Speech Writing Essay Example for Free

Speech Writing Essay ASSESSMENT OF SPEAKING AND LISTENING SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly outlined the significance of speaking and listening skills as part of co-scholastic areas of achievement by every learner and also stresses the clear integration of evaluation of speaking and listening skills as a part of the curriculum transaction. The formative assessment of these two skills along with other skills have been formally provisioned under CCE . But in the absence of Summative Assessment, we have not positioned the learner’s proficiency in Speaking and Listening thereby leading to a wash back effect of very little or no importance given to Speaking and Listening Skills in many classrooms . As a result a large population of students passes out of schools with inadequate competence in expressive communication skills. As good communication skills raise the self esteem of a student, CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, speaking and listening are considered to be the essential skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of students in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative Assessment . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and Listening Skills). This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for teachers to assess Speaking and Listening Skills in the term-end examination: LISTENING The Listening Comprehension section tests the candidate’s ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the every day classroom transaction. Given below are some of the sub-skills of listening which need to be assessed in the formative and summative assessments: i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general understanding Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1|Page Role of Assessor: An assessor is a person who is assigned the job of assessing a candidate’s performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor will be a t eacher who would also be an examiner or an interlocutor who will conduct the examination and do the assessment if skills. It is extremely important to keep in mind the factors listed below as they can significantly influence the expected outcome of the Listening Test. Therefore, due care and attention must be given to each of the following: ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment used Quality of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in terms of volume, clarity, enunciation, intonation, pace etc Test Administration: For the Assessor (Teacher) 1 2 3 4 5 6. Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the announcement giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for each of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening Test The Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools may download the sample tasks and reorganize them in two parts transcripts and the marking scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write answers. General Instructions for Students You are not allowed to ask questions or interrupt the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a set of recordings of the Listening Input or listen to a reading of the Listening Input. Each of the recording will be played twice. In case there is an oral rendering of the Listening Input, it shall take place twice. 2|Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the Worksheet. It will help you to answer them later on. After you have listened to the input, you will be given specified minutes to answer the questions on your worksheet You may answer the questions on your Worksheet while listening. Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is prepared before the test is administered. It will take about a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the same day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills – a number of subskills of speaking need to be consciously developed amongst students. Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or imaginary in a logical sequence. presenting oral reports or summaries; making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal feelings, opinions and attitudes. articipating in spontaneous spoken discourse in familiar social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. There will be a single teacher to function as the Interlocutor and Assessor. The Interlocutor/ Assessor s hould be a qualified English Teacher The Speaking Test: Role of Assessor: 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3|Page 2. The tone, manner and body language of the Interlocutor should be relaxed, encouraging and pleasant. Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are unable to do so at the first attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient user of the language in order to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alternatively questions such as Explain how/Why Tell me what you think of. 7. Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below: I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates’ names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it. The candidates are given 1 minute to prepare. The assessor should be ready with sheets of paper and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise their ideas on each topic . Similar topics can be given in the formal testing . Please note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor. Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or mobile in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some rounding off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact. Both of them will talk together. Closing 4|Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the dominance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note: In the Summative II assessment it has been proposed to record the candidates’ performance in the MP 3 players/ recorders, so as to validate and make the test reliable and fair. Assessment of Speaking Assessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may share these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously within one and half hours, in three batches of 16 students each. Assessors are advised to pay due attention to and familiarize themselves with the design of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference: Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn but needs little prompting ? 3. Develops interactions adequately makes however minimal effort to initiate conversation Needs constant prompting to take turns ? 2. Contributions are often unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very limited interaction 1 Insufficient accuracy in pronunciation; many grammatically errors Communicatio n is severely affected ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correctly articulate clearly ? 4 Mostly ? correct pronunciation clear articulation Can be clearly understood ? most of the time; very few phonological errors ? Is always comprehensibl e; uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonol ogical errors Major communication problems ? ? 5|Page Fluency Coherence 5 ? Speaks fluently almost with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find words or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects; occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on most of the topics Sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent; produces simple speech fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed; not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses; rate of speech is slow Frequent repetition and/or self correction Links only basic sentences; breakdown of coherence evident Demonstrates almost no flexibility, and mostly struggles for appropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6|Page ASSESSMENT Grand Total Sr. No. Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7|Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8|Page Set – I Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are 10 questions in this set. Answer all the questions b) In the first part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 Marks Part I 1. Transcript of the police announcement: Here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a clue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a be ard. Which one of the following faces are they describing? A B C D Tick the correct answer: A. B. C. D. Ans: C ____ ____ ____ ____ 2. Here is another situation, listen to it carefully. This is about the garden of Suresh. Transcript Suresh does not want people walking around in his vegetable garden that he has nurtured with great care. What sign board should he put up? 9|Page B C D Tick the correct answer A. B. C. D. Ans: C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below: Transcript: Hi! My name is Monu and I’m from India. I live in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading about plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks: Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are talking about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a career in agriculture, which organization of the world would he apply to? Transcript: Listen to the dialogue and write your answer: Amit: I h eard about a Tall Clubs International that gives a scholarship of 1000/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting†¦.. Anand: Oh! really, my height is only 5 so I am not eligible. Jokes apart, I have found a society â€Å"CV Raman Society† that awards scholarships to students who have interest in Science Technology. Amit: No, I don’t have any interest in Science Technology. I want to pursue a career in agro industry. Anand: So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit: But does it award scholarships to undergraduates? 10 | P a g e Anand: Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives. Amit: Thank you, please let me know which organizations award the scholarships. Ans: Amit will opt for___________________ Transcript: 5. Joy wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans: B ____ ____ ____ ____ Part II Instructions: a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers ‘Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a rich source of Vitamin D so essential for healthy bones? Regular consumption of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can actually put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemical neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 | P a g e Broccoli has also come to be called a disease busting vegetable. It can prevent cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Cheddar cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood stream thereby reducing the risk of cancer and also reduce the severity of asthma. If you cut a tomato into half, you will notice that it has four chambers just like our heart. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimer’s disease. (286 words) I. Fill in the blanks with a word or phrase 6. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are rich in Vitamin D and help in good hearing. 7. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ood regulating chemical can make you feel happy. Ans: Banana 8. Broccoli keeps away †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ans: 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below: 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans: B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy; live healthy C. live close to nature D. eat healthy food Ans: D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 | P a g e Set – II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, May 14: Thirteen Indians were among the 15 people killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D. Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mail Transcript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of †¦ Now; listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 | P a g e Transcript 4. ‘The Mars rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life,’ Nasa said. Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parents if a show contains violence or other objectionable content. A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript: Tigers are being loved to death. Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger tourism or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get employ in tourism. In this way, wildlife is valued, rather than poached, or encroached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the world’s great beasts — a tiger, a leopard, a whale — is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking. Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the best possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 | P a g e An adjustment of practice in India’s wildlife tourism is a good thing. It is not tourists that are killing off tigers: it is, above all, the world’s ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are true (T) or false (F) 6. People’s fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are destroying their living places. Ans: TRUE Ans: FALSE Ans: TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in †¦Ã¢â‚¬ ¦ . 10. Ans: employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans: human population. 15 | P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile phone etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Hope you are looking forward to this brief interaction. Student A: Yes -/ I am Interlocutor: And what about your? (Looking at student B) Student B: Interlocutor: What do you do in your spare time? To Student B) Student B: Interlocutor: And how about you? (To student A) Student A: -Interlocutor: What makes you special? (To student A) Student A: -Interlocutor: What about you? (To Student B) Student B: -Interlocutor: What do admi re in other people? (To student A) Student A: -Interlocutor: How about you? (To Student B) Student B: Interlocutor: Thank you, this is the end of the first part of the test. II MINI PRESENTATION (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 | P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor: (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic. I can ask anyone of you first. So be prepared and get ready. (Interlocutor hands over one card with cues to both A B) I. 1. 2. 3. Mobile phones in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outweigh the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3. Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/book that changed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins) Interlocutor: In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 | P a g e 2. Growing Pollution, all kinds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii. Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students. Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 | P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor: Hello! Good morning, I am -. May I know your name please? Student A: My name is -/ I am Interlocutor: And yours? (Looking at student B) Student B: Interlocutor: Where do you live? (To student B) Student B: Interlocutor: How about you? (To student A) Student A: -Interlocutor: What do you do in your leisur e? (To student A) Student A: Interlocutor: And what do you do in your free time? To student B) Student B: Interlocutor: What hobby would you like to cultivate? (To student A) Student A: -Interlocutor: How about you? (To student B) Student B: 19 | P a g e II MINI PRESENTATION: In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) Oral examiner can frame any inputs; the following two frames are suggested: (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of money? (2) To student A: You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A: (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to inculcate If the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 | P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Economicsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? III PAIR INTERACTION (3 mins): Instructions: a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 | P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints: ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints: ? Life style ? Shopping ? Finance IV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 | P a g e Set – I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions: a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 – 5 in not more than one or two words. 20 Marks Transcript: Good morning, dear students. Now we are at the entrance to the town library. My name is Anita, and I’m the chief librarian here, and you’ll usually find me at the desk just by the main entrance here. So I’d like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the right as you enter, and opposite this the first room on your left has an excellent collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarian’s desk on the right is a room where we have an up- to- date periodicals section. This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on you’ll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far wall there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room. This room can be booked for meeting or talks. The next door leads to that is the children’s library, which has a good collection of stories and picture books for youngster below eleven. Then there’s a large room to the right of the library area – that’s the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but that’s been moved to another building. And that’s about it – oh, yes before I forget; there’s also the Library Office, on the left of the librarian’s desk. Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 | P a g e Instructions: You will listen to two short extracts. As you listen, tick the correct answer. Transcript: 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic fall in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans: D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority. This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Choose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans: D 24 | P a g e 4 Marks 1. Before listening to the narration by one of the campers please read the question 1 – 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript: One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place of camping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intimidated by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Method of attackâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. pelted rocks Ans: 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctor’s appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript: Receptionist: Good morning, KVG Hospital. How can I help you? Neetu: I am Neetu Kumar. I’d like an appointment with your cardiologist, Dr Suresh Reddy, please. R: For when would you like the appointment? N: For tomorrow? R: Please hold the line. I’ll check if I can fit you in tomorrow. N: Sure, thanks. R: Thanks for holding. I’m afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N: I’m sorry, but we’d prefer to see Dr Reddy. R: That’s all right. In that case, would you like an appointment with him for the day after? N: That’d be fine. R: Would 12 noon suit you, Ms Kumar? N: Sure. R: Could I have the patient’s name and age? N: It’s Mrs Prema Kumar. She’s 65. R: Is this her first visit to KVG? 25 | P a g e N: Yes. R: Are you consulting Dr Reddy on your physician’s advice? N: No, a friend of mine suggested we see him. R: OK, I’ve put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N: Thanks! R: You’re welcome. Can I have your phone number, please? N: 9940109932 R: Thank you, Ms Kumar, have a nice day! Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctor’s name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 | P a g e Set – I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B:Interlocutor: How would you describe yourself? to student B) Student B: Interlocutor: What about you? (to student A) Student A: Interlocutor: What is that one thing that you would like to change in yourself? (to student A) Student A:-(The interlocutor/assessor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students. Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive member of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 | P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists o f men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk together to describe it. (1) Rag Pickers 28 | P a g e Teacher could ask prompt question: 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer? Students look at the pictures and choose one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents’ time ? Reasons for changes IV Closing (1 min) 29 | P a g e Assessment of Listening Skills Class XI Set – II 20 Marks Instructions: a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks. Transcript: The tsunami that hit Japan on March 11, 2011 has been labelled the countrys worst tragedy since World War II. The 8. 9-magnitude earthquake that hit north-eastern Japan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt: tens of thousand dead; even more missing; 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with annually there being up to 2,000 quakes. But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept aside every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an outpouring of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of character of its beautiful people; the people who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost. Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. It’s temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the country’s worst economic disaster Ans: b. the countrys worst natural calamity 30 | P a g e 2. The Japanese are familiar with natural disasters because†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a. there is a tremor in the country about every five minutes b. they have nerves of steel and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans: a. there is a tremor in the country about every five minutes B. Fill in the blanks 3. The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy †¦.. 4. The Japanese experienced shortage of drinking water and food but they did not resort to†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. What endears the Japanese to the world is their †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ans: 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet: Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place. Then, we have breakfast around 6:30 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was a n old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by. The first thing that James does is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ He eats breakfast at about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ James talks of two mishaps when he went†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 | P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans: 1. 2. 3. 4. Sales fell steadily through over the year. Sales rose steadily over the year Sales increased sharply from June. Sales bottomed out in May C A B D A B C D 32 | P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans: a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curly hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F: Hello Mrunal, Mira here. M: Hi Mira, how are you doing? F: I’m good but busy as always. Actually, I’m completing a project with Wipro. In fact I wanted to talk to you as I’m looking for an assistant – any ideas? M: Is it the database project? F: No, it’s about developing our brand. M: I see. Do you know what kind of person you are trying to find? F: The person needs excellent qualifications – it’s more the creative side of things. Moreover we need the person to be involved in. M: You could give Neera a call. She’ll help you as she’s doing all kinds of consultancy work. Currently she’s an advisor to a couple of large companies I believe. I can email you her details if you like. F: Great, thanks Ans a. b. c. d. 33 | P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19. Mrunal wanted to Mira to help him find †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20. Mrunal wanted the person who was†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Closing 34 | P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B: Interlocutor: What do you do in your leisure time (To student B) Student B: -Interlocutor: What other hobby would you like to develop? To student A) Student A: -Interlocutor: what would you like to develop? (To student B) Student B: Interlocutor: who is your favourite actor? (To student A) Student A: -Interlocutor: And yours? (To student B) Student B: II MINI PRESENTATION (1 min Preparation + 2 each min for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer? Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 | P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning. Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. Elderly –sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 | P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 | P a g e

Eco-city

