda and her mum = they)
Answer key – Lösungen Wochenplan – Englisch Klasse 5f – Frau Aydin
Answer key – Lösungen Wochenplan – Englisch Klasse 5f – Frau Aydin
WB p. 38 No. 7
1. (Does Jack like sport?)
2. Does Sophie collect plates? (Sophie = she)
3. Do Dan and Jo go swimming? (Dan and Jo = they)
4. Does Prunella play hockey? (Prunella = she)
5. Do Dan and Jo make models? (Dan and Jo = they)
EXTRA: TB p. 59 No. 7
For example (Zum Beispiel):
* Does Ananda live in a flat? - Yes, she does.
* Does Sheeba sleep in a basket? - Yes, she does.
* Do the twins do sport? - Yes, they do.
* Does Dan live in a basket? - No, he doesn't.
*
...
EXTRA: WB p. 38 No. 5
Yes, I do. No, I don't.
1. (Do you go to the shops?)
2. Do you listen to music?
3. Do you play the guitar?
4. Do you meet your friends?
5. Do you read comics in bed?
TB p. 55 Prunella plays tennis
* She can play with Uncle Henry.
| Fragewort | Hilfsverb (Form von do) | Subjekt | Verb |
|---|---|---|---|
| What | does | Prunella | do? |
| With who | does | Prunella | play tennis? |
| How | does | Prunella | play? |
| When | does | Prunella | play? |
| Where | does | Prunella | play? |
Answer key – Lösungen Wochenplan – Englisch Klasse 5f – Frau Aydin
TB p. 140 GF simple present: c) questions with question words
Polly's questions:
* When does Uncle Henry come?
* Where does Prunella play tennis?
* What do you do in your free time?
WB p. 39 No. 8
1. What do Hip and Hop eat?
2. Where do they play?
3. When do they sleep?
4. What do they drink?
TB p. 61 No. 10 a)
1. Do you like sports?
2. What sports do you like?
3. Do you play for a team?
4. Where do you play?
5. When do you play?
6. Do you do other things in your free time?
7. What do you collect?
8. Do you like music?
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Holocaust Class: 10 day COVID-19 (CDL) Assignment
Day 1:
Read in your text (Night) to pg. 20.
Question: Write 3-5 sentences on what you remember about Moshe "the Beadle" and how he tried to warn his people.
Day 2:
Read in your text (Night) to pg. 43
Question: Write 3-5 sentences on when Wiesel's dad told him he was "personally not hungry" or when
Wiesel was separated from his mother and younger sister.
Day 3:
Read in your text (Night) to pg. 62
Question: Write 3-5 sentences about the death of the young boy called the "Pipel."
Day 4:
Read in your text (Night) to pg. 80
Question: Tell me about Wiesel and his operation. (3-5 sentences)
Day 5:
Read in your text (Night) to pg. 92
Question: Write 3-5 sentences about Juliek and his violin.
Day 6:
Read in your text (Night) to pg. 109
Question: Write 3-5 sentences about the end of the book and the vision of himself that Wiesel has (in the mirror).
Day 7:
Watch 20 minutes of the following clip. If it does not work for you, simply go to youtube and type in Wiesel and Oprah at Auschwitz.
Click on the following link: https://www.youtube.com/watch?v=4IJ4mpCDVpE
Day 8:
Watch the last 20 minutes of the following clip. If it does not work for you, simply go to youtube and type in Wiesel and Oprah at Auschwitz.
Click on the following link: https://www.youtube.com/watch?v=4IJ4mpCDVpE
Question: How did you enjoy the video? Explain 2-3 parts where you really identified with what Wiesel went through, where you had a personal/emotional connection, etc.
Day 9:
Watch the 3 minutes clip of Wiesel on CBS news.
The title of it on youtube is "Elie Wiesel remembered."
https://www.youtube.com/watch?v=ooQ8ZBvN0_Q
Day 10:
Question: Write no more than 1 page about the book. Please do not include summary very much. Tell me YOUR thoughts, reactions, opinion, etc about what you read. Any parts really stand out to you? What about the video supplements? Did you like those? Why?
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Glenwood Middle School
Period by Period Schedule (Tues. – Fri.)
2019 - 2020
| 1st Period | |
|---|---|
| | 7:25 – 8:07 |
| 2nd Period | |
| | 8:10 – 8:52 |
| 3rd Period | |
| | 8:55 – 9:37 |
| 4th Period | |
| | 9:40 – 10:22 |
| 5A Period | |
| | 10:25 – 11:07 |
| 5B Period | |
| | 11:10 – 11:52 |
| 5C Period | |
| | 11:55 – 12:37 |
| 6th Period | |
| | 12:40 – 1:22 |
| 7th Period | |
| | 1:25 - 2:07 |
8 th Period
2:10 – 2:30
If blocked class teachers determine that students need a break between classes, they should do as follows to minimize the number of students in the halls at any one time. Math break time will be before the period ends and Language Arts break time will be after the period ends.
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Home Composting
using Compost in tHe garden
There are lots of different ways to use home-made compost in the garden.
How we use the compost depends on how fine it is.
After 3-6 months in a plastic composter or 1 year in a wooden box, the heap begins to cool down. At this stage, the compost is rough and fibrous, looking almost like manure. Use this for mulching.
Composting goes through 2 stages: a hot fast stage and a much cooler longer one.
After 1 year in a plastic bin and 2 years in a large wooden box, the cool composting process is finished and the compost looks like fine soil.
use compost as a mulch
* Plan to spread a mulch after rain, when the soil is moist. This stops evaporation.
Rough compost is spread on the ground between vegetables, in a flower border or round shrubs or trees. This mulch will conserve moisture, prevent weeds growing and gradually feed the plants. When it rains, goodness from the compost will be washed down to the roots. The compost will continue to rot down and will add nutrient and structure to the ground.
* If you're spreading compost in the veg garden or round shrubs or trees cover the damp ground with cardboard or a thick layer of newspaper. This will prevent weed seeds from germinating in the soil.
* Spread a layer of compost on top of the card or paper to completely cover it. Keep the mulch approximately 3cm away from plant stems. Any seeds in the compost will germinate, but then die because their roots won't get down to the soil.
* If you're spreading compost in an herbaceous border, carefully cover the damp soil between the plants with 5-8 cm of compost. Some, but not many, weeds may germinate without the cardboard underlay.
dig compost into the soil
Do not overfeed the soil as this would encourage excessive leaf growth at the expense of flowers. Spread 1 barrowload for every 10m².
Adding compost will improve soil fertility and structure. If you are then planting small seedlings, use finished compost. More established plants will tolerate slightly rougher material.
use in pots and containers
Depending on the plant and your watering arrangements you may want to add grit or water retaining gel.
Home-made compost releases nutrients more slowly than commercially produced composts, so it provides feed for plants over a much longer period. If potting a small plant, sieve the compost to remove any stick fragments or small stones.
The surface of the compost may gradually sink but you can top it up with extra home made compost. This will provide fresh nutrient.
potting mixes
The proportions of compost and bulking agent depends on the size of the plant. Use:
You can make excellent, free, seed sowing and potting compost, using your own compost and leafmould. You can use coir fibre or green waste instead of leafmould. Mix and sieve the ingredients. A 'Rotasieve' is ideal.
* For seed sowing. 1 part compost: 2 parts leafmould
* Final planting (tomatoes, peppers etc): pure compost.
* Pricking out: 1 part compost: 1 part leafmould
use as a fertiliser
It is suitable for house plants too.
Wormcast is the best for this. It is very rich and is used as a feed, especially for container grown plants.
For more information on home composting or to contact us - www.askorganic.co.uk or 01450 860778
ASK Organic, in partnership with Scottish Borders Council, has a Home Composting Display within Woodside Plant Centre, by Ancrum, Jedburgh.
For information on Waste and Recycling contact Scottish Borders Council Recycling Team on 0300 100 1800 or www.scotborders.gov.uk/recycling
Text © ASK Organic. Illustration © Linda Lovatt. Printed by Meigle Colour Printers Ltd., Galashiels.
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What On Earth Do You Do When Someone Dies
[Books] What On Earth Do You Do When Someone Dies
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What On Earth Do You
Introduction - Google Earth User Guide
Five Cool, Easy Things You Can Do in Google Earth Want to jump in and start having fun with Google Earth? Try any of the the following: 1 View an image of your home, school or any place on Earth - Click Fly To Enter the location in the input box and click the Search button In the search results (Places panel), double click the location
What Do You Know About Earth? - English Worksheets Land
What do you know about the Earth? I've supplied an answer for you Answers will vary 1 I live on Earth 2 The Earth is large and round 3 A lot of people live on Earth 4 There is a lot of land and water on earth Using the four things that we wrote above and one topic sentence and one closing
EARTH SCIENCE AT NASA Earth at Night
As you look at the image, you can see the pattern of this distribution Cities are along coastlines and transportation networks This image of Earth's city lights was created with data from the Defense Meteorological Satellite Program (DMSP) Operational Linescan System (OLS) The OLS sensor orbits Earth, acquiring one swath, or area,
Understanding globalization
In what ways are places on Earth connected? [Through language, culture, climate, and transportation]? What is globalization? [It is the increasing connections of economic, cultural, and political characteristics across Earth]? How does globalization create or show connections across Earth? [Globalization provides an opportunity to diffuse
HOW IS THE EARTH CHANGING?
5 What ideas do you have about why there are patterns in earthquake and volcano data? 6 What ideas do you have about why some earthquake and volcano data do not fit the patterns you observed? 7 The Driving Question for this unit is How Is the Earth Changing? a How do you think volcanoes and earthquakes relate to the earth changing? b
How to Draw Paths and Polygons in Google Earth
How to Draw Paths and Polygons in Google Earth 1 From the Tool Bar at the top, click Add Path (CTRL + Shift + T) or Add Polygon(CTRL + Shift + G) o The New Path or New Polygon dialog box appears and the cursor changes to a square drawing tool Enter the properties for your drawing just as you would
Borders, Boundaries, and Barriers
Where do you see physical boundaries? What other types of boundaries and borders exist on the earth? How can borders change? DID YOU KNOW? ArcGIS Online is a mapping platform freely available to US public, private, and home schools as a part of the White House ConnectED Initiative A school subscription provides additional security
KEY CONCEPT Earth's past is revealed in rocks and fossils.
Earth's past is revealed in rocks and fossils EXPLORE Rocks What can we learn from a rock? PROCEDURE Use a hand lens to examine the rock sample Make a sketch of any shapes you see in the rock WHAT DO YOU THINK? •What do you think those shapes are? • How did they get there? 2 1 Rocks, fossils, and original remains give clues about the past
Setting up Google Earth to Display Decimal Degrees
This "how to" document will walk through setting the Google Earth application to show the latitude and longitude coordinates on your browser or smartphone in a decimal degrees format Setting up Google Earth to Display Decimal Degrees I Google Earth desktop app personalizing display format of Lat/Long
Reference Tables for Physical Setting/Earth Science
This edition of the Earth Science Reference Tables should be used in the classroom beginning in the 2011–12 school year The first examination for which these tables will be used is the January 2012 Regents Examination in Physical Setting/Earth Science
Earth Bonding - BPF Pipes Group
earth terminal of equipment within the bathroom with exposed-conductive part A supplementary bond is not run back to the main earth 3 Metal baths are supplied by metal pipes do not require supplementary bonding if all the pipes are bonded and there is no other connection of the bath to earth 2 Metal window frames are not required to be
Visualizing Census Tracts in Google Earth
Visualizing Census Tracts in Google Earth FCC Form 477 Enter an address into the Search field at the upper left of the screen then click Search After you're zoomed to the location, you can click the polygon that contains the address to show the census tract
Exporting Data in Google Earth
There are TWO file types that Google Earth uses - KML and KMZ KML is for SIMPLE data (no embedded images will be saved in the final file) KMZ is more robust and allows the EXTERNAL CONTENT (ie a map or photograph that you overlayed) that you created to be saved Because KMZ can do everything KML can do and then some, it makes
Grounding Requirements for Portable Generators
the earth): • The generator Grounding Requirements for Portable Generators Portable generators are internal combustion engines used to generate
electricity They are useful when temporary or remote power is needed, and are commonly used during cleanup and recovery efforts following disasters
How to Use Google Earth for GPS Coordinates & Maps
How to Use Google Earth for GPS Coordinates & Maps 2018 Google Earth Preferred •GPS Coordinates - Google Earth Pro is the preferred method to obtain GPS coordinates for your hemp locations •Maps - Generate maps for your applications and Site Modification Requests using Google Earth Pro
ESCI 121 Physical Geology Name
3 You can also use the "search" area to find specific features or latitude/longitude locations The "fly to" option will cause the application to fly you directly to the search result you choose 4 The "Layers" pane can be used to turn on/off various view options: for the Earth, this includes geographic place names, business names
Do People in Heaven Know What's Happening on Earth?
