case study find the position of green flag

CBSE Class 10 Study Material

CBSE Class 10 Maths Case Study Questions for Chapter 7 - Coordinate Geometry (Released By CBSE)

Cbse's question bank on case study for class 10 maths chapter 7 is available here. practice this new type of questions to score good marks in your board exam..

Case study based questions for CBSE Class 10 Maths Chapter 7 - Coordinate Geometry are provided here for students to practice this new format of questions for their Maths Board Exam 2022. All these questions are published by the Central Board of Secondary Education (CBSE) for Class 10 Maths. Students must solve these questions to familiarise themselves with the concepts and logic used in the case study. You can also check the right answer at the end of each question.

Check Case Study Questions for Class 10 Maths Chapter 7 - Coordinate Geometry

CASE STUDY 1:

In order to conduct Sports Day activities in your School, lines have been drawn with chalk powder at a distance of 1 m each, in a rectangular shaped ground ABCD, 100 flower pots have been placed at a distance of 1 m from each other along AD, as shown in given figure below. Niharika runs 1/4 th the distance AD on the 2nd line and posts a green flag. Preet runs 1/5th distance AD on the eighth line and posts a red flag.

case study find the position of green flag

1. Find the position of green flag

b) (2,0.25)

d) (0, -25)

Answer: a) (2,25)

2. Find the position of red flag

Answer: c) (8,20)

3. What is the distance between both the flags?

a) √41

b) √11

c) √61

d) √51

Answer: c) √61

4. If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, where should she post her flag?

a) (5, 22.5)

d) (2.5,20)

Answer: a) (5, 22.5)

5. If Joy has to post a flag at one-fourth distance from green flag , in the line segment joining the green and red flags, then where should he post his flag?

a) (3.5,24)

b) (0.5,12.5)

c) (2.25,8.5)

Answer: a) (3.5,24)

CASE STUDY 2:

The class X students school in krishnagar have been allotted a rectangular plot of land for their gardening activity. Saplings of Gulmohar are planted on the boundary at a distance of 1 m from each other. There is triangular grassy lawn in the plot as shown in the figure. The students are to sow seeds of flowering plants on the remaining area of the plot.

1. Taking A as origin, find the coordinates of P

Answer: a) (4,6)

2. What will be the coordinates of R, if C is the origin?

Answer: c) (10,3)

3. What will be the coordinates of Q, if C is the origin?

b) b) (-6,13)

Answer: d) (13,6)

4. Calculate the area of the triangles if A is the origin

Answer: a) 4.5

5. Calculate the area of the triangles if C is the origin

Answer: d) 4.5

Also Check:

Tips to Solve Case Study Based Questions Accurately

CBSE Class 10 Maths Best Study Material for 2021-2022

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Ex 7.2, 3 - Chapter 7 Class 10 Coordinate Geometry

Last updated at April 16, 2024 by Teachoo

Ex 7.2, 3 To conduct Sports Day activities, in your rectangular shaped school ground ABCD, lines have been drawn with chalk powder at a distance of 1m each. 100 flower pots have been placed at a distance of 1m from each other along AD, as shown in Fig. 7.12. Niharika runs 1/4th the distance AD on the 2nd line and posts a green flag. Preet runs 1/5th the distance AD on the eighth line and posts a red flag. What is the distance between both the flags? If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, where should; she post her flag? Here let us draw a simpler figure of what is given Here , given that there are 100 flowers between A & D at 1m distance each Niharika runs 1/4th of the distance AD on 2nd line So, Niharika x−ordinate = 2 Niharika y – ordinate = 1/4 × 100 = 25 So, Niharika (2, 25) Similarly, Preet runs 1/5th of the distance AD on 2nd line So, Preet x−ordinate = 8 Preet y – ordinate = 1/5 × 100 = 20 So, Preet (8, 20) We have to find distance between Niharika and Preet’s flag Using distance formula NP = √((𝑥2 −𝑥1)2+(𝑦2 −𝑦1)2) x1 = 2, y1 = 25 x2 = 8, y2 = 20 Putting values in formula NP = √(( 8 −2)2+(20 −25)2) = √((6)2+(−5)2) = √((6)2+(5)2) = √(36+25) = √61 Hence, The distance between both flags = √𝟔𝟏 metres Also, it is given that Rashmi had to post a blue flag exactly halfway between the line segment joining the two flags So, Here, x = (𝑥1 + 𝑥2)/2 y = (𝑦1 + 𝑦2)/2 Where x1 = 2, y1 = 25 x2 = 8, y2 = 20 Substituting the value in the formula x = 5, y = 22.5 Therefore, Rashmi (x, y) = (5, 22.5) Therefore Rashmi would post her flag in the 5th line at 22.5 metre x = (𝑥1 + 𝑥2)/2 x = (2 + 8)/2 x = 10/2 x = 5 y = (𝑦1 + 𝑦2)/2 y = (25 + 20)/2 y = 45/2 y = 22.5

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To conduct Sports Day activities, in your rectangular shaped school ground ABCD, lines have been drawn with chalk powder at a distance of 1m each. 100 flower pots have been placed at a distance of 1m from each other along AD, as shown in Fig. 7.12. Niharika runs 1/4 th the distance AD on the 2nd line and posts a green flag. Preet runs 1/5 th the distance AD on the eighth line and posts a red flag. What is the distance between both the flags? If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, where should she post her flag?