Eco-city The concept of eco-city is sometimes regarded as a utopian concept that is not possible to achieve in totality in the real world. Write an essay to present your understanding and evaluation of the concept, using appropriate examples for illustration. The next new wave in city planning is Eco-City in response to global climate changes crisis. It is a relatively new concept, combining together ideas from several disciplines such as urban design, urban planning, transportation, health, housing, energy, economic development, natural habitats, public participation, and social justice (Register 1994). In simple word, Eco-city is settlement where it allows the citizen to live and work using minimum resources. In the past, most of the cities are small and within walk able distance till 1800. But the advent of industrial revolution changed all that, along with the many changes it bought about. The harnessing of steam engine make it possible for people and thing to move fast, that city which once was capable of handling itself could no longer sustain. The cities become crowded and that the living conditions become deplorable. So, the people moved to the suburbs. But along with the growth of suburban town and cities, the roads need to rebuild, housing needs increases along with consumptions of natural resources. Although the Industrial Revolution is extremely beneficial for the human and it had other consequences which are detrimental to the environment in the longer term. In physical terms, the revolution included a dramatic switch from the reliance on organic materials and energy sources to inorganic sources-that is, from wood and thatch for construction to bricks and iron; from human, water, wind, and animal power to fossil fuels(White, R.R.,2001, Sustainable Development in Urban Areas: An Overview). At the same time, Industrial revolution brought about population growth as people live longer. People become wealthier and they required more throughput and created more waste. Economist Herman Daly describes this transformation as increasing throughput of the materials, energy, and water that people now required for their daily needs (Daly and Cobb 1990). This caused accumulation of waste in the water, on the land, and in the air at very alarming rate. The natures of waste stream from human activities become complex and problematical due to chemical industry. Human and animals waste which are once broken down naturally by river became sewers. Everywhere rubbish dumps soon grew into vast nondegradable materials that soon fill many areas becoming a major feature of city in many parts of the world. The challenges from urbanization are becoming nightmare as more people are expected to move into city putting pressure on resources. Ecocity originated in 1975 when Richard register and few friends founded Urban Ecology in Berkeley, California, as Non-profit organisation to make built our cities in balance with nature. According to Register (1994), the purpose of urban ecology was to build in Berkeley a slow street which is to have many trees along road, solar green houses, energy ordinance, establish good and efficient public transport, promoting pedestrainization as alternative to automobile, holding regular conference meeting with different stake holder. But it was until the publications of Registers visionary new book called Eco-city Berkeley in 1987, that the urban ecology gained momentum (Roseland, 2001). And the organisations new journal called The Urban Ecologist. The organisation held First International Eco-City Conference, in Berkeley in 1990 and ever since it held conference every year inviting people from around the world to discuss urban problems and to submit proposal for designing our cities based on ecological principles.[1] In 1992, David Engwicht, an Australian community activist, published Towards an Eco-City, in which he talks about how city planners and engineers have virtually eliminated effective human interaction by buildings more roads, shopping malls, gutting communities and increasing dense traffic. For Engwicht, a city is a place for inventions of maximizing exchanging and having minimized travel distance. The book was later reissued in North America as Reclaiming Our Cities and Towns (1993). Engwicht talks about how city planners and engineers have eliminated effective human exchange by building more roads, taking commerce out of the cities into strip malls, gutting communities, and increasing traffic fatalities. A city is an invention for maximizing exchange and minimizing travel (Engwicht, 1993). He advocates eco-city where there is transaction of all sorts of goods, money, ideas, emotions, genetic material, etc and where people move freely via foot, bicycles, and mass transit and interact freely without fear of traffic and pollutions. But it was until the 1960s, the use of fossil fuels, chemically controlled agriculture, deforestation and depletion of marine resources was thought to be not in dangers. In 1987, the World Commission on Environment and Development (the Brundtland Commission), released a summary report called our Common Future which cause widespread concerns on world deepening environmental degradation(WCED 1987). And this pushed sustainable development on the forefront. Various industries and sector are also going for sustainable development. The issue of sustainable planning is also a concern for planner, urban designer, construction industries, development authority and the population at large. Register, Engwicht and Urban Ecology certainly deserve credit for popularizing the term eco-city in the last decade, but the eco-city concept is strongly influenced by other movements as well(Roseland, 2001). The mission of Urban Ecology is to create ecological cities based on the following 10 principles (Urban Ecology 1996b): 1. Revise land-use priorities to create compact, diverse, green, safe, pleasant, and vital mixed-use communities near transit nodes and other transportation facilities. 2. Revise transportation priorities to favor foot, bicycle, cart, and transit over autos, and to emphasize access by proximity. 3. Restore damaged urban environments, especially creeks, shore lines, ridgelines, and wetlands. 4. Create decent, affordable, safe, convenient, and racially and economically mixed housing. 5. Nurture social justice and create improved opportunities for women, people of color, and the disabled. 6. Support local agriculture, urban greening projects, and community gardening. 7. Promote recycling, innovative appropriate technology, and resource conservation while reducing pollution and hazardous wastes. 8. Work with businesses to support ecologically sound economic activity while discouraging pollution, waste, and the use and production of hazardous materials. 9. Promote voluntary simplicity and discourage excessive consumption of material goods. 10. Increase awareness of the local environment and bioregion through activist and educational projects that increase public awareness of ecological sustainability issues. The practical application of these principles has not been really encouraging for many years until literature that promotes the ideas began to appear. It appears in different terminology as per the oreintations of the authors. The Authors include Designers, Practitioners, Visionaries and Activists, and the terminology includes everything from neotraditional town planning, pedestrian pockets, reurbanization, post-industrial suburbs, sustainable cities, green cities and eco-communities. The Designers category includes architects, planners, consultants, and related professionals whose main focus in on the costs of sprawl and sustainability by design. The activists are most parts, writers, community activists and environmentalists who placed emphasis on community change within the context of society toward a more sustainable way from anti-ecological ways. The practitioners and visionaries are between the above two. The Practitioners represent politicians, local government professionals (staff from development authority, environmental management, etc) whose emphasis is more public sectors decision-makers. The Visionaries category includes agriculturists, economists, architects, planning theorists, and appropriate technologists. Visionaries literature is often directed toward professionals, academics, and other citizens concerned with issues such as energy conservation, appropriate technology, and community economic development. Although, the authors orientation has discernible differences in analysis, emphasis, and strategy between the variations as shown in table-1, the eco-city theme is can encompass any and all of them. Orientation Focus Means Designers Architects, plan- New develop- Reducing sprawl; design to ners, consultants, ments encourage the revival of and related profes- public life (e.g., townscapes, sionals streetscapes, malls and squares) Practitioners Politicians, local Existing settle- Local initiatives to create government profes- ments, munici- local sustainable develop- sionals, citizens and community organizations palities ment action strategies Visionaries Agriculturists, Communities of Reducing resource waste; economists, archi- association and energy efficiency, stressing tects, planning the- of interest, as passive solar heating and orists, and well as of place cooling; encouraging local appropriate