Do People in Heaven Know What's Happening on Earth? wwwmakinglifecountnet Question: Do people in heaven know what is happening on earth? Answer: Since heaven is a place of eternal joy and peace, we can be assured that people in heaven aren't disturbed by the evil things happening on earth The Scriptures give us some clues about what they
Calculating the Mass and Density of Earth
CALCULATING THE MASS AND DENSITY OF EARTH Kepler's Third Law (Newton's Form): P2 a3 4!2 MG The period of the moon's orbit is 2732 days, or 2,361,000 seconds (roughly) The semi-major axis (a) is 384,400,000 mG, the gravitational constant, is presently calculated to be 6673·10-11 m3kg-1s-2Doing the math:
Earth Ground Resistance
what does it do? The NEC, National Electrical Code, Article 100 defines a ground as: "a conducting connection, whether intentional or accidental between an electrical circuit or equipment and the earth, or to some conducting body that serves in place of the earth" When talking about grounding, it is
Why Do We Really Need Pressure Suits? Grades 5-12
What would happen if you were high above Earth's surface or in space without a protective pressure suit or spacesuit? Would you explode? Would your blood boil? Could you survive? The answers are a bit more complicated than you might think, and these lessons and activities will show you why humans need protective pressure suits in these
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Alcohol
Key Points
- Alcohol is by far the most common drug used by Canadians and use has increased significantly among females since 2013.
- Approximately 15% of Canadians who drink alcohol consume above Canada's Low-risk Alcohol Drinking Guidelines.
- The risky use of alcohol is still the most prevalent among young adults (age 18–24).
- The use and risky use of alcohol by underage youth and young adults has remained steady in recent years.
- In 2017, the rate of hospitalizations entirely caused by alcohol (249 per 100,000) was comparable to the rate of hospitalizations for heart attacks (243 per 100,000) and the rate was thirteen times higher than for opioids.
- In 2014, alcohol contributed to 14,826 deaths in Canada, representing 22% of all substance use attributable deaths.
Introduction
Alcohol is produced by fermenting or distilling various fruits, vegetables or grains. Fermented beverages include beer, cider and wine, and they, along with flavoured purified alcohol, generally have an alcohol content of between 0.5% and 20%. Distilled beverages, also known as "spirits," include products such as vodka and whiskey, and have a higher alcohol content (25% or more).
The consumption of alcohol carries a risk of adverse health consequences, including heart and liver disease, and several types of cancers, as well as the risk of injuries and violence. A recent metaanalysis on the global burden of alcohol use indicates that any potential health benefits from low levels of alcohol intake are outweighed by the increased risk of other health-related harms. 1 In November 2011, the Canadian federal, provincial and territorial health ministers launched Canada's Low-risk Alcohol Drinking Guidelines (LRDGs), consisting of five guidelines and a series of tips to help Canadians reduce their chronic alcohol-related harm. The guidelines were developed when different guidelines existed across various provinces and jurisdictions and as per capita consumption of alcohol had increased 14% from 1996. The guidelines recommend that women should consume no more than two drinks a day, 10 per week, and men should consume no more than three drinks a day, 15 per week. To reduce their risk for acute alcohol-related harm, women should not exceed three drinks and men should not exceed four drinks on any single occasion. 2
The most recent comprehensive cost study estimated the total cost of alcohol-related harm to Canadians to be $14.6 billion in 2014. 3 This figure includes the following annual costs:
- $5.9 billion in lost productivity due to disability and premature death
- $4.2 billion for healthcare costs
Summer 2019
Canadian Drug Summary
- $3.2 billion for criminal justice costs
- $1.3 billion for other direct costs due to property damage, workplace programs, and research and prevention
Effects of Alcohol Use
- Short term: Intoxication, memory loss and blackouts, injury, violence, accidents, spousal abuse, suicide, alcohol toxicity (overdose), death. 4,5,6,7
- Long term: Alcohol dependence, increased risk of several types of cancer (e.g., cancers of the mouth, throat, liver, breast and digestive track), learning and memory problems, mental health (e.g., depression, anxiety), social problems (e.g. lost productivity, unemployment, family problems), diabetes, cirrhosis, pancreatitis, low birth weight, fetal alcohol spectrum disorder (FASD). 4,8
Legal Status of Alcohol in Canada
Alcohol is a legal, regulated substance in Canada. The regulatory framework for controlling the production, distribution, sale and possession of alcohol is shared between federal, provincial and territorial governments. The provincial and territorial governments maintain wholesale monopolies on the distribution of alcohol and, with the exception of Alberta, are also the leading retailers of alcohol. All jurisdictions have statutes prohibiting the sale of alcohol to minors (age 17 and under in Alberta, Manitoba and Quebec; age 18 and under elsewhere in Canada) and laws prohibiting sale to those who are visibly intoxicated.
Driving while impaired by alcohol (i.e., with a blood alcohol content [BAC] equal to or greater than 80 mg/dL) is prohibited under federal law. When found in combination with cannabis (THC), the prohibited level of alcohol while driving is a BAC equal to or greater than 50mg/dL. 9 Most provincial jurisdictions also have administrative sanctions (e.g., 24-hour roadside suspension of license) for drivers with a BAC equal to or greater than 50 mg/dL, and all provincial/territorial jurisdictions except Nunavut have zero alcohol tolerance provisions for young or novice drivers. 10
How Canadians Drink
Past Year Use of Alcohol in Canada
- General population (age 15+): According to data collected from the 2017 Canadian Tobacco, Alcohol and Drugs Survey (CTADS), 78.2% of Canadians aged 15 and over reported drinking alcohol at least once in the last year. 11 This level has remained relatively stable since 2013 (75.9%). Provincial prevalence of alcohol use in the past year ranged from 68.4% (85,000) in Prince Edward Island to 84.2% (5.8 million) in Quebec.
- Young Adults (18–24): According to CTADS, the prevalence of past-year drinking in 2017 among young-adults of legal drinking age (18-24 years * ) was 82.3%, and 79.4% for adults age 25 or older. 11,† The highest prevalence of drinking for both males and females was among those aged 25 to 34 (87.4% for males and 85.6% for females) (Figures 1).
* Legal drinking age in Alberta, Manitoba and Quebec is 18 years old; in the rest of provinces and territories it is 19 years old.
† This analysis is based on the Statistics Canada microdata file. All computations, use and interpretation of these data are entirely those of the Canadian Centre on Substance Use and Addiction.
- Older Adults (age 65+): According to CTADS, in 2017 74.6% of older adults reported drinking in the past year, 79.2% of males and 70.7% of females. ‡
- Gender: According to CTADS, a higher proportion of males compared to females reported pastyear alcohol use in both 2013 (80.6% vs. 71.2%) and 2015 (81.3% vs. 72.7%). 12,13 However, in 2017, there was no significant different in the proportion of males and females who reported past-year alcohol use (79.5% vs. 76.9%). 11 Reported past-year use of alcohol has remained constant among males since 2013 (approximately 80%), but has increased significantly among females (71.2% to 76.9%).
Source: CTADS 2017
Note: Underage in Alberta, Manitoba and Quebec is 17 years old; in the rest of provinces and territories it is 18 years old.
‡ This analysis is based on the Statistics Canada microdata file. All computations, use and interpretation of these data are entirely that of the Canadian Centre on Substance Use and Addiction.
§ This analysis is based on the Statistics Canada microdata file. All computations, use and interpretation of these data are entirely those of the Canadian Centre on Substance Use and Addiction.
Figure 2: Prevalence of self-reported past-year alcohol use among Canadians by age category (2013–2017) **
Source: CTADS 2013, 2015, 2017
Note: Underage in Alberta, Manitoba and Quebec is 17 years old; in the rest of the provinces and territories it is 18 years old.
Youth Drinking
Underage Drinking
Alcohol use among underage youth has remained steady in the past few years, and high-risk or binge drinking has declined, consistent with international trends. 14,15,16 Data from the most recent Canadian Student Tobacco, Alcohol and Drugs Survey (CSTADS) indicate that among students in grades 7–12, the average age at drinking onset has increased from 13.1 years in 2013 to 13.4 years in 2017, and the average age of initiating high-risk drinking †† increased from 14.3 years to 14.5 years. 17,18 Among underage drinkers in 2017, the average age of initiation is significantly earlier among boys (13.2 years) than for girls (13.6 years). 17
The overall prevalence of alcohol use in the past 12 months among students in grades 7–12 for 2016–2017 is 44.0%. 17 This rate is similar for males (44.2%) and females (43.8%) (Figure 3). Prevalence of past-year alcohol use increased substantially with each grade level, from an estimated 23.1% among students in grade 7–9 to 64.5% among those in grades 10–12.
Overall, 24.2% of students grade 7–12 reported drinking five of more drinks on one occasion in the past year in 2016–2017, a significant decrease from 29.2% of students in 2012–2013. 17,18 Similar proportions of males (25.1%) and females (23.3%) reported drinking five or more drinks on one occasion in the past year in 2016–2017 (Figure 4).
** This analysis is based on the Statistics Canada microdata file. All computations, use and interpretation of these data are entirely those of the Canadian Centre on Substance Use and Addiction.
†† Five or more drinks on one occasion.
Figure 3: Prevalence of self-reported past-year alcohol use among grades 7–12 in Canada (2017)
Source: YSS 2012–2013, 18 CSTADS 2014–2015, 19 CSTADS 2016–2017 17 Note: For survey cycles preceding 2014–2015, CSTADS was called the Youth Smoking Survey (YSS).
Source: YSS 2012–2013, 18 CSTADS 2014–2015, 19 CSTADS 2016–2017 17
Note: For survey cycles preceding 2014–2015, CSTADS was called the Youth Smoking Survey (YSS).
Post-secondary Students' Drinking
The most current Canadian data on post-secondary student drinking is captured by the National College Health Assessment Spring 2016 survey, which is drawn from a convenience sample of 43,780 students in 41 post-secondary institutions in Canada and therefore not representative of all
post-secondary students in Canada, indicated that 69.3% of students reported any use of alcohol within the last 30 days preceding the survey (70.2% of females and 68.1% of males). 20
Among college and university drinkers, about 35% reported having five or more drinks of alcohol at a sitting over the last two weeks. A higher proportion of males (38.9%) than females (33.5%) reported this risky drinking. The average reported number of drinks consumed is 5.96 for men and 4.67 for females. 20
Provincial Comparison
Prevalence of alcohol use varies across provinces. In 2017, Prince Edward Island had the lowest prevalence of past-year alcohol use at 68.4%, while Quebec had the highest prevalence at 84.2 % (Figure 5). 11 (The territories are not captured in this data.) Prevalence of alcohol use does not directly relate to absolute per capita consumption (see subsection on Volume of Alcohol Consumed), nor to patterns of drinking (see subsection on Drinking Patterns).
11
Source: CTADS 2017
International Comparison
Data from the World Health Organization's 2017 World Health Statistics report shows that alcohol consumption in Canada is higher than the global average, and among the highest for developed countries. 21 Total per capita (aged 15 years and older) consumption of alcohol in 2016 was 10.0L in Canada, higher than the United States (9.3 L), Sweden (8.8 L), and Australia (5.4 L), and lower than New Zealand (10.1 L), Germany (11.4 L) and the United Kingdom (12.3 L) 21 (Figure 6).
Figure 6: Total alcohol per capita (> 15 years of age) consumption (litres of pure alcohol), projected estimates, 2016
21
Source: World Health Organization 2017
Ranking Among Top Five Substances
According to CTADS 2017, 78.2% of the general population age 15 and over reported consuming alcohol in the past year, 56.8% of youth aged 15–19 and 83.5% of young adults aged 20–24, making it the leading substance used by Canadians by a wide margin (see Table 1). In comparison with cannabis, Canadians are five times more likely to have consumed alcohol than cannabis in the past year (78.2% vs. 14.8%). 11
Table 1: Top five substances used in the past year by Canadians (2017)
| | #1 | #2 | #3 | #4 | #5 |
|---|---|---|---|---|---|
| General Population (15+) | Alcohol (78.2%) | Cannabis (14.8%) | Cocaine/Crack (2.5%)† | Hallucinogens and Salvia (1.5%) | Problematic Prescription Drugs (1.2%)† |
| Youth (15–19) | Alcohol (56.8%) | Cannabis (19.4%) | Hallucinogens and Salvia (2.8%) | Problematic Prescription Drugs (2.1%)† | Ecstasy (1.6%)† Cocaine/Crack (1.6%)† |
| Young Adults (20–24) | Alcohol (83.5%) | Cannabis (33.2%) | Cocaine/Crack (6.2%) | Hallucinogens and Salvia (5.1%) | Problematic Prescription Drugs (3.6%)† |
| Adults (25+) | Alcohol (79.4 %) | Cannabis (12.7%) | Cocaine/Crack (2.2%)† | Number suppressed | Number suppressed |
Source: CTADS 2017 11
Note: Figures identified with a cross ( † ) should be interpreted with caution because of the small sample size.