Given: 100 flower pots have been placed at a distance of 1m from each other along AD.

Let Niharika post the green flag at a distance P, that is, (1/4 × 100) m = 25 m from the starting point of the 2 nd line. Therefore, the coordinates of the point P are (2, 25).

Similarly, Preet posted a red flag at the distance Q, that is, (1/5 × 100) m = 20 m from the starting point of the 8 th line. Therefore, the coordinates of the point Q are (8, 20)

We know that the distance between the two points is given by the Distance Formula ,

To find the distance between these flags, we will find PQ using the distance formula,

PQ = √ (x ₂ - x₁ )² + (y ₂ - y₁)²

PQ = √ (8 - 2)² + (20 - 25)²

= √ 36 + 25

= √ 61 m

Let the point be A (x, y) at which Rashmi should post her blue flag exactly at the centre of the line joining the coordinates P(2, 25) and Q(8, 20).

By midpoint formula ,

P (x, y) = [(x₂ + x₁) / 2 , (y₂ + y₁) / 2]

P(x, y) = [(2 + 8) / 2, (25 + 20) / 2]

P(x, y) = (10/2, 45/2)

P(x, y) = (5, 22.5)

Therefore, Rashmi should post her blue flag at a distance of 22.5 m on the 5 th line.

☛ Check: Class 10 Maths NCERT Solutions Chapter 7

Video Solution:

NCERT Class 10 Maths Solutions Chapter 7 Exercise 7.2 Question 3

To conduct Sports Day activities, in your rectangular-shaped school ground ABCD, lines have been drawn with chalk powder at a distance of 1m each. 100 flower pots have been placed at a distance of 1m from each other along with AD, as shown in the above figure. Niharika runs 1 th the distance AD on the 2nd line 1/4 and posts a green flag. Preet runs 1/5 th the distance AD on the eighth line and posts a red flag. The distance between both the flags are √ 61 m. If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, she should post her blue flag at 22.5 m on the 5 th line.

☛ Related Questions:

Find the ratio in which the line segment joining the points (- 3, 10) and (6, - 8) is divided by (- 1, 6).
Find the ratio in which the line segment joining A (1, - 5) and B (- 4, 5) is divided by the x-axis. Also, find the coordinates of the point of division.
If (1, 2), (4, y), (x, 6) and (3, 5) are the vertices of a parallelogram taken in order, find x and y.
Find the coordinates of a point A, where AB is the diameter of a circle whose centre is (2, - 3) and B is (1, 4).

Q) In order to conduct Sports Day activities in your School, lines have been drawn with chalk powder at a distance of 1 m each, in a rectangular shaped ground ABCD, 100 flowerpots have been placed at a distance of 1 m from each other along AD, as shown in given figure below. Niharika runs 1/4 th the distance AD on the 2nd line and posts a green flag. Preet runs 1/5 th distance AD on the eighth line and posts a red flag.

2. Find the position of red flag a) (8,0) b) (20,8) c) (8,20) d) (8,0.2)

3. What is the distance between both the flags? a). √41 b) √11 c) √61 d) √51

4. If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, where should she post her flag? a) (5, 22.5) b) (10,22) c) (2,8.5) d) (2.5,20)

5. If Joy has to post a flag at one-fourth distance from green flag ,in the line segment joining the green and red flags, then where should he post his flag? a) (3.5,23.75) b) (0.5,12.5) c) (2.25,8.5) d) (25,20)

1. Position coordinates of Green flag:

As we can see in the given diagram, Green flag is on 2 nd line, hence its X – coordinate is: 2

$\frac{1}{4}$

∴ the position coordinates of Green Flag = (2, 25)

Hence, option (a) is correct.

2. Find the position of Red flag

As we can see in the given diagram, Red flag is on 8 th line, hence its X – coordinate is: 8

$\frac{1}{5}$

∴ the position coordinates of Green Flag = (8, 20)

Hence, option (c) is correct.

3. Distance between the flags:

We have just calculated the coordinates for both of the flags, these are as under:

Green Flag: (2, 25) and Red Flag: (8, 20)

Now the distance between two coordinates is given by:

$\sqrt {(X_2 - X_1)^2 + (Y_2 - Y_1)^2}$

By substituting the values, we get the distance between the two flags as:

$\sqrt {(8 - 2)^2 + (25 - 20)^2}$

Hence, option (c) is correct.

4. Position coordinates of Blue Flag:

The Blue flag is to be posted in halfway.

The coordinates of the two flags are: (2, 25) and (8, 20)

Since, the mid point between the two coordinates are given by:

$(\frac{ X_1 + X_2}{2}, \frac{ Y_1 + Y_2}{2})$

By substituting the values, we get coordinates of the midpoint as:

$(\frac{2 + 8}{2}, \frac{20 + 25}{2})$

Hence, option (a) is correct.

5. Position coordinates of the 3rd flag, posted at one – fourth distance from green flag:

We just calculated that the coordinates of green flag as (2, 25) and that of Red flag as (8, 20)

Also we calculated the distance between the Green and Red flags is √61.