tech- food production and reli- nologists ance on local resources; fostering creation of on-site jobs and neighborhood stores to revitalize communities and eliminate wasteful commuting Activists Writers and com- Human-scale, Decentralized, grass roots, munity activists sustainable set- cooperative development who consider them- tlements based selves bioregional- on ecological bal- ists, social ance, commu- ecologists, and vari- nity self-reliance, ous other kinds of and participa- environmentalists tory democracy TABLE 1 Comparisons of the Literature Catagories Citizen organizations and municipal officials in cities and towns around the world have recently started experimenting on this eco-city concept to meet the social and environmental challenges (Roseland 1997, 1998). Chattanooga and the San Francisco Bay Area in the U.S., Ottawa, Hamilton-Wentworth, and Greater Toronto in Canada, and Curitiba in Brazil are some of the earliest cities where this concept has been successfully applied. Curitiba, a small Brazilian city, is one of the most sustainable cities in the world. It has received international recognition for its integrated transportation and land-use planning, and for its waste management programs. The citys success is due to strong leadership-city officials who focused on simple, flexible, and affordable solutions that can be done at the local level and adapted to changing conditions. Throughout the project, the government promoted a strong sense of public participation by looking at city problems, talk to the people, discuss the main issues, and only then reach for the pen (Rabinovitch 1996). Jonas Rabinovitch, adviser to Curitiba Mayor Jaime Lerner, believes the lesson to be learned from Curitiba is that creativity can substitute for financial resources (Rabinovitch 1996). Emboldened by the success of the above projects, Designer and local government are planning for massive overhaul of traditional way of city planning. They are looking at a way to plan new cities incorporating the entire above concept. China, one of the world most populous countries in the world, faced massive environmental problem. It has emerged as major industrial power but at a great cost. The environment degradation are so severe that it is a cause for concern in china and could have international repercussions. Since pollution know no boundaries. Sulfur dioxide and nitrogen oxides produce by Chinas coal-fired power plants fall as acid rain on Seoul, South Korea, and Tokyo. Suspended particulate over Los Angeles city originates in China, according to the Journal of Geophysical Research ( The New York Times.) The Shanghai Industrial Investment Corporation (SIIC) hired Arup in 2005, to design a city which would exclusively use sustainable energy (solar panels, wind turbines and bio-fuels), self-sufficient and reduce energy consumption by 66% in comparision to Shanghai. The eco-city of Dongtan, which is be located on the island of Chongming, not far from Shanghai will be one of the world largest eco-city to provide housing for 500,000 people from rural areas. The Dongtan city will cover about 8,800 hectares which is roughly equal to the size of Manhattan Island. Dongtan will have ecological footprint of 2.2 ha per person by means of a combination of behaviour change and energy efficiency which is very close to limit of sustainability of 1.9 ha set forth by World Wide Fund for Nature. China is also partnering with Singapore to build eco-city in Tianjin based on three harmonies principles which are people-people, people-environment and people-economy. The 30-square-kilometer site is a wasted land and water scarcity area which will be built over a period of 15 years at a cost of around 50 billion yuan (S$10 billion). The criteria for selection of site are that it should be wasted land and water scarce area. First, restoring the jiyun river will be top priority for propose new city of 350,000. Renewable energy like solar and wind power, rainwater harvesting, wastewater treatment and desalination of sea water are some of the proposal. United Arab Emirates has planned to build the worlds most sustainable city, called Masdar City, initiatives of Abu Dhabi Future Energy Company. It is an ambitious project which will cost $22 billion to build a new, zero-emissions city for 50,000 residents in Abu Dhabi. The project is launched in 2007 and is designed by world renowned British firm Foster + Partners, and received widespread coverage in the mainstream press. The propose new city will have new university, the Headquarters for Abu Dhabis Future Energy Company, special economic zones and an Innovation Center. According to the designer, Masdar eco-city is to be constructed in an energy efficient two-stage phase that depend on large photovoltaic power plant to meet energy needs, which later becomes the site for the citys second phas.. The city is a car free, with a maximum walking distance of 200m to the nearest transport link and amenities. The streets are compact to encourage walking and are complemented by a personalised rapid transport system. Due to it compactness, the walkway and streets are shaded creating a pedestrian-friendly environment. The city will have wind, photovoltaic farms, research fields and plantations, so that it is entirely self-sustaining. Masdar City will be built in seven phases, the first of which is the Masdar Institute, which is set to be completed in 2010. The citys phases will be progressively built over the next decade with the first phase reaching completion in 2013(Foster and Partner). The idea of a city without any waste, landfill, car, self contained or without any carbon emission seem very desirable for a city but for some sceptic it a utopian dream which will never materialise. Sceptics are questioning whether totally designing a new city is possible incorporating all the eco-city concepts due to time and cost involved. They are concern that it might just be a strategy used to shield from environmental criticism while countries like China and UAE continue to grow along the same unsustainable path. Countries like China and UAE are in a position to fund such kind of projects and if it is successful it will create a precedent for other parts of the world as well. Unfortunately, Dongtan eco-city never materialise. Although, Chinese President Hu Juntao and shanghai major has shown keen interest in the project, the first phase of construction which is to be ready for Shanghai expo 2010 has not even started. The Dongtan eco-city in spite of being a government endeavour has failed to materialise. The mayor of shanghai is caught in corruption charges too. As for Masdar eco-city, work has already started for phase 1 as seen from fig 2 below. However, sceptics are concern that it might be just an isolated green in the desert where the rest of UAE proceed in the same line of big ecological footprint which is even bigger than United State. They are also apprehensive about the embodied energy used in buildings and infrastructure which are very high. The heavy dependent on technology for personal rapid transport and infrastructure is another issues. Since the technology for personal rapid transport is not fully developed and co-ordinating infrastructure with different agencies is difficult.

Compare and contrast Tennysons The Charge of the Light Brigade with Es

Compare and contrast Tennyson's The Charge of the Light Brigade with Kipling's The Last of the Light Brigade. Tennyson and Kipling both wrote the story of the Light Brigade who fought in the Crimean war, in the battle of Balaclava. This battle took place between the English and the Russians in Eastern Europe on the 25th October 1854. Lord Alfred Tennyson wrote his poem also in 1854, just after the battle had ended, and his aim was to build national pride in the hearts of the English people, and to " Honour the charge they made." Tennyson wanted to boost the moral of the English people because of the Light Brigades defeat. Tennyson wanted to change the feeling of defeat, to one of heroism, and to show that the Light Brigade were in fact brave to go up against the " Jaws of death" with only "six hundred men." Kipling on the other hand, who wrote his poem in 1891, 37 years after the battle had ended, saw how the Soldiers were living in poverty and wanted to make the public feel guilty for abandoning the soldiers when they needed support the most. Kipling wrote the poem as a response to Tennyson's poem, and refers to Tennyson as being the "Master singer." Kipling also tries to shed a reality on the battle, and how the English were loyal to the soldiers when they were need, but now that the battle is