Volume of Alcohol Consumed
Alcohol per Capita Consumption
In 2017–2018, individuals 15 years of age and over purchased an average of 8.2 litres of pure alcohol per year, representing $756.9 per capita sales per year. 22 There are important variations in
the total recorded per capita alcohol consumption among the provinces and territories. The highest per capita consumption level in the territories is in the Yukon (13.1 L per capita sales), while the lowest is in Nunavut (2.8 L per capita sales). For the provinces, the highest per capita consumption level is in Newfoundland and Labrador (9.1 L per capita sales), while the lowest is in New Brunswick (7.1 L per capita sales) (Figure 7). 22
Source: Statistics Canada, 2019, Table 10-10-0010-01 22
Most Consumed Alcoholic Beverages
According to the most recent report on the Control and Sale of Alcoholic Beverages, in 2017–2018, 39.7% of the absolute value for total per capita sales in Canada was consumed in the form of beer, followed by 32.4% for wine, 23.7 % for spirits and 4.2% for ciders, coolers and other refreshment beverages. 23 Liquor stores, agencies and other retail outlets sold 2,215 million litres of beer, equivalent to 220.6 bottles of beer per person over the legal drinking age in Canada (1 bottle = 341 ml, 5% alcohol content). 23
Drinking Patterns
Low-risk Alcohol Drinking Guidelines
In 2017, among the general population (age 15+) who consumed alcohol in the past 12 months, 20.8% (16.1% of the total population) exceeded the LRDGs for chronic effects. 11 That is, they exceeded the guideline of no more than 10 drinks a week for women, with no more than two drinks a day most days, and 15 drinks a week for men, with no more than three drinks a day most days. In the same period, 14.8% (11.5 % of the total population) exceeded the LRDGs for acute effects. That is, they exceeded the guideline of no more than three drinks for women or four drinks for men on any single occasion. 11
Across provinces, Prince Edward Island has the highest proportion of drinkers exceeding the LRDGs for both chronic (27.1% or 18.4% % of the total population) and acute effects (22.3 % or 15.1% of
the total population). At the other end of the spectrum, Saskatchewan has the lowest proportion of drinkers exceeding the LRDGs for chronic effects (14.3 % or 11.1 % of the total population), while Alberta has the lowest proportion of drinkers exceeding the LRDGs for acute effects (11.4 % or 8.9% of the total population). 11
Canadian men are more likely than women to exceed the LRDGs for both types of effects. The LRDGs were exceeded by young adults (age 18/19–24) at higher rates for both chronic and acute harms (28.9 % and 22.7 %, respectively) than among underage drinkers (12.0 % and 7.5 %, respectively) and adults over the age of 25 (20.1 % and 14.1 %, respectively) (Figure 8).
The data on drinking habits in relation to the LRDGs are derived completely from the alcohol consumption of respondents in the previous seven days. Respondents who did not drink in the week preceding the survey are automatically considered as not exceeding the LRDGs, so the numbers of people exceeding the LRDGs could be underestimated. Using a different methodology, some researchers have estimated that more than a quarter (27.3%) of Canadians who drink alcohol could be exceeding the guidelines for chronic effects and more than a third (38.6%) could be exceeding the guideline for acute effects. 24
Source: CTADS 2017 11
Note: Based on alcohol consumption in the previous 7 days. Underage drinking varied by province and is 15–17 years in Alberta, Manitoba and Quebec, and 15-18 years elsewhere in Canada
Heavy Drinking
Heavy drinking is a measure of alcohol consumption that refers to males who reported having five or more drinks on one occasion or women who reported having four or more drinks on one occasion, at least once a month in the past year. 2
‡‡ This analysis is based on the Statistics Canada microdata file. All computations, use and interpretation of these data are entirely that of the Canadian Centre on Substance Use and Addiction.
According to the 2018 Canadian Community Health Survey, 19.1% of Canadians aged 12 and older report heavy drinking at least once a month in the previous year. 25 Across provinces, this prevalence varies from 16.0% in Manitoba to 27.7% in Newfoundland and Labrador. 25 Canadians living in rural areas were more likely to report heavy drinking (22.4%) compared to those living in urban areas (18.4%). 26 In 2018, 23.5% of males reported having five or more drinks on one occasion at least once in the past year, compared to 14.8% of females who reported having four or more drinks on one occasion at least once in the past year. 26
Data from the 2017 Canadian Tobacco Alcohol and Drug Survey (CTADS) indicate that male and female young adults (age 18/19 to 24) are more likely to report heavy drinking than adults over the age of 25 (43.1% vs. 27.1% for males and 36.3% vs. 19.6% for females) (Figure 9). 11, §§
11
Source: CTADS 2017
Drinking and Driving
Driving after Consuming Alcohol
Based on data from the 2014 Canadian Community Health Survey available for Ontario, Manitoba, Alberta, Yukon and Nunavut, less than one in 20 drivers (4.3%) reported driving within an hour after consuming two or more drinks in the past year. 27 Those who reported driving after drinking did so on average six times in the past year, accounting for 97% of all self-reported drinking and driving incidents during the year. 27 Men (7.5%) were more likely than women (0.8%) to report drinking and driving in 2014.
The 2017 Ontario roadside survey reported the prevalence of alcohol use among nighttime drivers to be 4.4%. Among those, 2.6% of survey participants had a BAC under 50 mg/dL, 1.0% had a BAC
§§ This analysis is based on the Statistics Canada microdata file. All computations, use and interpretation of these data are entirely that of the Canadian Centre on Substance Use and Addiction.
*** This analysis is based on the Statistics Canada microdata file. All computations, use and interpretation of these data are entirely that of the Canadian Centre on Substance Use and Addiction.
between 50 and 80 mg/dL, and 0.8% had a BAC over 80 mg/dL. 28 The 2018 British Columbia roadside survey reported a similar prevalence of alcohol use among nighttime drivers at 4.9%, where 4.1% had a BAC under 50 mg/dL, 0.3% had a BAC between 50 and 80 mg/dL, and 0.5% had a BAC over 80 mg/dL. 29 Both surveys reported that the percentage of male drivers who had been drinking (Ontario: 5.4%, British Columbia: 5.8%) was significantly higher than females (Ontario: 2.5%, British Columbia: 3.2%). 28,29
Based on a 2018 national public opinion poll, 20% of respondents reported driving after consuming any amount of alcohol in the past 30 days; this prevalence has not changed substantially in the past decade. 30 In 2018, 5.8% of respondents reported driving when they thought they were over the legal limit in the past year, and this prevalence has increased in the past few years (from 4.2% in 2015). Respondents who reported driving when they thought they were over the legal limit did most of their drinking at the home of a friend or relative (30.2%), while a quarter (23.8%) consumed alcohol at their own home, 20.4% at a restaurant and 15.5% at a bar.
Incidents for Criminal Drinking and Driving
Impaired driving is one of the most common criminal offences and is among the leading criminal causes of death in Canada. In 2017, 65,558 alcohol-impaired driving incidents were reported (179 incidents per 100,000 population), which is the lowest rate since 1986 and a 26% decrease from 2007. 31 Almost all police-reported impaired driving incidents continued to involve alcohol in 2017 (95%), while a small proportion involved drugs (5%). 31
Deaths Caused by Drinking Drivers
In 2014, 1,558 people died in a motor vehicle crash in Canada, of which 1,472 involved alcohol ††† and 421 involved a drinking driver. ‡‡‡,32 The percentage of fatalities involving a drinking driver has decreased from 34% in 2010 to 27% in 2014. Impaired Driving in Canada provides an up-to-date, comprehensive summary of all statistics related to impaired driving in Canada. 33
Criminal Justice Costs
In 2014, 3.15 billion was spent on criminal justice costs associated with alcohol use, including the policing, courts and corrections costs of offenses that are either completely attributable to alcohol (i.e., impaired driving and drug-related offenses) or partially attributable to alcohol (i.e., violent and non-violent). 3 Alcohol is disproportionately associated with violent crime compared to other types of non-violent crime (20% vs 8%). Per-person criminal justice costs associated with alcohol increased 6% from $84 per person in 2007 to $89 per person in 2014.
††† A motor vehicle fatality was considered to involve alcohol if there was at least one drinking driver or drinking pedestrian in the fatal crash.
‡‡‡ At the time that the 2014 Alcohol and Drug Crash Problem Report was being prepared, 2014 coroner data from British Columbia were not available. For this reason, British Columbia is not included in these counts.
Mortality and Morbidity
Chronic Diseases
Twenty-five chronic disease and condition codes in the International Classification of Disease 10 are entirely attributable to alcohol use. Alcohol plays a contributing role in the risk of developing certain types of cancers and other chronic diseases including diabetes, heart disease and liver cirrhosis. 34,35 Alcohol is one of the leading risk factors for death from cancer worldwide and a causal link has been established between alcohol consumption and cancers of the oral cavity, pharynx, esophagus, colon, rectum, liver and breast. 36 It has been estimated that alcohol-attributable cancers make up 5.8% of all cancer deaths world wide. 37
According to the 2012 Canadian Community Health Survey, 3.2% of the general population reported alcohol abuse or dependence in the past year, including 1.7% of females and 4.7% of males. 38 Alcohol was also the most common substance for which people met the criteria for abuse or dependence. 38 Overall in 2014, 14,826 deaths were attributable to alcohol, accounting for approximately 22% of all deaths attributable to substance use. 3
Hospital Costs and Healthcare Impacts of Alcohol Use
Healthcare costs in Canada associated with the use of alcohol in 2014 were estimated to be 4.2 billion and accounted for 38% of all healthcare costs attributable to substance use. 3 Healthcare costs include inpatient hospitalizations, day surgeries, emergency department visits, substance use treatment, family physician time and prescription drugs. Per-person healthcare costs associated with alcohol increased approximately 25% from $95 per person in 2007 to $119 per person in 2014.
Hospitalizations Caused by Alcohol
In 2017, the rate of hospitalizations entirely caused by alcohol §§§ in Canada was 249 per 100,000, which is more than the rate of hospitalizations for heart attacks (243 per 100,000). 39 Middle-aged adults (45 to 64) make up approximately half of the hospitalizations entirely caused by alcohol, and nearly three out of four hospitalizations are due to mental and behavioural disorders (e.g., alcohol dependence or intoxication). Hospitalizations caused entirely by alcohol were 13 times more common than for opioids (227 hospitalization each day for alcohol and 17 hospitalizations each day for opioids). Provincial estimates for hospitalizations entirely caused by alcohol vary from 174 per 100,000 in New Brunswick to 1,751 per 100,000 in the Northwest Territories (Figure 10).
§§§ Hospitalizations entirely caused by alcohol are hospital stays for the treatment of conditions considered to be wholly caused by the harmful consumption of alcohol. Common conditions contributing to hospitalizations entirely caused by alcohol in Canada are chronic alcohol use disorder, alcohol-induced cirrhosis of the liver, alcohol withdrawal, alcohol-induced acute pancreatitis, harmful alcohol use, alcohol-induced hepatitis, alcohol intoxication, alcohol-induced hepatic failure, alcohol withdrawal delirium and toxic effects of alcohol.
Figure 10: Number of hospitalizations entirely caused by alcohol by Canadian jurisdiction (2017)
Source: Canadian Institute for Health Information, 2019, Health indicators interactive tool: Hospitalizations entirely caused by alcohol 39
In 2014, alcohol was responsible for 87,911 hospitalizations, **** the greatest number of hospitalizations attributable to substance use after tobacco (145,801 hospitalizations) (Figure 11). 3 The costs associated with hospitalizations due to alcohol (approximately $1 billion in 2014) were less than those for tobacco, but greater than the costs for all other substances (including cannabis, opioids, other central nervous system [CNS] depressants, cocaine and other CNS stimulants) combined (Figure 12).
A recent study in Ontario reported that 765,346 emergency department visits were directly attributable to alcohol use from 2003 to 2016, representing 1.18% of the total number of emergency-department visits in Ontario during this time. 40 Rates of emergency department visits attributable to alcohol increased 4.4 times more than the rates of overall emergency department visits. Individuals aged 25–29 had the largest increase in the rate of visits (175%) and the agestandardized rates of these visits increased more among women (86.5%) compared to men (53.2%). 40 A study conducted in Sherbrooke, Quebec, revealed that one youth aged 12 to 24 is admitted every second day to the emergency department for an alcohol-related medical emergency. 41
**** Hospitalization counts include total counts for conditions 100% attributable due to alcohol consumption and partial counts for conditions where alcohol is a contributing factor.
Figure 11: Number of all hospitalizations due to use of alcohol versus all other substances
3
Source: Canadian Centre on Substance Use and Addiction, Canadian Substance Use Costs and Harms, 2018
Source: Canadian Centre on Substance Use and Addiction, Canadian Substance Use Costs and Harms, 2018 3
Treatment Services
According to a National Treatment Indicators report, in 2014–2015, alcohol was overwhelmingly the most common substance used in the past 12 months by clients of publicly funded treatment centres. 42 Ontario, Nova Scotia and Prince Edward Island were the only jurisdictions able to provide information on the primary substance for which treatment is sought and in all three provinces alcohol was reported as the primary substance.
Pan-Canadian Investments and Initiatives
Canada has no alcohol act as it does for other legal psychoactive substances including tobacco and cannabis. The following are recent investments and initiatives on the national level that have been developed to address the harms associated with alcohol consumption:
1. The National Alcohol Strategy was produced in 2007 in a process led by the Canadian Centre on Substance Use and Addiction, Health Canada and the Alberta Alcohol and Drug Abuse Commission to address the harms from alcohol. 43 Since then, three provinces (Nova Scotia, Manitoba and Alberta) and one territory (Nunavut) have developed alcohol strategies. British Columbia has a provincial approach to alcohol policy.
The Canadian Centre on Substance Use and Addiction has begun working with partners to update the National Alcohol Strategy, which will address issues including the availability of alcohol, underage drinking, pricing and other incentives, advertising and promotion, and labelling.