Since the flag is posted on this line at 1/4 distance from green flag, then the distance of flag from Red Flag is 3/4 of the total line

It clearly means that the new flag divides the line in the ratio of 1:3

$(\frac{m_1 X_2 + m_2 X_1}{m_1 + m_2}, \frac{m_1 X_2 + m_2 X_1}{m_1 + m_2})$

By substituting the values, we get coordinates of this point as:

$(\frac{1 \times 8 + 3 \times 2}{1 + 3}, \frac{1 \times 20 + 3 \times 25}{1 + 3})$

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To conduct Sports Day activities, in your rectangular shaped school ground ABCD, lines have been drawn with chalk powder at a distance of 1 m each. 100 flower pots have been placed at a distance of 1 m from each other along AD, as shown in the following figure. Niharika runs the distance AD on the 2 nd line and posts a green flag. Preet runs the distance AD on the eighth line and posts a red flag. What is the distance between both the flags? If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, where should she post her flag?

It can be observed that niharika posted the green flag at of the distance ad i.e., m from the starting point of 2 nd line. therefore, the coordinates of this point g is (2, 25). similarly, preet posted red flag at of the distance ad i.e., m from the starting point of 8 th line. therefore, the coordinates of this point r are (8, 20). distance between these flags by using distance formula = gr = the point at which rashmi should post her blue flag is the mid-point of the line joining these points. let this point be a ( x , y ). therefore, rashmi should post her blue flag at 22.5m on 5 th line..

NCERT Solutions for Class 10 Maths Ch 7 Coordinate Geometry

NCERT Solutions for Class 10 Maths Chapter 7 Coordinate Geometry

Exercise 7.1
Exercise 7.2
Exercise 7.3
Exercise 7.4

How many exercises in Chapter 7 Coordinate Geometry

What is coordinate geometry, find the point on y-axis which is equidistant from the points (5, − 2) and (− 3, 2)., if the points a (4, 3) and b (x, 5) are on the circle with the centre o (2, 3), find the value of x., contact form.

Question 1:

Find the distance between the following pairs of points:

(i) (2, 3), (4, 1) (ii) (−5, 7), (−1, 3) (iii) ( a , b ), (− a , − b )

(i) Distance between the two points is given by

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 1)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 1

Page No 161:

Question 2:.

Find the distance between the points (0, 0) and (36, 15). Can you now find the distance between the two towns A and B discussed in Section 7.2.

Yes, we can find the distance between the given towns A and B.

Assume town A at origin point (0, 0).

Therefore, town B will be at point (36, 15) with respect to town A.

And hence, as calculated above, the distance between town A and B will be

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 2)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 2

Question 3:

Determine if the points (1, 5), (2, 3) and (− 2, − 11) are collinear.

Let the points (1, 5), (2, 3), and (−2, −11) be representing the vertices A, B, and C of the given triangle respectively.

Therefore, the points (1, 5), (2, 3), and (−2, −11) are not collinear.

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 3)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 3

Question 4:

Check whether (5, − 2), (6, 4) and (7, − 2) are the vertices of an isosceles triangle.

Let the points (5, −2), (6, 4), and (7, −2) are representing the vertices A, B, and C of the given triangle respectively.

As two sides are equal in length, therefore, ABCis an isosceles triangle.

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 4)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 4

Question 5:

In a classroom, 4 friends are seated at the points A, B, C and D as shown in the following figure. Champa and Chameli walk into the class and after observing for a few minutes Champa asks Chameli, “Don’t you think ABCD is a square?” Chameli disagrees.

Using distance formula, find which of them is correct.

It can be observed that A (3, 4), B (6, 7), C (9, 4), and D (6, 1) are the positions of these 4 friends.

It can be observed that all sides of this quadrilateral ABCD are of the same length and also the diagonals are of the same length.

Therefore, ABCD is a square and hence, Champa was correct

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 5)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 5

Question 6:

Name the type of quadrilateral formed, if any, by the following points, and give reasons for your answer:

(i) (− 1, − 2), (1, 0), (− 1, 2), (− 3, 0)

(ii) (− 3, 5), (3, 1), (0, 3), (− 1, − 4)

(iii) (4, 5), (7, 6), (4, 3), (1, 2)

(i) Let the points (−1, −2), (1, 0), (−1, 2), and (−3, 0) be representing the vertices A, B, C, and D of the given quadrilateral respectively.

It can be observed that all sides of this quadrilateral are of the same length and also, the diagonals are of the same length. Therefore, the given points are the vertices of a square.

(ii)Let the points (− 3, 5), (3, 1), (0, 3), and (−1, −4) be representing the vertices A, B, C, and D of the given quadrilateral respectively.

It can be observed that all sides of this quadrilateral are of different lengths. Therefore, it can be said that it is only a general quadrilateral, and not specific such as square, rectangle, etc.

(iii)Let the points (4, 5), (7, 6), (4, 3), and (1, 2) be representing the vertices A, B, C, and D of the given quadrilateral respectively.

It can be observed that opposite sides of this quadrilateral are of the same length. However, the diagonals are of different lengths. Therefore, the given points are the vertices of a parallelogram.

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 6)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 6

Question 7:

Find the point on the x -axis which is equidistant from (2, − 5) and (− 2, 9).