over the broken soldiers returning no longer fit the heroic image the public hold, and so their country no longer cares. In fact exposing the publics expressed support to be only shallow lip service. Tennyson wrote his poem with rigid, rhythmical, and evocative language, and tries to glamorise the Battle, and in doing so, makes the poem too fanciful. While Kipling on the other hand wrote his poem using... ...their lack of fidelity towards the soldiers. In conclusion I personally find Kipling's poem more effective. I find this because although Tennyson tries to make people feel a sense of national pride, the battle took place because of an error, and they the English people were massacred. They were brave because they knew they were committing suicide, but they went anyway. This makes them very brave, and quite foolish, but not heroes. On the other hand, Kipling is angry, and disgusted with the English people's fake loyalty because they only needed the soldier when they were fighting, now the battle is over they are just get in the way. Kipling sheds a reality on the lives of the soldiers now, but sets his poem out like a story, which is very clever. Kipling only wanted justice to be served, and for the English to see how they had treated their "Heroes." Compare and contrast Tennyson's The Charge of the Light Brigade with Es Compare and contrast Tennyson's The Charge of the Light Brigade with Kipling's The Last of the Light Brigade. Tennyson and Kipling both wrote the story of the Light Brigade who fought in the Crimean war, in the battle of Balaclava. This battle took place between the English and the Russians in Eastern Europe on the 25th October 1854. Lord Alfred Tennyson wrote his poem also in 1854, just after the battle had ended, and his aim was to build national pride in the hearts of the English people, and to " Honour the charge they made." Tennyson wanted to boost the moral of the English people because of the Light Brigades defeat. Tennyson wanted to change the feeling of defeat, to one of heroism, and to show that the Light Brigade were in fact brave to go up against the " Jaws of death" with only "six hundred men." Kipling on the other hand, who wrote his poem in 1891, 37 years after the battle had ended, saw how the Soldiers were living in poverty and wanted to make the public feel guilty for abandoning the soldiers when they needed support the most. Kipling wrote the poem as a response to Tennyson's poem, and refers to Tennyson as being the "Master singer." Kipling also tries to shed a reality on the battle, and how the English were loyal to the soldiers when they were need, but now that the battle is over the broken soldiers returning no longer fit the heroic image the public hold, and so their country no longer cares. In fact exposing the publics expressed support to be only shallow lip service. Tennyson wrote his poem with rigid, rhythmical, and evocative language, and tries to glamorise the Battle, and in doing so, makes the poem too fanciful. While Kipling on the other hand wrote his poem using... ...their lack of fidelity towards the soldiers. In conclusion I personally find Kipling's poem more effective. I find this because although Tennyson tries to make people feel a sense of national pride, the battle took place because of an error, and they the English people were massacred. They were brave because they knew they were committing suicide, but they went anyway. This makes them very brave, and quite foolish, but not heroes. On the other hand, Kipling is angry, and disgusted with the English people's fake loyalty because they only needed the soldier when they were fighting, now the battle is over they are just get in the way. Kipling sheds a reality on the lives of the soldiers now, but sets his poem out like a story, which is very clever. Kipling only wanted justice to be served, and for the English to see how they had treated their "Heroes."

Discovering a Community in the Projects :: Exploratory Essays Research Papers

Discovering a Community in the Projects As I was driving through my hometown of Any Town, USA, I began thinking of the community and how it compares to other communities. Then an area of the town caught my eye. It is an area shunned by the citizens who do not live there. It is referred to as the "projects" or low income housing. This area has a bad reputation in the community. The children who live there are thought of as trouble makers, the adults, lazy. However, I noticed something different, something that the "outsiders" seem to neglect. It was neighbors that act like neighbors. The children were playing together and the parents were sharing events with each other. This conversing and playing is something I do not see much of in the other parts of Any Town. In my opinion, this detached housing development was a closer community then all of Any Town. There is closeness between the people who live in those buildings that I have not seen in my own neighborhood. That bond between neighbors is what everyone says we have lost due to computers and other technology. As a result, low-income housing neighborhoods may benefit from not being able to afford things like computers. They benefit because the people of the neighborhood need each other for help, even with things as simple as homework. The richer the parents, the less interested they were in time at home. The poorer they were, the more interested (Snell 28). So these neighborhoods are built around people with low income, yet they prosper because of that. I believe that our society is dying due to computers and other things we now rely on. Things so materialistic as beepers, cell phones, and voice mail have become part of our survival. We do not even have to drop in at home to say hello to our family anymore, we just send a quick e-mail. People who do not rely on these technical things rely on each other for entertainment as the children do by playing together outside, to inform each other of current events, or even to chat face-to-face rather than computer screen-to-computer screen. It is thought that it takes a community to raise a child, and a small community can accomplish that more so than a large one (Nelle 9). The small community within a larger one is able to prosper on its own because it has to, in a sense. Discovering a Community in the Projects :: Exploratory Essays Research Papers Discovering a Community in the Projects As I was driving through my hometown of Any Town, USA, I began thinking of the community and how it compares to other communities. Then an area of the town caught my eye. It is an area shunned by the citizens who do not live there. It is referred to as the "projects" or low income housing. This area has a bad reputation in the community. The children who live there are thought of as trouble makers, the adults, lazy. However, I noticed something different, something that the "outsiders" seem to neglect. It was neighbors that act like neighbors. The children were playing together and the parents were sharing events with each other. This conversing and playing is something I do not see much of in the other parts of Any Town. In my opinion, this detached housing development was a closer community then all of Any Town. There is closeness between the people who live in those buildings that I have not seen in my own neighborhood. That bond between neighbors is what everyone says we have lost due to computers and other technology. As a result, low-income housing neighborhoods may benefit from not being able to afford things like computers. They benefit because the people of the neighborhood need each other for help, even with things as simple as homework. The richer the parents, the less interested they were in time at home. The poorer they were, the more interested (Snell 28). So these neighborhoods are built around people with low income, yet they prosper because of that. I believe that our society is dying due to computers and other things we now rely on. Things so materialistic as beepers, cell phones, and voice mail have become part of our survival. We do not even have to drop in at home to say hello to our family anymore, we just send a quick e-mail. People who do not rely on these technical things rely on each other for entertainment as the children do by playing together outside, to inform each other of current events, or even to chat face-to-face rather than computer screen-to-computer screen. It is thought that it takes a community to raise a child, and a small community can accomplish that more so than a large one (Nelle 9). The small community within a larger one is able to prosper on its own because it has to, in a sense.