2. The government of Canada recently adopted two key regulations to address alcohol-related harms:
i. Bill C-46 was passed in June 2018. The bill makes certain amendments to the Criminal Code sections related to impaired driving and strengthens the criminal law response to both drugand alcohol-impaired driving. It gives police authority to conduct roadside alcohol and drug screening. 44
ii. With the objective to protect Canadians from unintentional overconsumption of sweetened alcoholic beverages (flavoured purified alcoholic beverages), the Food and Drug Regulations Act was amended to restrict the alcohol content of these beverages. Flavoured purified alcoholic beverages are limited to a maximum of 1.5 standard drinks if they are sold in a container volume of 1,000 mL or less, unless they are sold in glass containers of 750 mL or more. 45
3. In 2016, the Minister of Health announced an updated drug strategy for Canada, the Canadian Drugs and Substances Strategy, which replaced the National Anti-Drug Strategy, effective April 1, 2017. The new drug strategy addresses illegal and legal problematic substance use, including alcohol, with an expanded mandate to include harm reduction as a key pillar alongside the existing pillars of prevention, treatment and enforcement. 46
Additional Resources
- Canada's Low-risk Alcohol Drinking Guidelines
- Canada's Low-risk Alcohol Drinking Guidelines: Communications Toolkit
- Youth Alcohol Intoxication (infographic)
- Canadian Substance Use Costs and Harms
- Impaired Driving in Canada
_______________________________________________________
1 Burton, R., & Sheron, N. (2018). No level of alcohol consumption improves health. The Lancet, 392(10152), 987–988.
2 Stockwell, T., Beirness, D., Butt, P., Gliksman, L., & Paradis, C. (2012). Canada's low-risk drinking guidelines. Canadian Medical Association Journal, 184(1), 75–75.
3 Canadian Substance Use Costs and Harms Scientific Working Group. (2018). Canadian substance use costs and harms (2007–2014). Ottawa: Canadian Centre on Substance Use and Addiction.
4 Butt, P., Beirness, D., Gliksman, L., Paradis, C., & Stockwell, T. (2011). Alcohol and health in Canada: A summary of evidence and guidelines for low-risk drinking. Ottawa: Canadian Centre on Substance Abuse.
5 Foran, H.M., & O'Leary, K.D. (2008). Alcohol and intimate partner violence: A meta-analytic review. Clinical Psychology Review, 28(7), 1222–1234.
6 Sher, L. (2005). Alcohol consumption and suicide. QJM, 99(1), 57–61.
7 Boles, S.M., & Miotto, K. (2003). Substance abuse and violence: A review of the literature. Aggression and Violent Behavior, 8(2), 155– 174.
8 Rehm, J. (2011). The risks associated with alcohol use and alcoholism. Alcohol Research & Health, 34(2), 135.
9 Department of Justice. (2019). Impaired Driving Laws. Retrieved from https://www.justice.gc.ca/eng/cj-jp/sidl-rlcfa/
10 Canadian Centre on Substance Use and Addiction. (2017). Short-term administrative sanctions for alcohol and drug use by drivers. Ottawa: Author.
11 Health Canada. (2018). Canadian Tobacco Alcohol and Drugs Survey (CTADS): 2017 supplementary tables. Ottawa: Author.
12 Health Canada. (2014). Canadian Tobacco Alcohol and Drugs Survey (CTADS): 2013 supplementary tables. Ottawa: Author.
13 Health Canada. (2016). Canadian Tobacco Alcohol and Drugs Survey (CTADS): 2015 supplementary tables. Ottawa: Author.
14 Pennay, A., Livingston, M., & MacLean, S. (2015). Young people are drinking less: It is time to find out why. Drug and Alcohol Review, 34(2), 115–118.
15 World Health Organization. (2018). Global status report on alcohol and health 2018. Geneva: Author.
16 Johnston, L.D., Miech, R.A., O'Malley, P.M., Bachman, J.G., Schulenberg, J.E., & Patrick, M, E. . (2019). Monitoring the future: National survey results on drug use 1975–2018: Overview, key findings on adolescent drug use. Ann Arbor: University of Michigan Institute for Social Research.
17Health Canada. (2018). Canadian Student Tobacco, Alcohol and Drugs Survey – 2016–2017 supplementary tables. Ottawa: Author.
18Health Canada. (2014). Youth Smoking Survey 2012–13, supplementary tables. Ottawa: Author.
19
Health Canada. (2016). Canadian Student Tobacco, Alcohol and Drugs Survey – 2014–2015 supplementary tables. Ottawa: Author.
20 American College Health Association. (2016). National College Health Assessment II: Canadian reference group executive summary, spring 2016. Hanover: Author.
21 World Health Organization. (2017). World health statistics 2017: Monitoring health for the SDGs, sustainable development goals. Geneva: Author.
22
Statistics Canada. (2019).
Sales of alcoholic beverages types by liquor authorities and other retail outlets, by value, volume, and absolute volume
(Table 10-10-0010-01).
Retrieved from https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=1010001001
23 Statistics Canada. (2019). Control and sale of alcoholic beverages, year ending March 31, 2018. Ottawa: Author.
24 Zhao, J., Stockwell, T., & Thomas, G. (2015). An adaptation of the yesterday method to correct for under-reporting of alcohol
consumption and estimate compliance with Canadian low-risk drinking guidelines. Canadian Journal of Public Health, 106(4), e204–e209.
25 Statistics Canada. (2019). Health characteristics, annual estimates (Table 13-10-0096-01). Ottawa: Author.
26
Statistics Canada. (2019). Health fact sheets: Heavy drinking, 2018. Ottawa: Author.
27 Statistics Canada. (2016). Impaired driving in canada, 2015. Ottawa: Author.
28 Beirness, D.J., and Beasley, E.E. (2018 ). Alcohol and drug use by drivers in Ontario: Findings from the 2017 roadside survey. Ottawa: Beirness & Associates.
29 Beirness, D.J., and the Canadian Drug and Alcohol Research Team. (2018). Alcohol and drug use by drivers in British Columbia: Findings from the 2018 roadside survey. Ottawa: Beirness & Associates.
30 Brown, S.W., Hing, M.M., Robertson, R.D., & Vanlaar, W.G.M. (2018). Road safety monitor 2018: Drinking and driving in Canada. Ottawa: Traffic Injury Research Foundation.
31 Statistics Canada. (2018). Police-reported crime statistics, 2017. Ottawa: Author.
32 Brown, S.W., Vanlaar, W.G.M., & Robertson, R.D. . (2017). The alcohol and drug-crash problem in Canada 2014 Report. Ottawa:
Canadian Council of Motor Transport Administrators.
33 Canadian Centre on Substance Use and Addiction. (2019). Impaired driving in Canada. Ottawa: Author.
34 Shield, K.D., Parry, C., & Rehm, J. (2014). Chronic diseases and conditions related to alcohol use. Alcohol Research: Current Reviews, 35(2), 155.
35 World Health Organization. (2018). Cancer (factsheet). Retrieved from https://www.who.int/new-room/fact-sheets/detail/cancer
36 Connor, J. (2017). Alcohol consumption as a cause of cancer. Addiction, 112(2), 222–228.
37 Praud, D., Rota, M., Rehm, J., Shield, K., Zatoński, W., Hashibe, M., . . . Boffetta, P. (2016). Cancer incidence and mortality attributable to alcohol consumption. International Journal of Cancer, 138(6), 1380–1387.
38 Pearson, C., Janz, T., & Ali, J. (2013). Mental and substance use disorders in Canada. Ottawa: Statistics Canada.
39
Canadian Institute for Health Information. (2019). Health indicators interactive tool: Hospitalizations entirely caused by alcohol.
Retrieved from https://yourhealthsystem.cihi.ca/hsp/inbrief?lang=en#!/indicators/061/hospitalizations-entirely-caused-by-
alcohol/;mapC1;mapLevel2;trend(C1);/
40 Myran, D.T., Hsu, A.T., Smith, G., & Tanuseputro, P. (2019). Rates of emergency department visits attributable to alcohol use in Ontario from 2003 to 2016: A retrospective population-level study. CMAJ, 191(29), E804–E810.
41 Paradis, C., Cyr, L.-O., & Cyr, C. (2018). Alcohol-related emergency department visits among adolescents and young adults in Sherbrooke, Canada. Canadian Journal of Addiction, 9(4), 25–31.
42 McQuaid, R.J., Di Gioacchino, L.A., & National Treatment Indicators Working Group. (2017). Addiction treatment in Canada: The National Treatment Indicators report: 2014–2015 data. Ottawa: Canadian Centre on Substance Use and Addiction.
43 Canadian Centre on Substance Use and Addiction. (2017). The National Alcohol Strategy monitoring project: A status report. Ottawa: Author.
44 Bill C-46: An Act to amend the Criminal Code (offences relating to conveyances) and to make consequential amendments to other Acts 1 st Session, 42 nd Parliament (2018).
45
Regulations amending the Food and Drug Regulations (flavoured purified alcohol): SOR/2019-147. Canada Gazette, Part II. Vol. 153,
No. 11. (2019). Retrieved from http://www.gazette.gc.ca/rp-pr/p2/2019/2019-05-29/html/sor-dors147-eng.html
46
Government of Canada. (2019). Canadian drugs and substances strategy
. Ottawa: Author. Retrieved from https://www.canada.ca/en/health-canada/services/substance-use/canadian-drugs-substances-strategy.html
ISBN 978-1-77178-583-9
© Canadian Centre on Substance Use and Addiction 2019
CCSA was created by Parliament to provide national leadership to address substance use in Canada. A trusted counsel, we provide national guidance to decision makers by harnessing the power of research, curating knowledge and bringing together diverse perspectives. CCSA activities and products are made possible through a financial contribution from Health Canada. The views of CCSA do not necessarily represent the views of Health Canada.
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LED Lighting Technical Data and Information
LIGHTING SOLUTIONS TODAY FOR A BRIGHTER TOMORROW
Incandescent Bulb Data
Incandescent Bulb Data
12V Bayonet Base Data
Plug In CFL Base Data
ALL ABOUT COLOR OF LIGHT
ALL ABOUT COLOR OF LIGHT
Understanding Lighting Levels
* Terminology:
* Luminance should not be confused with illuminance
* Illuminance is the measure of light falling on a surface (lumens per square meter or lux)
* whereas …
* Luminance refers to light reflected from it or emitted by it(candela per square meter or alternatively a possible illuminance x reflection factor).
* Units of measurement:
* Proper illumination depends on the location and design of windows, light sources, the type of light fixtures, the selection of the light source, the intensity and distribution of the source and fixture combination, and the room environment.
* Illuminance or illumination is measured by the units fc (lx) ; fc being the symbol for foot candles and (lx) the symbol for lux in the International System (SI).
* Luminance or brightness is measured by the units fL(cd/m2); fL being the symbol for foot Lamberts and (cd/m2) the symbol for candela per square meter.
* Luminaire is the name given to a complete light source and the light fixture.
* Issues of Room Lighting
* The following factors are involved: room proportions, ceiling height, reflectance from various walls and ceiling, color of surfaces, type of reflection from surfaces, type of work or how the room is used, type of fixtures, pattern of fixture installation, output of fixtures, efficiency of fixtures, light losses due to lamp aging, and allowance for dirt conditions.
* Illumination Values for Interior Lighting
* New research has indicated the desirability of modifying recommended levels of artificial illumination by use of weighting factors. It is possible to design illumination accurately to include the age of the user, to include the light reflecting value of walls, floors and ceilings,
* and to allow for the legibility of reading material and various kinds of visual tasks. The previous method for determining artificial illumination values consisted of tables of single-value recommendations.
* Both systems are included. The new way is described first as simply as possible. Fractional modifiers have been chosen to provide a means for increase or decrease ratios in lieu of tabulating three values of many digits. The earlier standards are included as a generalized guide to give a relative feeling for some common applications.
* Levels of Artificial Illumination
* An accurate method for determining the amount of artificial illumination needed is described here.
* Three lighting conditions are included:; general lighting throughout the room ;illumination on the task , and
* illumination on task, obtained by combining general and local (supplement) lighting
* Values are in lux (lx) which are the units used in the SI metric system.
* Divide values in lux by 10 for approximate footcandles.
* General Lighting throughout Room
* Three categories are included for various types of activities:
– A Use 30 lux for public areas with dark surroundings.
– B Use 75 lux for simple orientation for short temporary visits.
– C Use 1 50 lux for working spaces where visual tasks are only occasionally performed.
* Adjustments to these values are made by selecting two weighting factors
– Age of user is important (e.g. +40 years of age require more light)
– Wall, floor and ceiling reflectance will vary, influencing the illumination
* Select one of the following conditions and obtain factor.
– User age: under 40 (factor -1)
– 40-55 (factor 0)
– over 55 (factor +1)
* Select one of the following conditions and obtain factor.
– Average room reflectance is: over 70% (factor 1)
– 30% to 70% (factor 0)
– under 3Q% (factor+ 1)
* Add the 2 factors algebraically for weight of influence.
– If total weight is (-1), 0, or (+1) use a, b and c values.
– If total weight is (-2) decrease a, b and c values by 1/3
– If total weight is (+2) increase a value by 2/3 and b and c values by 1/3
* Illumination on the Task
* Three categories are included for various types of tasks:
– D Use 300 lx for performance of visual tasks of high contrast or large size such as reading printed matter, typed originals, handwriting in ink and good xerography. Use also for rough bench and machine work, ordinary inspection and rough assembly.
– E Use 750 Ix for performance of visual tasks of medium contrast or small size such as reading medium-pencil handwriting, and poorly printed or reproduced matter. Use also for medium
– bench and machine work, difficult inspection
– and medium assembly.
– F Use 1500 lx for performance of visual tasks of low contrast or very small size such as reading handwriting in hard pencil on poor quality paper and very poorly reproduced matter. Use also for very difficult inspection.
* Illumination on Task, Obtained by Combining General and Local (Supplement) Lighting
– G Use 3000 lx for performance of visual tasks of low contrast and very small size over a prolonged period such as fine assembly, very difficult inspection, fine bench and machine work.