We have to find a point on x -axis. Therefore, its y -coordinate will be 0.

By the given condition, these distances are equal in measure.

Therefore, the point is (− 7, 0).

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 7)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 7

Question 8:

Find the values of y for which the distance between the points P (2, − 3) and Q (10, y ) is 10 units.

It is given that the distance between (2, −3) and (10, y ) is 10.

Video Solution for Coordinate Geometry (Page: 161 , Q.No.: 8)

NCERT Solution for Class 10 math - Coordinate Geometry 161 , Question 8

Page No 162:

Question 9:.

If Q (0, 1) is equidistant from P (5, − 3) and R ( x , 6), find the values of x . Also find the distance QR and PR.

Therefore, point R is (4, 6) or (−4, 6).

When point R is (4, 6),

When point R is (−4, 6),

Video Solution for Coordinate Geometry (Page: 162 , Q.No.: 9)

NCERT Solution for Class 10 math - Coordinate Geometry 162 , Question 9

Question 10:

Find a relation between x and y such that the point ( x , y ) is equidistant from the point (3, 6) and (− 3, 4).

Point ( x , y ) is equidistant from (3, 6) and (−3, 4).

Video Solution for Coordinate Geometry (Page: 162 , Q.No.: 10)

NCERT Solution for Class 10 math - Coordinate Geometry 162 , Question 10

Page No 167:

Find the coordinates of the point which divides the join of (− 1, 7) and (4, − 3) in the ratio 2:3.

Let P( x , y ) be the required point. Using the section formula, we obtain

Therefore, the point is (1, 3).

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 1)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 1

Find the coordinates of the points of trisection of the line segment joining (4, − 1) and (− 2, − 3).

Let P ( x 1 , y 1 ) and Q ( x 2 , y 2 ) are the points of trisection of the line segment joining the given points i.e., AP = PQ = QB

Therefore, point P divides AB internally in the ratio 1:2.

Point Q divides AB internally in the ratio 2:1.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 2)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 2

Distance between these flags by using distance formula = GR

The point at which Rashmi should post her blue flag is the mid-point of the line joining these points. Let this point be A ( x , y ).

Therefore, Rashmi should post her blue flag at 22.5m on 5 th line.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 3)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 3

Find the ratio in which the line segment joining the points (− 3, 10) and (6, − 8) is divided by (− 1, 6).

Let the ratio in which the line segment joining (−3, 10) and (6, −8) is divided by point (−1, 6) be k : 1.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 4)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 4

Find the ratio in which the line segment joining A (1, − 5) and B (− 4, 5) is divided by the x -axis. Also find the coordinates of the point of division.

We know that y -coordinate of any point on x -axis is 0.

Therefore, x -axis divides it in the ratio 1:1.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 5)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 5

If (1, 2), (4, y ), ( x , 6) and (3, 5) are the vertices of a parallelogram taken in order, find x and y .

Let (1, 2), (4, y ), ( x , 6), and (3, 5) are the coordinates of A, B, C, D vertices of a parallelogram ABCD. Intersection point O of diagonal AC and BD also divides these diagonals.

Therefore, O is the mid-point of AC and BD.

If O is the mid-point of AC, then the coordinates of O are

If O is the mid-point of BD, then the coordinates of O are

Since both the coordinates are of the same point O,

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 6)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 6

Find the coordinates of a point A, where AB is the diameter of circle whose centre is (2, − 3) and B is (1, 4)

Let the coordinates of point A be ( x , y ).

Mid-point of AB is (2, −3), which is the center of the circle.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 7)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 7

The coordinates of point A and B are (−2, −2) and (2, −4) respectively.

Therefore, AP: PB = 3:4

Point P divides the line segment AB in the ratio 3:4.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 8)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 8

Find the coordinates of the points which divide the line segment joining A (− 2, 2) and B (2, 8) into four equal parts.

From the figure, it can be observed that points P, Q, R are dividing the line segment in a ratio 1:3, 1:1, 3:1 respectively.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 9)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 9

Let (3, 0), (4, 5), (−1, 4) and (−2, −1) are the vertices A, B, C, D of a rhombus ABCD.

Video Solution for Coordinate Geometry (Page: 167 , Q.No.: 10)

NCERT Solution for Class 10 math - Coordinate Geometry 167 , Question 10

Page No 170:

Find the area of the triangle whose vertices are:

(i) (2, 3), (− 1, 0), (2, − 4) (ii) (− 5, − 1), (3, − 5), (5, 2)

(i) Area of a triangle is given by

Video Solution for Coordinate Geometry (Page: 170 , Q.No.: 1)

NCERT Solution for Class 10 math - Coordinate Geometry 170 , Question 1

In each of the following find the value of ‘ k ’, for which the points are collinear.

(i) (7, − 2), (5, 1), (3, − k ) (ii) (8, 1), ( k , − 4), (2, − 5)

(i) For collinear points, area of triangle formed by them is zero.

Therefore, for points (7, −2) (5, 1), and (3, k ), area = 0

(ii) For collinear points, area of triangle formed by them is zero.