General Applications of Hypnosis :: Psychology, Hypnosis

Few topics in psychology attract people in the extent that it does hypnosis. The reasons for this interest are multiple. Hypnosis fascinates by his unusual and we do not know if what attracts us is the interest in deciphering the mystery. (D. David after Gheorghidiu, 2000) Anton Mesmer was he who first who induced the state of hypnosis. He used to use a magnet that moves along the patient's body to improve blood circulation. Forgeting his magnet and once at home, Anton Mesmer was forced to resort to another object, a piece of wood, and found that patients responded well. But Mesmer did not realize at the time that the object used was important, but suggestions which induces the patient. (Ovidiu Lungu, 2004) Mielu Zlate (2007) considered hypnosis as an "altered state of consciousness located between wakefulness and sleep, but closer to waking than to sleep." Subject keeps contact with the environment during the hypnotic trance helped by the hypnotist, and cognitive changes occur at the perception, memory, thoughts, feelings, imagination, etc.. This underlines the increased activism of the brain. According to the American Psychological Association, hypnosis is a procedure whereby the subject is suggested imaginative experiences to change his subjective experience, to change his perceptions, sensations, thoughts or behavior, (Peter J. Hawkins after APA, 2009). Hypnotic trance has as main features the reduce of planning function (hypnotized subject loses the initiative and will expect the hypnotist to suggest what to do), attention becomes more selective than usual the subject which is told to obey only the voice of the hypnotist will ignore any another voice in the room) imaginative production is easily evoked (subject may find that the lives distance experiences in time and space), control and increased tolerance for low reality distortion (subject might unconditionally accept hallucinatory experiences), increased suggestibility (subject must accept the suggestions), post-hypnotic amnesia (if the subject gets instructions for this, the deeply impressed subject will forget all or almost all) (Rita L. Atkinson, 2002) Hypnotherapy applications are endless, from the surgical anesthesia which can be used at birth without pain, treatment of specific problems such as anxiety, phobias (elevator, dentist), smoking cessation, sexual dysfunction. However, failures can come from the subject's attitude against hypnotherapy and hypnosis. A negative attitude may hinder treatment. Subjects can not be controlled during their trance unwittingly. (I. Holdevici, 1991) Hypnotherapy for depressive persons contains a model proposed by Yapko in

Creating a Plan of Positive Influence

When creating a plan for positive influence leaderships must focus on an array of characteristics of the employee. Organizational culture is important to the success of the employees and the company. ABC Tax Preparation Company wants to engage its staff in creating new revenue streams for the company. The company must identify traits demonstrated by employees to help create a profile of how individuals are motivated and open to improving his or her performance in the workplace. Research has shown there are several methods to induce motivation, performance, and job satisfaction (Yukl, 2006). This is a description on a plan identifying the implementation strategies to create, engage, and sustain employee in the workplace. The methods employers use to engage employees concentrate on attitudes, emotions, personalities, and values of individuals. In addition, the importance of diverse behavior and the influence it has on team collaboration and cohesion in the workplace is addressed. Objective ABC Tax Preparation Company is a small company attempting to expand its business through the implementation of new products and services. The company has a very small budget so it is important to maximize efforts to stay within the specified budget. The objective is to create a plan to influence employees to generate ideas on how to growth the company with new products and services. ABC Tax Preparation believes by engaging all employees to get involved in the brainstorming process will help the company with its goals and stay within budget. Providing employees with incentives persuades employees to go above and beyond to differentiate performance levels from its competitors (Love 2 rewards,2013). Outline of the Plan ABC Tax Preparation Company creates a profile of all employees to determine individual motivators, skills, creativity, strengths, and weaknesses. This is accomplished thought a series of test and skill determining exercises. First, the company implements motivational exercises and incentive to build moral within the company. Developing employee excitement to accept change and learning new task is a dynamic process important to moving a company in a positive direction. The next phase is getting to know the employees by determining his or her stressors, stimulators, and how individual measure success (Bass, 1990). The individual’s attitude, beliefs, experiences, ethics, and values are evaluated to determine if he or she align with the company’s visions and goals. Once these factors are determined, the company trains employees on conflict resolution and problem-solving techniques to help in the education process. This type of training is important because knowing how to deal with problems helps individuals to learn to deal with situations and create alternative solutions to solve issues. After employees are educated on techniques and other skills the company allows the creative process to occur and wait for the positive feedback. Once feedback is rendered the company will select the best ideas and start the implementation process to build new revenue streams for the company. How differences influence Behavior Diverse workforces interact with leaders, management, and subordinate in a distinctive way. Individuals coming from diverse backgrounds and cultures respond to direction and commands different from individuals in a familiar setting. Behavior has a direct effect on the way people perceive things and how different personality traits play a role on the performance of the individual (Robbins & Judge, 2007). Understanding and recognizing the relationship between variables influences behavior and aids in creating productive and motivated employees. ABC Tax Preparation Company employs a multicultural staff therefore there are different languages, beliefs, customs, and ideas management must consider when make decision. Leadership has to take into consideration when selecting holidays and other factors that all parties are represented equally. If employees do not feel, they are treated like the majority than the company is open for potential legal issues as a result. How plan influences positive change Motivation is a key component to creating an environment offering optimization of performance in the workplace. Change can be difficult for companies some employees embrace change and others fear change. Developing a plan to influences positive change requires understanding, educating, and motivating the employee. Brainstorming allows the employees to highlight creativity, education, and other skill-sets that will develop growth for the individual. Encouraging employees to engage in business activities builds moral and creates a collaborative work environment. Productivity is generated when employees are working together to achieve the same goals and objectives. Setting examples to show employees everyone is important and involved in the developmentally stages of the process give team-members a sense of worth, thus producing positive results. Making the employee understand the behavior presented determines the level of growth him or her may experience. Positive attitude can dive the individual faster than negative or unsure attitude. Conclusion ABC tax Preparation Company chooses to prioritize the engagement of its employees to aid in the implementation of a new revenue source for the company. Creating a plan to influence its employees to experience positive attitude toward changes is imperative to the process. A clear objective is outlined to determine what is needed to reach the goals of the company. ABC Tax Preparation Company outlines the details of the plan as proves motivated employees are productive employees when leadership creates cohesion in the workplace. Diversity in the workplace influences behavior by allowing individuals to express themselves and collaborated among each other to create innovative products and services for the company. The Initiation of a plan produces positive results for the company by setting a blueprint of how the company will use new ideas to generate new revenue streams for the company.