– H Use 7500 Ix for performance of very prolonged and exacting visual tasks such as the most difficult inspection, extra fine assembly, bench and machine work.
– I Use 15000 Ix for performance of very special visual tasks of extremely low contrast and small size.
* Adjustments to D, E, F, G, H and I values are made by selecting 3 weighting factors.
*
* Select one of the following conditions and obtain factor.
– User age: under 40 (factor -1), 40-55 (factor 0), over 55 (factor +1)
* Select one of the following conditions and obtain factor.
– Task background reflectance (e.g. a page)
– 17 over 75% (factor-1), 30% to 70% (factor 0) under 30% (factor +1)
* Select one of the following conditions and obtain factor
– Speed and/or accuracy of task performance:
– not important (factor -1), important (factor 0) critical (factor +1).
* Add the 3 factors algebraically for weight of influence.
– If total weight is (-1), 0, or (+1) use D, E, F, G, H and I values.
– If total weight is (-3) or (-2) decrease D, E, F, G, H and I values 1
– If total weight is (+2) or (+3) increase E, F, hand I values 1/3 and D, G, values 2/3
* Illumination levels and limiting glare indices for various functions
* The table following lists illumination levels suitable for a range of situations: the quality of these levels could be influenced by glare and an acceptable limiting index is also shown. The glare index is calculated by considering the light source location, the luminances of the source, the effect of surroundings and the size of the source.
* Glare indices for artificial light range from about 10 for a shaded light fitting having low output to about 30 for an un shaded lamp.
Testing and Showroom
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Rescue. Rehabilitate. Release.
Established in 1990, the Medina Raptor Center is a leading raptor rehabilitation facility in Ohio. Our purpose is to rescue, rehabilitate, and release injured and orphaned raptors. We specialize in birds of prey and treat over 400 birds each year. All receive individual attention, appropriate veterinary care, physical therapy, and conditioning before returning them to the wild.
Medina Raptor
MRC is a non-profit 501 © (3) organization and permitted by state and federal agencies. We operate solely on donations of time, funds, and supplies.
From the Director's Desk
by Laura & Bill Jordan
Did you know that one out of four birds in the last 50 years has disappeared across North America? 2.9 million are gone. That fact really hit me as I began writing this column. I am way over 50 years old and I keep telling Bill, and my volunteers that I don't hear my wood thrushes in the numbers I have heard before. The bobolinks are hard to find when they used to be so common. We rarely see or hear the towhees anymore.
We do have a growing population of barn swallows and chimney swifts here. Our small bat colony is growing. We love sitting out at night watching the swallows and swifts and bats conduct mosquito control for us.
There is great joy come Fall when the migrants pass through. We love watching them feast on the natural food the meadows provide. In our own small way, we feel we are helping and we are certainly enjoying it. We have worked hard to save the habitat here at the center and surrounding property. This habitat is protected in perpetuity via a conservation easement through the Western Reserve Land Conservancy. We are just a small part of the equation. It takes everyone to care and make a difference.
The summer rainstorms caused some erosion on our trails. It took a long time for the mud puddles to dry up. We waited patiently for nestling hawks and owls to come in due to the weather, but none came. We had a few fledgling screech owls but that's all. Later in June and July we started to see some young hawks and fortunately after a short stay they were all able to be released. We want to thank our awesome veterinarians who put these birds back together when they are injured and help us help them return to the wild again.
This past Summer we trained a new Barn Owl, Athena, for educational programs. Jackie, our senior educational Barn Owl, is 11 now and she is getting grumpy in her old age. Barn owls don't usually have a long life span so we wanted to have Athena help her out with programs. Athena is doing great and might ease the program duties put upon Jackie. According to Cornell the oldest barn owl found in the wild was a 15-year-old Ohio bird.
We are also training a new Eagle named Denali. We hope he will take over Migisi's job soon as she is getting up in years and arthritic. Training this young bird is challenging. It is slow, but with very positive rewards.
We are so grateful to our wonderful supporters who help us keep our doors open. Our volunteers, God Bless Them, came thru rain and wind to take care of the birds for us. Our interns again were awesome, representing Baldwin Wallace College, Ashland College, and Ohio University. We wish these young women continued success in their endeavors. We will be accepting our 2020 summer intern applications in January. We look forward to helping more young students this coming year.
Please think of us when you are ordering on Amazon this holiday season. Pick us as your charity and we can help the birds thru your purchases. We have a wish list on Amazon.com where you can choose to help us with mealworms for songbirds that are stranded here thru the winter and everyday supplies that we desperately need.
Rodent Pro is offering gift certificates if you would like to give us a gift of mice and rats. It's the gift that keeps on giving. Since the price of frozen mice and rats keeps going up this gift is especially helpful in our efforts to keep helping injured birds. Please visit https://www.rodentpro.com/categories/sup plies/gift-certificates.
Ohio Bald Eagle Update
By Annette P.
Bald eagles continue to flourish in the state of Ohio and it is no longer a rare occurrence to spot an eagle soaring overhead! In fact, state biologists believe our population has increased by about 3.5% each of the past 10 years. Although the statistics for 2019 aren't in yet, the Ohio Department of Natural Resources (ODNR) estimates we had 286 active nests with 445 eaglets in 2018. That is a remarkable recovery considering that we only had four nests in 1979. Our bald eagle population continues to do well thanks to the efforts of ODNR, wildlife rehabilitators (like The Medina Raptor Center) who care for injured eagles and return them back to the wild and provide education regarding lead poisoning, fishing line, and pesticides along with concerned citizens who help with conservation efforts.
In Northeast Ohio alone, we observed active nests in The Cuyahoga Valley, Ohio & Erie Canal, Rocky River Reservation, North Ridgeville, Mentor, Eastlake, Chippewa Lake, Avon Lake, Vermillion, Huron, Akron, Wellington, and Sandusky. Ottawa National Wildlife Refuge reported 18 active nests this year with two more at nearby Magee Marsh.
Although bald eagles are being seen more often in the buckeye state and are no longer endangered, they are still protected under the Bald & Golden Eagle Protection act. If you go eagle watching, please remember
Volunteer Spotlight
By Annette P.
Meet Lou Gaeta!
Lou is a Master Falconer with decades of experience under his belt and he has been kind enough to share that wealth of knowledge with all of us at The Medina Raptor Center - especially in the training of educational birds. Lou developed a love for birds of prey at a young age and eagerly researched raptors and the ancient art of falconry. He obtained his first bird, a female nestling Red Tail Hawk, and tried to duplicate what he had read in the falconry books. Then, while serving in the United States Air Force in the 1950's, he was shipped off to Germany. There he met up with his first real falconers. The German falconers were flying Northern Goshawks and Lou jumped in, learning as much as he could. He was hooked. From there, he went on to meet some Austrian falconers who were flying Golden Eagles. Lou worked closely with those falconers and their Golden Eagles and obtained his own beautiful Golden Eagle, Furious, named for her personality! Lou Flew Furious and began doing bird of prey shows at school assemblies. His shows were titled "Hunters with Wings" and featured Furious as well as a Peregrine Falcon, King Vulture, and Eurasian Eagle Owl.
Lou and his birds traveled the country and even made several guest appearances on The Mike Douglas Show. In addition to his falconry work, Lou also partnered with Cornell University in the 1970's to study and research artificial insemination in Golden Eagles and imprinting in raptors. To this date, Furious is the only Golden Eagle to have produced a fertile egg through artificial insemination.
In recent years, Lou has brought his knowledge and assistance to The Medina Raptor Center and was instrumental in helping us train our beloved Bald Eagle, Migisi, to become a program bird. Although she is now retired from programs, Migisi spent many years helping us educate the public on Bald Eagle Conservation, threats to bald eagles
2
that it is illegal to disturb them and you are required to remain a minimum of 100 yards away to prevent them from abandoning their nest and/or eggs. We all need to work to keep our bald eagle population growing in Ohio!!!
(from lead poisoning, fishing line, power lines, pesticides, and more), the natural history of Bald Eagles and the comeback of the Bald Eagle in Ohio.
Lou says that "even after 55 years of working with raptors, I haven't stopped learning" and neither have we! Medina Raptor Center is very grateful to Lou for all of his guidance and knowledge. We hope to continue our relationship for years to come.
3
2019 Annual Appeal
Everybody needs beauty as well as bread, places to play in and pray in, where Nature may heal and cheer and give strength to body and soul alike.
~John Muir
The Medina Raptor Center strives to share the joy and wonder of the natural world and its flighted inhabitants with people of all ages through our educational programs at schools, parks, libraries, and even at our own private center. The center's property plays host to many native and natural habitats. Several breeding pairs of many species of birds and mammals choose our little piece of the wild to raise their young.
Gifts to the Annual Appeal are tax deductible and provide important resources to operate the Center and provide resources for rehabilitation services.
Our wonderful volunteers provide care to 400600 injured wild native birds with the goal of getting them back to the wild. Along with giving birds the highest of veterinary care and a place to rest we work closely with other rehabilitation facilities to provide the best possible care we can.
Tax Tip: Qualified Charitable Distributions (QCDs)
by Kathy N.
If you are retired, and over the age of 70½ you can donate to the Medina Raptor Center and satisfy your required minimum distributions (RMD) required by law. In addition to the benefits of giving to a charity, a Qualified Charitable Distribution (QCD) excludes this amount from your taxable income. Keeping your taxable income lower may reduce your tax credits and deductions, including Social Security and Medicare. A QCD is not subject to federal withholding, but state tax rules may vary. So for guidance, consult a tax advisor.
The IRS indicates that it's an acceptable procedure for your IRA Account to make a check payable to the charitable organization of your choice, since these funds must be directly transferred from your IRA to the eligible charity. Many IRA accounts will automatically send a check to eligible 501(c)(3) organizations, such as the Medina Raptor Center. For a QCD to count towards your current year's RMD, the funds must come out of your IRA by your RMD deadline, generally December 31st.
Please consult with a tax professional for the most up-to-date advice, and to determine which retirement accounts qualify.
Ways You can Help Support the Center
Contributions can be made as a monetary donation or by purchasing a wish list item either from our Amazon.com wish list or from our website list. Long-term support can be provided by including the Center in our estate and planned giving.
Whole frozen feeder animals are the primary source of food for the birds of prey. A $15.00 donation would provide food for an eagle for a week. Bird seed, suet, and mealworms or waxworms are a staple for the songbirds we will play host to over the winter. A $10.00 donation will feed songbirds for a week.
A $150.00 donation would provide the materials and medication for the rehabilitation of one small raptor.
Don't forget our Sponsorship Program. Our Sponsorships make GREAT Christmas Gifts for those people that are hard to buy for. Each Sponsorship comes with a picture of the sponsored birds, a detailed biography of the bird and their species, a certificate of sponsorship, and a note of appreciation from us here at the Center. Get your sponsorships in soon so we can get them out in time for Christmas Delivery!
Your generous donation will help our annual food bill, which exceeds $23,000. Every dollar helps!
OUR EDUCATION BIRDS: PLEASE CHECK THE BOX OF THE BIRD YOU WISH TO SPONSOR
Peregrine Falcon $50
Barred Owl $50
Screech Owl $50
Great Horned Owl $50
Red-tailed Hawk $50
Great Blue Heron $50
Barn Owl $50
Snowy Owl $50
American Kestrel $50
Red-shouldered Hawk $50
Bald Eagle $200
Turkey Vulture $50
Rough-legged Hawk $50
Cedar Waxwings $25
Chinese Goose $25
Bluebird $25
________ SPONSOR A BIRD $50
Bird Name _________________ (SEE WEBSITE FOR BIRD'S NAMES)
_______ BALD EAGLE SPONSORSHIP $200
_______ One Year Newsletter $10
_______ DONATION $________
Your Name ______________________________________________
Preferred Format Snail Mail or Email (Circle One)
Your Address _____________________________________________
Email Address __________________________________
Contributions are tax deductible as allowed by law.
(Please make checks payable to Medina Raptor Center)
4
7 Simple Ways You Can Help Birds
1. Make Windows Safer, Day and Night
Simple adjustments to your windows can save birds' lives.
2. Keep Cats Indoors
Indoor cats live longer, healthier lives. Outdoor cats kill more birds than any other non-native threat.
3. Reduce Lawn by Planting Native Species
The U.S. has 63 million acres of lawn. That's a huge potential for supporting wildlife.
4. Avoid Pesticides
Look for organic food choices and cut out some of the 1 billion pounds of pesticides used in the U.S. each year.
5. Drink Coffee That's Good for Birds
Shade-grown coffees are delicious, economically beneficial to farmers, and help more than 42 species of North American songbirds.
6. Protect Our Planet From Plastics
91% of plastics are not recycled and they take 400 years to degrade.
7. Watch Birds, Share What You See
Bird watchers are one of science's most vital sources of data on how the ecological world is faring.
Nearly 3 Billion Birds Gone Since 1970
By Cornell Lab of Ornithology https://www.birds.cornell.edu/home/
The first-ever comprehensive assessment of net population changes in the U.S. and Canada reveals across-the-board declines that scientists call "staggering." All told, the North American bird population is down by 2.9 billion breeding adults, with devastating losses among birds in every biome. Forests alone have lost 1 billion birds. Grassland bird populations collectively have declined by 53%, or another 720 million birds.