Therefore, for points (8, 1), ( k , −4), and (2, −5), area = 0

Video Solution for Coordinate Geometry (Page: 170 , Q.No.: 2)

NCERT Solution for Class 10 math - Coordinate Geometry 170 , Question 2

Find the area of the triangle formed by joining the mid-points of the sides of the triangle whose vertices are (0, − 1), (2, 1) and (0, 3). Find the ratio of this area to the area of the given triangle.

Let the vertices of the triangle be A (0, −1), B (2, 1), C (0, 3).

Let D, E, F be the mid-points of the sides of this triangle. Coordinates of D, E, and F are given by

Video Solution for Coordinate Geometry (Page: 170 , Q.No.: 3)

NCERT Solution for Class 10 math - Coordinate Geometry 170 , Question 3

Find the area of the quadrilateral whose vertices, taken in order, are (− 4, − 2), (− 3, − 5), (3, − 2) and (2, 3)

Let the vertices of the quadrilateral be A (−4, −2), B (−3, −5), C (3, −2), and D (2, 3). Join AC to form two triangles ΔABC and ΔACD.

Video Solution for Coordinate Geometry (Page: 170 , Q.No.: 4)

NCERT Solution for Class 10 math - Coordinate Geometry 170 , Question 4

You have studied in Class IX that a median of a triangle divides it into two triangles of equal areas. Verify this result for ΔABC whose vertices are A (4, − 6), B (3, − 2) and C (5, 2)

Let the vertices of the triangle be A (4, −6), B (3, −2), and C (5, 2).

Let D be the mid-point of side BC of ΔABC. Therefore, AD is the median in ΔABC.

However, area cannot be negative. Therefore, area of ΔABD is 3 square units.

However, area cannot be negative. Therefore, area of ΔADC is 3 square units.

Clearly, median AD has divided ΔABC in two triangles of equal areas.

Video Solution for Coordinate Geometry (Page: 170 , Q.No.: 5)

NCERT Solution for Class 10 math - Coordinate Geometry 170 , Question 5

Page No 171:

Determine the ratio in which the line 2 x + y − 4 = 0 divides the line segment joining the points A(2, − 2) and B(3, 7)

Let the given line divide the line segment joining the points A(2, −2) and B(3, 7) in a ratio k : 1.

This point also lies on 2 x + y − 4 = 0

Therefore, the ratio in which the line 2 x + y − 4 = 0 divides the line segment joining the points A(2, −2) and B(3, 7) is 2:9.

Video Solution for Coordinate Geometry (Page: 171 , Q.No.: 1)

NCERT Solution for Class 10 math - Coordinate Geometry 171 , Question 1

Find a relation between x and y if the points ( x , y ), (1, 2) and (7, 0) are collinear.

If the given points are collinear, then the area of triangle formed by these points will be 0.

This is the required relation between x and y .

Video Solution for Coordinate Geometry (Page: 171 , Q.No.: 2)

NCERT Solution for Class 10 math - Coordinate Geometry 171 , Question 2

Find the centre of a circle passing through the points (6, − 6), (3, − 7) and (3, 3).

Let O ( x , y ) be the centre of the circle. And let the points (6, −6), (3, −7), and (3, 3) be representing the points A, B, and C on the circumference of the circle.

On adding equation (1) and (2), we obtain

10 y = −20

y = −2

From equation (1), we obtain

3 x − 2 = 7

Therefore, the centre of the circle is (3, −2).

Video Solution for Coordinate Geometry (Page: 171 , Q.No.: 3)

NCERT Solution for Class 10 math - Coordinate Geometry 171 , Question 3

The two opposite vertices of a square are (− 1, 2) and (3, 2). Find the coordinates of the other two vertices.

Let ABCD be a square having (−1, 2) and (3, 2) as vertices A and C respectively. Let ( x , y ), ( x 1 , y 1 ) be the coordinate of vertex B and D respectively.

We know that the sides of a square are equal to each other.

∴ AB = BC

We know that in a square, all interior angles are of 90°.

In ΔABC,

AB 2 + BC 2 = AC 2

⇒ 4 + y 2 + 4 − 4 y + 4 + y 2 − 4 y + 4 =16

⇒ 2 y 2 + 16 − 8 y =16

⇒ 2 y 2 − 8 y = 0

⇒ y ( y − 4) = 0

⇒ y = 0 or 4

We know that in a square, the diagonals are of equal length and bisect each other at 90°. Let O be the mid-point of AC. Therefore, it will also be the mid-point of BD.

⇒ y + y 1 = 4

Therefore, the required coordinates are (1, 0) and (1, 4).

Video Solution for Coordinate Geometry (Page: 171 , Q.No.: 4)

NCERT Solution for Class 10 math - Coordinate Geometry 171 , Question 4

The class X students of a secondary school in Krishinagar have been allotted a rectangular plot of land for their gardening activity. Saplings of Gulmohar are planted on the boundary at a distance of 1 m from each other. There is a triangular grassy lawn in the plot as shown in the following figure. The students are to sow seeds of flowering plants on the remaining area of the plot.

(i) Taking A as origin, find the coordinates of the vertices of the triangle.

(ii) What will be the coordinates of the vertices of Δ PQR if C is the origin?

Also calculate the areas of the triangles in these cases. What do you observe?

(i) Taking A as origin, we will take AD as x -axis and AB as y -axis. It can be observed that the coordinates of point P, Q, and R are (4, 6), (3, 2), and (6, 5) respectively.