Support Children and Young Peoples Health and Safety

CU1521- Support children and young people’s health and safety. 1. 1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. The factors that you would need to take into account include * Individual needs depending on their age or abilities, for example a child of two years may not be able to do the physical things of a child who id five years old. So you would have to set out different activities for different ages. Specific needs such as sensory impairment, for example if a child is partly sighted you would have to think about extra support for the child as they play. * You need to be clear on what the children can and can’t play on, what they can do in the environment, explain to them about health and safety. * Risk assessments have to be cared out to insure the area is safe for both children and adults. * Practitioners need to have a clear understanding of the role during the activities. * What the aim an d objective is, for example you might set out two bicycles so that the children learn about sharing and being patient. The outcome, did you achieve what you set out to and did the children enjoy it. 1. 2 Explain how health and safety is monitored and maintained in work setting are made aware of risks and hazards and encouraged to work safely. Health safety is monitored and maintained in work setting are made aware of risks and hazards and encouraged to work safely this is done by having electrical checks, room checks e. g. risk assessment, hazards checks, visitors checks etc these are done in different time some are done daily, weekly, monthly and yearly.Everyone in the setting is responsible for their safety, its vital that settings are regularly checked for safety concerns. Ensuring that the alarms are working, visitor’s books and badges are in the correct place, ensuring that there are clear instructions for spillages, substances, hygiene equipment and visitors, making sur e that there are no broken equipment which could harm the children and other member of staff as well as parent and visitors. 1. 3- Identify sources of current guidance for planning healthy and safe environments and services EYFS. * Health and safety executive. Department for schools and families. * Workplace policies and procedures. * Child accident prevention trust. * Health and safety at work act 1974. * The management of health and safety at work regulations 1999. * The electricity at work regulations 1989. * The control of substances hazardous to health regulations 2002. 1. 4- explain how current health and safety legislation, policies and procedures are implemented in own work setting or services. In my work setting we insure that current health and safety legislation, policies and procedures are carried out by. Ensuring we all have read and understand the health and safety policies and procedures. * Making sure that the setting is clean and safe, that the building is well main tained. * Any harmful substances or keep away from children’s and locked and used safely. * Food is stored correctly and warmed to the correct temperature. * If a child has an accident we follow the procedures, by dealing with the accident, recording it and reporting it to the parents/carers. * Equipment is safe and stored safely. Protective clothing is worn when changing nappies and dealing with food * We ensure that we take care of our own health and safety as well as children. 2. 4- explain how health and safety risk assessment are monitored and reviewed. When you have risk assessed the activity that is taking place you must monitor the risk you have identified and if it changes you would have to change and review the plan. When the activity is finished you review the assessment to see if you correctly identified the hazards and if there were any that you didn’t manage to identify.This will help next time you carry out the same activity. 3. 1-Explain why it is impor tant to take a balance approach to risk management. It is important to take a balanced approach to risk management because children learn by exploring their environment. Every activity has a risk and as a practitioner you have to weigh up the risk of an activity against the benefits and safety of the child. 3. 2-Explain the dilemma between the rights and choices of children and young people and health and safety requirements. The UN Convention on he rights of the child says the rights of children and young people to learn and develop into adults and be protected from harm. Children learn by exploring and trying out new experiences. However, they don’t have the skills and judgment to make safe choices. This is why they need the guidance of an adult to identify potential hazards and whether or not it is safe to allow the child to undertake an activity. 4. 1- Explain the policies and procedures of the setting in response to accidents, incidents, emergencies and illness.Accidents - If a child has an accident for example a cut on the knee, it would be treated, a picture would be taken, the person who dealt with it would write in the accident book and sign and so would the person who saw the accident and the parent would be inform and would have to sign. Incidents- If there was an incident with a parent or employee and they wanted to make a formal complaint, they would write it in the incident book and the manager would be informed then and a decision would be made from there.Emergencies- If a child has had a serious accident in the nursery the ambulance would be called and if the child is able to be moved they would be put in a buggy and two adults would go with the child to St. Mary’s hospital and the parents would be called immediately. Illness- If a child becomes ill while at the setting their temperature would be taken and if it was high the parents would be called and the child would be picked up. 4. 2- Identify the correct procedures for recordin g and reporting accidents, incidents, signs of illness and other emergencies.All minor accidents should be recorded in the accident book and reported to parents. If it is something serious an accident report is filled out and a copy is sent to health and safety section of county hall if they think it needs referring to RIDDER they will do so. Incidents should be recorded in the incident book, you would write down the date and time of the incident, the nature of event, who was effected and what was done about it. Injuries recorded in the injury book should say what happened, where, the time and date and how it was dealt with.Illness a child must not be allowed into the setting if they are sick or have diarrhea or an infectious illness such as chicken pox. If an infectious illness is noticed in the setting such a head lice parents must be notified and the child must be picked up and other parents should be informed. Procedures should be displayed around the setting in case of an emerg ency for example a fire everyone must evacuate, children and adults should be counted and names called at the meeting point.