"When we've invested to combat declines for a particular group birds, we've succeeded," said study coauthor Arvind Panjabi, alluding to the waterfowl population increases attributable in part to the billions of dollars in habitat conservation work made possible by the North American Wetlands Conservation Act. "Other birds could benefit from a similar approach," Panjabi said.
As Rosenberg, the study's lead author, points out, even if 30% of North America's birds are lost, there are still 70% left to spur a recovery if conservation measures can be implemented. But action must come soon.
"I don't think any of these really major declines are hopeless at this point," Rosenberg said. "But that may not be true 10 years from now."
For more information on this topic and any others concerning birds please visit the website of Cornell Lab of Ornithology.
Not all the news out of this analysis is dire. Some groups of birds are doing well, and for good reason—governments and societies have invested in saving them. Raptors, waterfowl, and turkeys show what's possible when commitments are made to bird conservation.
The successes of the past are the candles in the dark that will guide us towards solutions in the future.
~Adam Smith, Environment and Climate Change Canada
5
Medina Raptor
firstname.lastname@example.org 330-591-7300 www.MedinaRaptorCenter.org
Our Wish List
Some of the items we are in need of are: forever stamps, gas cards, gift cards from office product stores, Home Depot gift cards, computer paper, bird seed-cardinal mix for rehabbing songbirds, paper towels, non-latex gloves, and much more. You can find our full wish list on our website or on Amazon.com.
How Can You Help?
Our wish list and Bird Sponsorship information are available online at MedinaRaptorCenter.org. Checks should be made payable to;
The Medina Raptor Center and mailed to PO Box 74, Spencer, OH 44275.
Visit MedinaRaptorCenter.org to learn more about donating.
Help us save stamps and opt to receive your Newsletter or Sponsorship through e-mail! Or update your address to continue receiving newsletters.
Help us go GREEN! Send us your email address for the quarterly newsletter and for NEW nature pamphlets to be sent throughout the year! Email us at email@example.com
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INTRODUCTION TO MAPINFO/DISCOVER SHORT COURSE PROPOSAL
Course Title
Introduction to MapInfo Professional/Discover for Geologists
Course Description
Utilizing MapInfo Professional and Encom Discover software, the course provides an introduction to the basics of GIS concepts and the elements of desktop mapping. MapInfo Professional and Encom software are recognized as current industry standards. The software combination, designed especially for the geosciences, provides the tools to effectively compile, visualize, analyze and map spatial geosciences data. The course consists of a series of lectures and hands-on exercises using geological data to build maps and visualize data. The course has been customized to allow participants to work with their own data sets and produce maps and data analysis which they can immediately implement.
Specific Objectives
Participants will learn how to:
* Use MapInfo's interface to open and manage map files. Utilize Discover's Enhanced Layer Control to manage multiple map windows.
* Understand and use MapInfo's map layering system.
* Build geological datasets - Import Excel files, delimited ASCII files, AutoCAD dxf files into MapInfo Professional. Rectify and manipulate raster images.
* Geocode and create points for data sets. Turn your database of geochem samples into points on a map.
* Perform querying and geographic searching of maps and data. Query your maps and databases for information you need to get your job done.
* Color code maps using symbols for geochem data, lineaments, rock units (a.k.a.). Thematic Mapping
* Create a geologic map using on-screen digitizing, build polygons from your linework, edit the objects created, use Autotrace to trace existing objects, create a color table, attribute and color your map.
* Retrieve map data from Web Mapping Services
* Utilize Discover to produce high-quality scaled output with grids and a title block. Use the layout window to produce high-quality scaled geological maps for the plotter, Word document or the Internet.
* Review additional useful MapInfo tools and utilities.
Course Audience – Who Should Attend?
The course is designed for geologists, cartographers, exploration managers, exploration technicians, students, and others involved with GIS and map making in mineral exploration. The course is recommended for any professional who wishes to learn how to utilize the powerful data analysis and mapping tools of MapInfo Professional and Encom Discover.
Estimated # of Pages of Course Notes
200 pages
Course Duration
2 days
Course Outline
| | Day One | Day Two |
|---|---|---|
| Basics of Desktop Mapping Exercise 1 (using a different dataset) | | |
| Mapping in Layers Exercise 2 (using a different dataset) | | |
| Building Geological Datasets Exercise 3 (using a different dataset) | | |
| Creating Points on a Map Exercise 4 (using a different dataset) | | |
| Using Queries Exercise 5 (using a different dataset) | | |
| Using Thematic Mapping to Analyze your Data Exercise 6 (using a different dataset) | | |
Prerequisites:
Windows familiarity is required and knowledge of MS Excel is beneficial. No previous experience with MapInfo is necessary. Each attendee is required to provide their own laptop. An evaluation license for both MapInfo and Discover will be provided for the duration of the course. Attendees are encouraged to bring their own data sets.
Special Features
The course provides each attendee with a workbook, documentation, data sets and an evaluation license to the current versions of both MapInfo and Discover. See attached Table of Contents for content from course workbook.
Course Instructor
Barbara Carroll
Barbara Carroll is a Principal Consultant and Founder of GeoGRAFX. Her firm provides professional and technical geological services and products to the resource exploration and mining industries worldwide. Ms. Carroll is a geologist with over 30 years of wide ranging international exploration experience in the mining industry. Immediately prior to forming GeoGRAFX, Ms. Carroll served as Project Manager for Phelps Dodge Mining Co.'s Jerome Project, a multi-million dollar preliminary evaluation of the remaining potential of the United Verde Mine in Arizona which resulted in completion of a new geologic model and preliminary resource estimate. Prior to working for Phelps Dodge, she was Systems Geologist at Battle Mountain Gold Co., and responsible for resource evaluation and selection and support of software/hardware for all US
Exploration offices as well as remote computer communications. She has extensive experience in construction of geologic models and resource/reserve estimation, as well as creation and management of GIS databases.
Course History:
This course was developed in response to the requests of geologists and mining consultants who recognize the need to expand and update their skill set. In the highly competitive world of mining, the ability to quickly and easily map and analyze data has become increasingly important. MapInfo Professional and Encom Discover software are the industry data analysis tools of choice.
The course has been presented throughout the US, Central / South America and Canada. The course has been customized to allow participants to utilize their own data sets, which allows the participants to take away a completed project for immediate use.
Course Outline (taken from workbook)
Lesson 1: Basics of Desktop Mapping
Starting MapInfo
Viewing your Map
Toolbars
Discover User Interface
Button Bars and Icons
MapInfo Browser Window
Make the geology bigger
Organize the Screen
Saving Time with Workspaces
Finding Information
Exercise 1 (a different dataset)
Setting Preferred Distance and Area Units
Lesson 2: Mapping in Layers
Maps as Layers
Layering your Data
Working with Layers
Discover - Enhanced Layer Control
ECL Pop-Up Menu Options
ELC Layer Controls
ELC Layer Pop-Up Menu Options
ELC Previous View
Selective Layering
Labeling your Layers
Exercise 2 (a different dataset)
Browser windows
Lesson 3: Build Geological Datasets
Introduction
Import an Excel Spreadsheet
Import an ASCII delimited file (.CSV)
Import AutoCAD .dxf files
Comparison of DXF Import – MapInfo,
Universal Translator or Discover
Opening a Registered Raster Image
Opening a GeoReferenced Image
Registering a Raster Image
Adjust Image Styles
Exercise 3 (a different dataset)
Lesson 4: Creating Points on a Map
Introduction
Assigning Co-ordinates
Map Projections and Datums
Creating Points
Assigning Co-ordinates
Exercise 4 (a different dataset)
Assigning Co-ordinates
Lesson 5: Using Queries
Introduction
Using the Select Tool
Using Find command (Query menu)
Using the Radius Select Tool
Using the Boundary Select Tool
Using the Marquee Select Tool
Selecting By Query
Exercise 5 (a different dataset)
Introduction
Query Select
Lesson 6: Using Thematic Mapping to
Analyze your Data
Introduction
Creating a Ranged Map
Using Graduated Symbols
Saving a Theme to a Table
Exercise 6 (a different dataset)
Individual Themes
Highlighting particular Objects
Lesson 7: Creating a Geologic Map
On-Screen Digitizing
Clean Linework
Building Polygons
Object Editing
Using Autotrace to Trace Existing
Objects
Add Attributes to Polygons
Building a Color Table
Attributing and Coloring the Map
Line Annotation
Labeling
Final Map
Lesson8 - Retrieving Map Data from Web Map Services
How Does MapInfo Professional Use
WMS Servers?
Projection Issues Associated with WMS
Controlling WMS Image Quality When
Printing
The Metadata Browser
Lesson 9: Map Making Tutorial
An Exercise in Map Production
Laying Out the Map
Apply SeeThru Shading
Line Annotation
Text Labels
Producing a Map Legend
Generating Scaled Hardcopy Output
Add Scaled Frame to Layout
Adjusting the Layout
Adding Text to your Layout
Moving Items in the Layout
Adding Frame Titles to the Layout
Window
Exit Scaled Output and Plot Map
Printing the Layout
Exercise 8 (a different dataset)
Lesson 10: Embedding a MapInfo Map in Other Programs
Introduction
Saving a Window to a Graphics File
Format
Copying a Map
Using the Drag Map Window Button
Embedding a MapInfo Map
Lesson 11 – MapInfo Utilities
Obtaining Help - MapInfo
Obtaining Help - Discover
Function/Shortcuts Key list
MapInfo HotKeys:
MapInfo Professional Tools
URLs
MapInfo Tools
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Overview
: Developing allies for social change campaigns, issues, and movements.
A group of adolescents or adults who are interested in making change on a specific issue or in developing their skills to do so.
Participants will explore the complexity of strategizing and become more optimistic about mobilization efforts through a realization that it is not necessary to win over the opposition to your point of view.
Participants will uncover how tactics need to be planned in relation to whether they attract key allies. They will explore social forces and groups spread across a spectrum, ranging from those who are the most dedicated opponents to those who are the most active supporters, and assess where a group needs to do more research related to allies.
: Perform the activity yourself, before facilitating. Familiarity with organizing is helpful.
: Could be followed by Building Allies & Support: The Elevator Speech and One to Ones: An Organizing Tool
: Handout, flip chart paper/or white board, pens/markers
Spectrum of Allies
Procedure
INTRODUCTIONS (3 MIN)
Presenters introduce selves, participants introduce self to neighbor.
OPENING (3 MIN)
In this session we will explore how to develop key allies for social change campaigns using a tool called the Spectrum of Allies developed by George Lakey from Training for Change.
STEP 1: MODEL TOOL IN FRONT OF ROOM (10 MIN)
Draw a line on flip chart paper
Then draw a half-moon or half a pie with wedges (as on the handout). Don't distribute the handout yet. Ask for an example of an issue that people in the group might be working on. Suggest a demand we might have and ask who in society might be inclined to be most supportive, least supportive, and in the middle.
Use the line to describe the idea that in most social change situations there is a struggle between those who want the change and those who don't. Those who want the change are represented by a point at one side of the line (say, on the left), and the opponents by a point at the other side. Explain that societies (or towns, or states) usually include a range of groups that can be put on a kind of spectrum from closest to the point of view of the advocates to farthest away, and draw a horizontal line to represent that.
Give examples of different groups: "unions?" "Poor people's groups?" "Chamber of Commerce?" etc. As participants identify groups and their location on the spectrum, write them into the "pie." If people suggest groups that end up in two or three wedges, then tell them they need to break down the group into a more specific chunk (e.g. "the public" is way too large!). Do this only enough to make the idea clear.
STEP 2: EXPLAIN BENEFITS OF TOOL (5 MIN)
Give the good news: in most social change campaigns it is not necessary to win the opponent to your point of view, even if the powerholders are the opponent. It is only necessary to move some or all of the pie wedges one step in your direction. Pause to let the idea sink in and make sure it is understood. If we shift each wedge one step, we are likely to win, even though the hardliners on the other side don't budge.
Then, if appropriate to the group, complicate the picture slightly: Sometimes polarization happens, and the wedges closest to the opponent move away from you and toward the opponent. You can still win, if enough of society takes a step in your direction. Let the group digest the good news for a bit. Let it sink in that activists often have the mistaken idea that they need to win everyone (inviting despair). Or that their whole attention needs to be on the powerholders (again inviting despair). When the organizers bring that basically optimistic attitude toward the task of mobilization, then it is a lot easier to get people on board. Also, the multiplicity of roles (because of the multiple kinds of actions that can reach folks at different points in the spectrum) gives everyone a way to plug into the campaign, rather than everyone having, for example, to lobby politicians or be dragged to jail.
STEP 3: FILL OUT THE CHART (5 MIN)
STEP 4: SMALL GROUP DISCUSSION (5 MIN)
If a variety of issues are present in the group, ask them to form issue groups to compare notes. Discuss the following questions:
- Who else could be added/ what's missing?
- What could motivate movement for groups represented in each wedge?
STEP 5: FULL GROUP DISCUSSION (10 MIN)
Harvest the learning in the whole group on white board or flip chart paper through questions such as:
- What would a big win look like, if you're using the spectrum of allies?
- Could you make progress on an issue without moving the opponents at all? How?
- What next steps (such as research) emerge from this exercise?
- How could this tool be useful in your own life?
CLOSING (5 MIN)
Ask each participant to share one word about a feeling, thought, or intention for action they're leaving with. Ask participants to please complete the evaluation for this workshop.
Pass out the basic chart (see handout) and invite everyone to fill in the wedges for their particular campaign/issue/movement. If your group does not have an issue, consider offering one as an example.