(ii) Taking C as origin, CB as x -axis, and CD as y -axis, the coordinates of vertices P, Q, and R are (12, 2), (13, 6), and (10, 3) respectively.

It can be observed that the area of the triangle is same in both the cases.

Video Solution for Coordinate Geometry (Page: 171 , Q.No.: 5)

NCERT Solution for Class 10 math - Coordinate Geometry 171 , Question 5

ratio of areas of two similar triangles)

Therefore, D and E are two points on side AB and AC respectively such that they divide side AB and AC in a ratio of 1:3.

Clearly, the ratio between the areas of ΔADE and ΔABC is 1:16.

Alternatively,

We know that if a line segment in a triangle divides its two sides in the same ratio, then the line segment is parallel to the third side of the triangle. These two triangles so formed (here ΔADE and ΔABC) will be similar to each other.

Hence, the ratio between the areas of these two triangles will be the square of the ratio between the sides of these two triangles.

Video Solution for Coordinate Geometry (Page: 171 , Q.No.: 6)

NCERT Solution for Class 10 math - Coordinate Geometry 171 , Question 6

Let A (4, 2), B (6, 5) and C (1, 4) be the vertices of ΔABC.

(i) The median from A meets BC at D. Find the coordinates of point D.

(ii) Find the coordinates of the point P on AD such that AP: PD = 2:1

(iii) Find the coordinates of point Q and R on medians BE and CF respectively such that BQ: QE = 2:1 and CR: RF = 2:1.

(iv) What do you observe?

(v) If A( x 1 , y 1 ), B( x 2 , y 2 ), and C( x 3 , y 3 ) are the vertices of ΔABC, find the coordinates of the centroid of the triangle.

(i) Median AD of the triangle will divide the side BC in two equal parts.

Therefore, D is the mid-point of side BC.

(ii) Point P divides the side AD in a ratio 2:1.

(iii) Median BE of the triangle will divide the side AC in two equal parts.

Therefore, E is the mid-point of side AC.

Point Q divides the side BE in a ratio 2:1.

Median CF of the triangle will divide the side AB in two equal parts. Therefore, F is the mid-point of side AB.

Point R divides the side CF in a ratio 2:1.

(iv) It can be observed that the coordinates of point P, Q, R are the same.

Therefore, all these are representing the same point on the plane i.e., the centroid of the triangle.

(v) Consider a triangle, ΔABC, having its vertices as A( x 1 , y 1 ), B( x 2 , y 2 ), and C( x 3 ,

Median AD of the triangle will divide the side BC in two equal parts. Therefore, D is the mid-point of side BC.

Let the centroid of this triangle be O.

Point O divides the side AD in a ratio 2:1.

Video Solution for Coordinate Geometry (Page: 171 , Q.No.: 7)

NCERT Solution for Class 10 math - Coordinate Geometry 171 , Question 7

Page No 172:

ABCD is a rectangle formed by the points A (− 1, − 1), B (− 1, 4), C (5, 4) and D (5, − 1). P, Q, R and S are the mid-points of AB, BC, CD, and DA respectively. Is the quadrilateral PQRS is a square? a rectangle? or a rhombus? Justify your answer.

It can be observed that all sides of the given quadrilateral are of the same measure. However, the diagonals are of different lengths. Therefore, PQRS is a rhombus.

Video Solution for Coordinate Geometry (Page: 172 , Q.No.: 8)

NCERT Solution for Class 10 math - Coordinate Geometry 172 , Question 8

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In order to conduct Sports Day activities in your School, lines have been drawn with chalk powder at a distance of 1 m each,

In order to conduct Sports Day activities in your School, lines have been drawn with chalk powder at a distance of 1 m each, in a rectangular shaped ground ABCD, 100 flowerpots have been placed at a distance of 1 m from each other along AD, as shown in given figure below. Niharika runs 1/4 th the distance AD on the 2nd line and posts a green flag. Preet runs 1/5 th distance AD on the eighth line and posts a red flag

1. Find the position of green flag

b) (2,0.25)

d) (0, -25)

2. Find the position of red flag

3. What is the distance between both the flags?

4. If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, where should she post her flag?

a) (5, 22.5)

d) (2.5,20)

5. If Joy has to post a flag at one-fourth distance from green flag ,in the line segment joining the green and red flags, then where should he post his flag?

a) (3.5,24)

b) (0.5,12.5)

c) (2.25,8.5)

coordinate geometry

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1. a) (2,25)

Position of green flag = Point G

2. c) (8,20)

Position of green flag = Point R

Distance between both flages = RG

4. a) (5, 22.5)

Since Rashmi had to post a blue flag exactly halfway between the line segment joining the two flags

It will be the mid-point of RG

Thus, our diagram looks like

Substituting the value in the formula

∴ Rashmi (x,y) = (5,22.5)

5. a) (3.5,24)

Now, Joy had to post a flag at one-fourth distance from green flag, in the line segment joining the green and red flags

Distance between Green Flag & joy

= 1/4 x Distance between Green and Red Flag

GJ = 1/4 x GR

Thus, joy divides GR in the ratio 1: 3

Required Point = (3.5, 23.75)

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Case Based Questions Test: Coordinate Geometry - 2 - Class 10 MCQ

10 questions mcq test - case based questions test: coordinate geometry - 2, direction: read the following text and answer the below questions: in order to conduct sports day activities in your school, lines have been drawn with chalk powder at a distance of 1 m each, in a rectangular shaped ground abcd, 100 flowerpots have been placed at a distance of 1 m from each other along ad, as shown in given figure below. niharika runs 1/4th the distance ad on the 2nd line and posts a green (g) flag. preet runs 1/5th distance ad on the eighth line and posts a red (r) flag. if joy has to post a flag at one-fourth distance from green flag, in the line segment joining the green and red flags, then where should he post his flag .

A. (3.5,24)
B. (0.5,12.5)
C. (2.25,8.5)

Direction: Read the following text and answer the below questions: In order to conduct Sports Day activities in your School, lines have been drawn with chalk powder at a distance of 1 m each, in a rectangular shaped ground ABCD, 100 flowerpots have been placed at a distance of 1 m from each other along AD, as shown in given figure below. Niharika runs 1/4th the distance AD on the 2nd line and posts a green (G) flag. Preet runs 1/5th distance AD on the eighth line and posts a red (R) flag. Find the position of red flag

D. (8, 0.2)

Position of red flag = Point R

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Direction: Read the following text and answer the below questions: In order to conduct Sports Day activities in your School, lines have been drawn with chalk powder at a distance of 1 m each, in a rectangular shaped ground ABCD, 100 flowerpots have been placed at a distance of 1 m from each other along AD, as shown in given figure below. Niharika runs 1/4th the distance AD on the 2nd line and posts a green (G) flag. Preet runs 1/5th distance AD on the eighth line and posts a red (R) flag. If Rashmi has to post a blue flag exactly halfway between the line segment joining the two flags, where should she post her flag ?

A. (5, 22.5)
B. (10, 22)
C. (2, 8.5)
D. (2.5, 20)

Direction: Read the following text and answer the below questions:

In order to conduct Sports Day activities in your School, lines have been drawn with chalk powder at a distance of 1 m each, in a rectangular shaped ground ABCD, 100 flowerpots have been placed at a distance of 1 m from each other along AD, as shown in given figure below. Niharika runs 1/4th the distance AD on the 2nd line and posts a green (G) flag. Preet runs 1/5th distance AD on the eighth line and posts a red (R) flag.

Find the position of green flag

B. (2, 0.25)
D. (0, –25)

Position of green flag = Point G

What is the distance between both the flags ?

Position of Red flag = (8, 20)

Distance between both the flags

Direction: Read the following text and answer the below questions: The diagram show the plans for a sun room. It will be built onto the wall of a house. The four walls of the sun room are square clear glass panels. The roof is made using, l

Four clear glass panels, trapezium in shape, all of the same size l

One tinted glass panel, half a regular octagon in shape

Refer to front view, if a point (x, y) is equidistant from the Q(9, 8) and S(17, 8), then

A. x + y = 13
B. x – 13 = 0
C. y – 13 = 0
D. x – y = 13

PQ 2 = PS 2

or, (x – 9) 2 + (y – 8) 2

= (x – 17) 2 + (y – 8) 2

or, x – 13 = 0

Refer to front View, the distance of the point P from the y-axis is:

Refer to front view, find the co-ordinates of the point which divides the line segment joining the points A and B in the ratio 1 : 3 internally.

A. (8.5, 2.0)
B. (2.0, 9.5)
C. (3.0, 7.5)
D. (2.0, 8.5)

The coordinates of B = (4, 10)

Also, m = 1 and n = 3

Refer to Top View, find the mid-point of the segment joining the points J(6, 17) and I(9, 16).

A. 33/2 , 15/2
B. 3/2 , 1/2
C. 15/2 , 33/2
D. 1/2 , 3/2

Refer to front view, the distance between the points A and S is

S's coordinates = (15, 8)

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Important Questions for Case Based Questions Test: Coordinate Geometry - 2

Case based questions test: coordinate geometry - 2 mcqs with answers, online tests for case based questions test: coordinate geometry - 2.

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This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between 2017 and 2019. The preschool had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers. Empirical materials were collected from observations of educational activities at two events, as well as group discussions with teachers and the preschool head teacher. Findings show that the interconnectedness of, and interdependencies between, the environmental, social, and, to some extent, economic aspects of sustainable development were present in educational practices of the preschool. They also indicate that young children, with support and encouragement from their teachers, can take responsibility for activities that are meaningful to them. In this preschool, children’s opinions were respected, and they were given the opportunity to participate in decision-making activities of relevance to their lives.

Introduction

Although the United Nations ( UN, 2015 , p. 17) 2030 Agenda for Sustainable Development emphasizes the importance of quality education and lifelong learning for all children, knowledge and understanding as to how to ensure quality in early childhood education for sustainable development (ESD) remain limited. For young children to become active global citizens, ESD has been identified as a significant tool in the achievement of sustainable development goals (SDGs; UN, 2015 ). A main ESD starting point in early childhood education is both to view children as active agents and stakeholders for the future and to ensure their involvement ( Barratt Hacking, Barratt, & Scott, 2007 ; Davis, 2008 , 2015 ; Pramling Samuelsson, 2011 ). With regard to integrating sustainable development into early childhood education, the new Swedish preschool curriculum Lpfö18 explicitly states that “ Education should give children the opportunity to acquire an ecological and caring approach to their surrounding environment and to nature and society ” ( Skolverket, 2018a , p. 10).