'Spectrum of Allies: Training for Change Tool" is adapted by Minnesota Campus Compact staff from TrainingForChange.org by George Lakey. We welcome your suggestions for improving this guide further for future trainings. We also welcome you to use it and adapt it for your own trainings, subject to the restrictions below.
RESTRICTIONS OF USE
* You may reproduce and distribute the work to others for free, but you may not sell the work to others
* You may not remove the legends from the work that provide attribution as to source
* You may modify the work, provided that the attribution legends remain on the work
* Include a copy of these restrictions with copies of the work that you distribute. f you have any questions about these terms, please contact email@example.com or Minnesota Campus Compact, 2211 Riverside Ave S. #48, Minneapolis, MN 55454.
Survey for "Spectrum of Allies" Workshop
Thank you for taking time to attend this Civic Agency workshop. We are very interested in receiving your feedback. (Alternatively, you may also complete this survey online at http://tinyurl.com/ja28zek). If you have participants complete evaluations on paper, please scan them and send them to firstname.lastname@example.org.
Your information
Primary Role: Student, Faculty, Staff, Administrator, Community Organization Staff, AmeriCorps/VISTA Institution (College, University, Organization):
Date:
Please indicate how strongly you agree/disagree with the following about your experience with the Civic Agency workshop you participated in.
I increased my confidence in my own ability to lead
I gained useful leadership skills, strategies, or insights
I learned about new leadership tools or resources
I developed new or deeper connections with others
I both learned from and contributed to the learning of others
Other participants in the workshop helped me see things from a different perspective
Please indicate how strongly you agree/disagree with each of the following statements about yourself before the workshop
Strongly Disagree
Strongly Agree
2016 Minnesota Campus Compact
Spectrum of Allies; Evaluation |1
Please indicate how strongly you agree/disagree with each of the following statements about yourself now:
I understand my own identities and
cultures
I understand how identities and
culture matter in social/community change work
I understand how I connect with social issues on a personal level
I am aware of strategies for fostering
collaboration in diverse groups
I am aware of strategies for effectively leading others
I am aware of strategies for developing
an action plan for social/community change
I believe I have power to address social/community
issues
Is there anything you would like to tell us about your experience with the workshop?
After the Workshop
Strongly Disagree
Strongly Agree
1 2 3 4 5 6 7 8 9 10
2016 Minnesota Campus Compact
Spectrum of Allies; Evaluation |2
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Early Childhood - Caring for Carers MANAGING UNCERTAINTY
Thinking about your child's future
It's natural for parents to plan for and talk about their child's future. However, parents of children with a disability can often feel anxious because their child's future seems so uncertain. They have the stress of not only experiencing the everyday challenges of raising a child with a disability, but also wondering what will happen when their child is an adult.
Your thoughts about what comes next in your child's life can be just as overwhelming and stressful as going through the diagnostic process and can negatively impact on your day-to-day living if supports and services are not put in place 1 .
Important things to remember
You can't predict what will happen in the future
It's natural to wonder about the level of care and support your child will need throughout their life. Some common questions you may be asking include:
* Will my child be ok?
* Will my child go to school?
* Will my child have a job?
* Will my child get married and have a family of their own?
.
It's important to remember that even for typically-developing children, we can't predict what will happen in the future 2
One parent described how she felt regarding her child's future by saying:
"For me…it was the not knowing…is my child going to have an intellectual disability, is my child going to be able to SPEAK, is my child going to be able to attend school…at first that's all I could think of. It just made me come up with a thousand different questions that no one can answer because…. we don't KNOW yet, whereas now, a year and a bit later…we're just taking one step at a time…let's deal with today." 1
Tips for managing uncertainty
Ask questions
Find out all you can about your options and don't be afraid to ask questions. Gathering information is key to understanding your child's diagnosis and to making decisions around what will work best for your child and family.
Organise early intervention
Early intervention will provide your child with the best opportunity to learn and become more independent in the future 3 . Research has shown that early intervention can improve children's skills and lead to improved outcomes in different areas such as communication, self-help, social and play skills, and lead to improved functioning later in life 4-6 .
Which intervention is best for my child?
You may be wondering which intervention is best for your child as there are many different options available. Here is a website 7 which provides some general information about what early intervention is, what interventions are available for children with a disability and some ideas on what to look for.
Get involved at home
Family involvement is important for early intervention to be effective 2 . You and your child's family members are the ones who interact most with your child every day. It is essential that your child continues practicing what they are learning in early intervention.
Talk to the health professionals involved in your child's early intervention about ideas for incorporating things they are working on into everyday activities (e.g., during meals, baths, when reading books, and playing games). This is a good way for you to support your child at home and will provide continuity and a sense of routine when everyone in your child's life is on the same page. This will also give you some control in managing the diagnosis 1 and allow you to better support your child.
Set goals for your child
While it's natural to be thinking about what you want your child to achieve in the future, the goals you set should also be appropriate for your child to work towards and achieve now. Goals should be relevant to your child's current strengths and challenges, and they should be specific rather than broad. For example, 'I want my child to use gestures, such as waving hello to their friends' is a more specific goal than 'I want my child to interact better with other children'.
When thinking about goals, it can also help to consider your child's interests and strengths. As your child progresses you will need to revisit these goals from time to time to make sure they're still appropriate.
Be confident
Try not to doubt yourself during this process and don't underestimate your ability to support your child. Your involvement in providing supports will lead to better outcomes 2 . You know your child best and you can give valuable information to the health professionals working with them.
Self-Evaluation
What am I most worried about for my child's future?
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
What can I do now to help prepare my child for the future?
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
What are some ways that I can be involved in my child's support and services?
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
References
1. Rabba AS, Dissanayake, CA, Barbaro, J. Parents' experiences of an early autism diagnosis: Insights into their needs. Res Autism Spectr Disord. 2019; 66: 101415.
2. Rabba AS, Dissanayake, CA, Barbaro, J. The development of a family support package for parents following a child's diagnosis of ASD: What do parents want? PhD [dissertation]. Melbourne: La Trobe University; 2019
3. O'Reilly B, Wicks K. Australian autism handbook: The essential resource guide to autism spectrum disorder. 2nd edition. New South Wales: Jane Curry Publishing; 2013. Retrieved from http://ebookcentral.proquest.com
4. Prior M, Roberts J, Rodger, S, Williams K. A review of the research to identify the most effective models of practice in early intervention of children with autism spectrum disorders. 2006; Australia: Australian Government Department of Health and Ageing.
5. Vivanti G, Paynter J, Duncan E, Fothergill H, Dissanayake C, Rogers S. Effectiveness and feasibility of the Early Start Denver Model implemented in a group-based community childcare setting. J Autism Dev Disord. 2014; 44: 3140-3153.
6. Howlin P. Prognosis in autism: do specialist treatments affect long-term outcomes? Eur Child Adolesc Psychiatry. 1997; 6:55-72.
7. https://raisingchildren.net.au/disability/services-support/services/early-intervention#therapies-and-services-nav-title
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A What's an addiction? Complete the text with these words to find it out: behaviour, compulsive, pleasurable, condition, problems, substance, relationships.
Addiction is a ______________ that results when a person ingests a _______________ or engages in an activity that can be ______________ but the continued use of which becomes _______________ and interferes with ordinary life responsibilities, such as work or _______________, even health. Users may not be aware that their _____________ is out of control and causing _______________ for themselves and others.
https://www.psychologytoday.com/basics/addiction (adapted)
B Match the pictures with the right words from the box.
1. Food 2. Social Networks
3. Alcohol
4. Work addiction
6. Sexting
7. Texting
8. Body image
9. Mobile Phones
5. Smoking
10. Chocolate 11. Drugs
12. Video games
13. Shopping
14. Internet
15. Gambling
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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Illinois Valley Community College Writing Center
WRITING A THESIS
A thesis statement identifies the main idea of your essay. The rest of the essay will be organized around supporting your thesis statement. Thesis statements are usually placed in the introduction to the essay, often appearing as the last sentence in the introductory paragraph.
As you begin to draft your essay, it is a good idea to work with a tentative thesis statement. This statement will help focus your ideas, but may change as you research your topic and write your drafts. Review your tentative thesis statement and revise it accordingly as you work.
Writers often find it helpful to draft their topic sentences before finalizing their thesis statement. Since your thesis statement should preview all your main ideas, look at each topic sentence to identify its main idea. Then, combine each of those main ideas in your thesis statement. However, avoid simply listing your ideas; instead, strive to show their relationship (the "big picture" of the essay).
When writing about literature, name the author and title of the work in the thesis statement. Properly format titles (see our related handout).
Characteristics of effective thesis statements:
1. Effective thesis statements clearly state the essay's main idea.
Beyond simply stating your topic, your thesis statement should state what you will say about your topic. For example:
- Although the stories "Night Shift" and "The Clarion Call" both use descriptive language, King and O'Henry differ greatly in the effect their language has on the reader.
Here, we see that the topic is two stories, but also know that the writer will focus on how the language affects the readers. The authors and titles of the stories being discussed are also named.
2. Effective thesis statements communicate your essay's purpose.
Depending on the assignment, your essay will likely have a specific purpose. For instance, some essays are informative while others are persuasive. Your thesis statement should convey your purpose to the reader. For example:
- In order to prevent violence in schools, conflict resolution should be a mandatory class for all high school students.
Here, it is clear to the readers that this essay will attempt to convince them of a certain point of view.
3. Effective thesis statements are clearly worded.
Use specific wording in your thesis statement; avoid vague language, irrelevant details, and confusing terminology when introducing your essay's main point. The thesis statement should give an accurate preview of what you will discuss and indicate the essay's direction and scope. In this way, your essay and thesis statement will share a sharp focus.
- While enacted with good intentions, immigration laws often create more problems than they solve.
Here, the clear wording signals what will be discussed and highlights the focus of the essay.
What to avoid when writing a thesis statement:
1. Announcements of intent:
Statements like "I will discuss…" or "The thesis of this essay is…" are stylistically distracting and informal in tone. Sometimes this is called a "purpose statement."
2. Statements of fact:
Simply stating a fact is a dead end that cannot be developed into an essay. For example, "Hybrid cars get better gas mileage than cars with standard gasoline engines" is a fact that has already been established and leaves the writer nowhere to go.
3. Thesis statement as the title:
Titles are not detailed enough to properly preview your essay and communicate its purpose.
Examples of effective thesis statements:
- As research proves second-hand smoke poses danger to school-age children, smoking should be banned with 1000 feet of a school. This statement clearly states the main idea of the essay.
- Students should be required to take a course on time management skills before graduating high school. This statement clearly conveys the essay's persuasive purpose.
- Because community colleges have quality instructors, financial savings, and career-oriented classes, they are a better choice than a large university for many students. This statement clearly and concisely previews the main points of the essay.
Examples of ineffective thesis statements:
- Smoking is hazardous to your health. This statement simply states a fact; it cannot be developed into an effective essay.
- This paper will discuss the consequences of poor time management for college students. The announcement of intent in this statement has an informal tone and distracts the reader.
- When it comes to considering what type of institution to attend, it is beneficial to consider that community colleges have many positive attributes; these include (but are not limited to) instructors who are dedicated to their fields, financial savings to the student, and classes which are focused on careers. This statement has overly complex wording.
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Latest on COVID-19 in the oPt
On 5 March, the Palestinian Prime Minister declared a state of emergency across the oPt to contain the spread of COVID-19. As of 19 March, there are 47 confirmed cases in the West Bank, all but six in Bethlehem city and two adjacent towns, and none in the Gaza Strip, and about 6,900 people are in home quarantine.
The Palestinian authorities have declared a curfew in the three affected localities in the Bethlehem area, and prohibited all nonessential travel between cities in the West Bank, with several checkpoints being erected to enforce this measure. All educational institutions in the oPt have been closed. Public gatherings, including prayers, are not allowed. People entering the oPt from Egypt or Jordan, as well as those who were exposed to people who contracted the virus, must place themselves under quarantine for 14 days.
The Israeli authorities have banned the entry of Palestinian workers 50 years of age and older into Israel, as well as the entry of East Jerusalem Palestinians and all residents of Israel, into areas A and B of the West Bank. In Gaza, the Erez crossing with Israel is closed except for urgent humanitarian cases, primarily permit holders referred to medical treatment at hospitals in East Jerusalem and Israel; movement of patients from the West Bank to these hospitals also continued.
The UN Resident and Humanitarian Coordinator, supported by the Health Cluster, developed a 90-day inter-agency response plan aimed at supporting the Palestinian authorities in preventing the spread of the epidemic, and requested the international community US$ 6.3 million to implement the plan.
- On 11 March, Israeli forces shot and killed a 16-year-old Palestinian boy and injured another 132 Palestinians, including 17 children, during clashes south of Nablus. The clashes erupted during a protest in Beita village against ongoing attempts by Israeli settlers to take over a hill near the village located in Area B. The boy killed was hit with live ammunition in the head. The Israeli authorities announced the opening of an investigation. The protests are ongoing since 28 February and
3 - 16 March 2020
1
have resulted so far in one fatality and 386 injuries, including 183 by rubber bullets, seven by live ammunition and the rest by tear gas inhalation or physical assault. All protests involved stonethrowing at Israeli forces, however no Israeli injuries were reported. On 15 January 2019, following a ruling by the Israeli Supreme Court, the Israeli authorities demolished a settlement outpost in Area B south of Nablus city.
- Another 67 Palestinians, including 20 children, were injured by Israeli forces in multiple clashes across the West Bank. Some half of these injuries (33) were recorded near 'Araqa village (Jenin) during Palestinian attempts to cut sections of the fence and cross into the closed area behind the Barrier. Twenty-two Palestinians were injured in the weekly demonstrations against settlement expansion and access restrictions in Kafr Qaddum (Qalqiliya). Two children, aged 9 and 14, were shot with rubber bullets and injured during clashes in Al 'Isawiya neighborhood of East Jerusalem, where regular police operations and related tensions have been ongoing since mid-2019; on 15 February, a 9year-old child was shot with a rubber bullet on his way back from school and lost an eye. Another two boys (16 and 17 years old) were injured near Qalqiliya city, in a protest against the US plan for the Middle East.
- Overall, Israeli forces carried out 78 search and arrest operations across the West Bank, and arrested 110 Palestinians, including 16 children. This is a decline compared to an average of over 100 operations that have occurred on a biweekly basis since the beginning of the year. Most of the operations were conducted in East Jerusalem (22) and Ramallah villages (20).
- In the Gaza Strip, on at least 28 occasions, Israeli forces opened warning fire in the areas adjacent to Israel's perimeter fence and off the coast of Gaza while enforcing access restrictions; no injuries or damage was recorded. On three occasions, Israeli forces entered Gaza and carried out a landlevelling and excavation operation near the perimeter fence, east of Gaza city. In addition, Israeli forces arrested two Palestinians, including a child, when they were reportedly attempting to infiltrate the perimeter fence into Israel, and another two on their way out of Gaza through the Erez crossing.
- On 5 March, Israeli forces punitively demolished two homes, displacing six Palestinians, including a child. The targeted homes, located in At Tira and Birzeit towns (Ramallah), in Areas A and B, belonged to the families of two Palestinians accused of killing an Israeli settler girl and injuring her brother and father in August 2019. One of the incidents triggered clashes with Israeli forces, during which one Palestinian was injured.
2
- An additional 14 Palestinian-owned structures were demolished or seized on grounds of lack of building permits, displacing 29 people and affecting around 60 others. Ten of these structures were located in Area C, five of which had been provided as humanitarian aid. The latter included two residential tents in 'Ein ar Rashash herding community (Ramallah) and a residential tent, a mobile latrine and a solar panel system next to Beit Jala (Bethlehem). The other four structures were in East Jerusalem, including two demolished by their owners. Since the beginning of the year, 47 structures have been demolished in East Jerusalem, around 60 per cent of those by their owners, following orders to do so by the Israeli authorities.
- Israeli forces bulldozed a section of a dirt road connecting five herding communities in southern Hebron to their main service center. The communities, home to some 700 people, are located in 'firing zone', closed for Israeli military training (Massafer Yatta). As a result, residents must use a long detour to access their main service center and market in Yatta town. All the 1,300 residents in this firing zone face a coercive environment that places them at risk of forcible transfer.
- Three Palestinians were injured, and at least 385 trees and 15 vehicles were vandalized, by assailants believed to be Israeli settlers. In three separate incidents in Al Auja town (Jericho) and the Israeli-controlled area of Hebron city (H2), Israeli settlers physically assaulted and injured three Palestinians, including a woman. Additional settler attacks not resulting in injuries or damage were reported in the H2 area on 10 and 11 March, during celebrations of a Jewish holiday (Purim). In another three incidents, Israeli settlers reportedly cut down or uprooted 200 olive trees and 150 grape vines belonging to farmers from Al Khader and Khallet Sakariya villages that are planted next to the Gush Etzion settlement area (Bethlehem), and 35 olive trees next to Bruchin settlement (Salfit). These incidents bring to nearly 1,600 the number of trees reportedly vandalized by settlers since the start of 2020. Five additional incidents in the Nablus governorate, involved slashing the tires of 11 vehicles in Huwwara town, stoning and damaging two houses and four vehicles in 'Einabus village, and vandalizing an uninhabited house in Burin village. Residents of the 'Ein ar Rashash herding community (Ramallah) reported that 25 lambs were stolen by a settler residing in an adjacent settlement outpost.
- Three Israelis, including a boy and two women, were injured, and at least 30 vehicles were damaged in stone-throwing incidents in West Bank roads, according to an Israeli NGO.
3
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Top 10 Tips for Universal Design in the Classroom
1. Provide crisp, high contrast printed handouts.
2. Encourage optimum classroom physical environment (lighting, noise, pathways, etc.).
3. Face the class when speaking.
4. Invite students to discuss any access issues with a statement on your syllabus and in the first class.
5. Verbally describe images on all slides and overheads.
6. Use a microphone when speaking.
7. Repeat student questions and comments out loud.
8. Provide electronic handouts ahead of time.
9. Request electronic versions of textbooks when ordering.
10. Provide equivalent text for all graphical items in instructional materials.
Top 10 Tips for Universal Design in the Classroom
1. Crisp, high-contrast printed handouts are visually easier for people with low vision. Good handouts reinforce lessons as a supplement to oral presentation. Contrast, color, size, font, and spacing are a few legibility factors.
2. Environment, activities and equipment impact students with a wider variety of disabilities than formerly known. Address all potential student characteristics in safety considerations. a.) Good lighting helps with low vision, but also helps everyone minimize eye strain; b.) Noisy distractions can have an adverse effect on students with Attention Deficit Disorder, but will also impact the concentration and focus of many students; c.) A ramp entry enables the student in a wheelchair to get to class on time. Ramps allow for instructors who carry a heavy load to efficiently use a wheeled carrier; d.) A podium ramp permits full student participation in presentations.
3. Facing the class allows a student with a hearing impairment to read your lips. It will facilitate eye contact, encouraging engagement and interaction with all students.
4. Use a syllabus to outline the essential components of the course, your expectations, office hours and procedures. Discussing accessibility on your syllabus enhances inclusiveness for students with disabilities. It signals all other students of your availability and approachability and facilitates a positive classroom environment.
5. Verbal descriptions enable a student who is blind to "see" the slides. "Auditory learners" will have an alternative means to understand the content of your graphics. Additionally, students sitting behind any obstruction or students taking notes can hear what they may otherwise be missing.
6. A microphone amplifies audio for someone who has a hearing impairment. It benefits every student, by distributing the instructor's voice evenly throughout the classroom. Research has shown that in the average classroom, the teacher's voice usually arrives at the students at a level only 6 dB or so above the background sounds. The extra 8 or 10dB of amplification provided by a classroom sound field system is sufficient to ensure a more suitable speech to noise ratio. For the benefit of the instructor, the use of a microphone can eliminate voice strain, notably a common occupational health problem.
7. Repeating information from students who face the front of the room redirects the information back out to the entire group. If you repeat the question while facing the class, a student who is deaf can read your lips. Repeat questions and/or paraphrase to insure everyone has heard and you are clear on understanding the question.
8. Electronic hand-outs enable a blind student to use a screen reader (voice or large print). Accessible design allows all students to obtain information and convert it to whatever format is convenient for their study.
9. Electronic versions of textbooks are necessary for blind students. Additionally, audio files enable everyone ease in carrying their textbooks and more flexibility of use. Many instructors and students would "read" their text assignments "on the go."
10. Equivalent text descriptions convey information to people with low or no vision. They also summarize non-text elements for all students, supporting varying learning and processing styles.
Design for Disability is better Design for everyone!
(2009) Hirschman, A. & Smith, R.O.
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CHILDREN'S UNIVERSITY SCOTLAND
Summer Challeng 2019
Storyteller
e
e
Get inspired
Board game tycoon
Head to your local library and find a nonfiction book that interests you – it could be about history, nature, science, design – pick something that sparks your interest and makes you want to learn more. Take notes while you read your non-fiction book. Then, use your imagination to make the information into an exciting comic book story (that still has all the correct facts!)
Be more Kind
This summer holiday, challenge yourself to ask others 'how can I help?'
Whether you help a friend with a problem, a family member or neighbour with their chores, or find out if you can help your club or activity leader, or hold a bake sale for charity – there are lots of simple ways we can help others. However you choose to help, keep a journal of how your actions helped, and how it made you feel. How can you encourage others to be more kind?
Crazy Golf
Create your own crazy golf course with things found in the house or collected from the beach or forest. Make your course as easy or challenging as you like. How about including a moving obstacle? Challenge someone to a game and see what they think of your course. Don't forget to keep score! If you want to do this indoors or don't have space outside, why not try a mini table top version? Create smaller obstacles and use a marble and pencil as your ball and club.
Find out about one sports person who inspires you. This could be a professional athlete, a local sporting hero, a friend or family member or your sports coach. Anyone who loves sport and inspires you! Make a fact file on this person. Find out about their sporting life, what inspires them to play their sport, how they got into their sport in the first place, and what they did to get where they are today. Why not send them a letter to tell them why they inspire you?
Save the Planet
One simple way we can help the planet is by making an effort to reduce, reuse and recycle the plastic we use. Organise a plastic pick-up for your family and/or friends at your local park or beach. shopping bags and help from an adult. Pick up any plastic you find and recycle it at the
You'll need some gloves, reusable end. How does using less plastic help wildlife? Can you think of 3 ways we can encourage others to use less plastic?
Ready, steady, bake!
Set yourself a challenge and create your own signature cakes or biscuits! What flavour do you want them to be? Do you want to decorate them with a theme? Who do you want to share them with?
Then, get baking! Write down the measurements and steps you took. What worked well about your bake, and what do you think you would do differently next time?
Hint: Use a simple cake or biscuit recipe from a cookbook or BBC Food if you need some help.
Invent a fun board game! Design your board and counters and use a fun theme that will spark others' imaginations. Write the rules to your game and ask some friends or family members to help you try it out. Ask them to tell you what they thought: what did they like about it, and what did they think could be better? Write 3 things you would keep the same, and three things you would do differently next time.
Hint: be kind to the planet by making your game from clean, recycled materials if you can!
Play A Word Gamee
Each player takes it in turn to think of and say a word out loud. But there's just one catch – each player's word must not be connected to the last player's word at all. So, if player one says 'octopus', player two can't say any words linked to oceans, animals, aquariums or eight. How long can you and your fellow players play without using similar or connected words? Did you learn any new words by playing the game?
Skills Diary
Use Aspire to help you keep a skills diary for each week of the holidays.
Look back over the activities you logged this week. Find out the skills you collected in each activity and make a note of all the skills at the end of each week.
Set yourself a target each week to log one skill you didn't log last week (hint: our Activity Challenges are a fun, free way to collect lots of skill points at home).
www.childrensuniversity.scot/get-in-touch
Children's University Scotland (also known as CU Trust Scotland) is a registered Scottish charity (No. SC043974)
Bedroom surveyor
A surveyor's job is to measure a building or piece of land to understand the size, shape or boundaries of the space. Use a pencil and piece of paper to make a picture of a room in your house. The picture should be a simple line diagram drawn as if you are above the room looking down at the floor and furniture. You'll need to use a measuring tape or ruler to measure the length, width and depth of your room. Add features such as doors and windows and any furniture you have. Can you work out the area of the floor space left?
Wonderful Whales
Did you know – sperm whales hunt their prey by making clicking sounds? Scientists think that these clicks may be powerful enough to break human bones!
Do some research online or in books about how sperm whales produce these clicking noises, and how this helps them to communicate and find food to eat.
Try communicating with your friends with clicks by using Morse code
Hint: try this YouTube video to learn the basics: https://www.youtube.com/watch?v=_IlZrZ9N4ig
Useful Links1. Take part in the activities during the holidays, before or after school, at break times or on weekends. The challenge will be available until the autumn challenge is released in October.2. Log your credit on Aspire at www.CUS-Aspire.com. Check out our video if you need help using Aspire: vimeo.com/3227884233. Share your stories with us –we love to hear how you're getting on with our challenges! Email us: firstname.lastname@example.org write to us: Children's University Scotland, 44 King Street, Stirling, FK8 1AY.
Children's University Scotland (also known as CU Trust Scotland) is a registered Scottish charity (No. SC043974) and is a company limited by guarantee.
Word of the Day
Learn a new word each day for a week in the summer holidays! Your words of the day can be as funny, silly or strange as you like – try to learn a brand new word, or find out the meaning of a word you've heard before but didn't quite know what it meant. Get creative and find a way to share your words of the day with others – it might be using arts and crafts, technology or even music to teach others your word of the day and its meaning. Try to find an opportunity to use your word of the day when you get back to school! Hint: start with the word 'discombobulate' if you're stuck.
Make a Totem
Totem poles are beautifully carved wooden sculptures. They come from Indigenous tribes in North America, where totems are used to share stories about their tribe. Discover the history of the totem pole online or in books. Then, try making your own. You will need:
* Empty toilet or kitchen rolls
* Coloured card or paper
* PVA glue
* Coloured pencils or pens What story does your totem tell?
Design a Castl e
e
Do some research online, in your local library or at a Historic Scotland venue. Learn about one historic building from the past. Imagine you've been tasked with recreating this building in a modern style. Draw your design using any materials you like – why not try making a 3D model or collage? Label each part of the building, and write why you designed it the way you did.
Why is it important to learn about and protect our historic buildings?
Piñata Party
A piñata is both a decoration and a game made of papier mâché. Learn about the history of the piñata, and then make your own to share with friends or family. You'll need to think about the materials you need, what kind of fun treats and prizes you want to fill your piñata with, and what your piñata will look like. Once you've created your masterpiece, ask family or friends to hit the piñata! While they have fun earning their piñata prizes, tell them what you've learned about the history of this fun tradition.
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