The new curriculum supports a holistic approach that addresses the environmental, social, and economic dimensions of sustainability ( Borg & Pramling Samuelsson, 2019 ). The environmental dimension focuses on issues related to climate change, disaster prevention, and natural resources; the social dimension emphasizes human rights, gender equity, health, and cultural diversity; and the economic dimension addresses poverty reduction, consumption, market economy, corporate responsibility, and and accountability ( UNESCO, 2005 ). According to the curriculum, it is the task of preschool to lay the foundation for lifelong learning for all children. In cooperation with the child’s home, the preschool should help children to become active and responsible members of society ( Skolverket, 2018a ).

The European Union (EU) recommends that educational institutions at all levels should strive to be sustainable organizations by integrating the principles of sustainable development into policy and practice ( EU, 2010 ). In a school context, the EU ( 2010 , p. 5) proposes “ the active participation of all stakeholders: school leaders, teachers, pupils, the school board, administrative and supportive staff, parents, NGOs, the local community and business .” ESD has become increasingly significant for educators throughout the world, particularly since the adoption of the 17 SDGs ( UN, 2015 ), in which quality education was identified as being significant for the achievement of other SDGs.

Although Sweden is considered to be a leading country when it comes to integrating ESD into policy documents and implementing policy, there is a lack of research in the field of early childhood ESD ( Breiting & Wickenberg, 2010 ; Persson, 2008 ). With its purpose to advance this field, this paper presents findings from a case study intended to develop understanding about the educational practices of ESD at a preschool in Sweden. This paper highlights the preschool’s work with two themes: The Health of People and the Planet and Human and Animal Societies . The following research questions were explored:

– Does the preschool integrate environmental, social and economic dimensions of sustainable development into its educational practices? If so, how?
– How do preschool teachers ensure the active participation of all stakeholders: for example, children, parents, and local communities?

In this article, teacher refers to both certified teachers and childminders. Furthermore, the terms sustainable development and sustainability are used synonymously throughout.

At a glance: Eco-certified preschool

In Sweden, preschool refers to a public or private educational institution for children who have not yet started their formal schooling. Regardless of family income or background, all children can attend preschool from the age of 1 year; from the fall of the year, they turn 3, they are entitled to 3 hr of free preschool education a day ( Skolverket, 2018b ). These children are usually between 1 and 5 years old. According to Statistics Sweden (Statistiska centralbyrån), in 2018, approximately 518,000 children were enrolled in 9,800 preschools, 72% of which were run by the municipality ( Skolverket, 2018b ). However, there are also preschools that are run by companies, parent cooperatives, and non-profit organizations. Regardless of owner, the education services are made available by the municipalities, which allocate funding to all preschools within their local community ( Ärlemalm-Hagsér & Engdahl, 2015 ). From the age of 6 years, all children must attend compulsory preschool class. A preschool class is a separate type of school that is free of charge. The intention with the preschool class is that it serves as a transition between preschool and primary school. All municipalities are responsible for providing 3 hr of preschool education for children ( Skolverket, 2019b ).

The first national curriculum for preschool came into force in 1998, when preschool became part of the Swedish education system under the Swedish National Agency for Education. Environmental education, which includes gardening, outdoor play, going out in the forest, etc., has always been an integral part of preschool education in Sweden ( Halldén, 2011 ). For the first time, the new preschool curriculum (Lpfö 18) explicitly includes sustainable development in its text ( Skolverket, 2018a ). This means that preschools are now required to integrate ESD into their educational practices.

Preschools in Sweden can be awarded two different types of eco-certification: one is “Green Flag” by the Keep Sweden Tidy ( Håll Sverige Rent, 2019a ), that is a part of the eco-preschool programs of the Foundation for Environmental Education; the other is “Preschool for Sustainable Development” certification ( Skolverket, 2019a ), which is awarded by the Swedish National Agency for Education. Approximately, 1,500 preschools in Sweden are “Green Flag”-certified ( Håll Sverige Rent, 2019a ), and 215 preschools have a “Preschool for Sustainable Development” certificate ( Skolverket, 2019a ). The eco-certified preschools’ activities are adapted to the Swedish school system, and their educational programs are often based on a whole-school approach to ESD ( Henderson & Tilbury, 2004 ; Posch, 1999 ). A whole-school approach to ESD is when “ an educational institution includes sustainability principles in every aspect of school life. This includes teaching content and methodology, school governance and cooperation with partners and the broader communities as well as campus and facility management ” ( UNESCO, 2017 , p. 2). There is a great need for research on the implementation of ESD in preschools, which is the focus of this paper.

Background of the Study

This case study was part of a preschool development project aimed at developing preschool teachers’ professional competence in ESD. It also aimed to investigate the impact of the project on teachers’ knowledge, attitudes, and practices concerning ESD. The project was developed in collaboration with a preschool head teacher, two preschool teachers, and two leaders who work with education department in a municipality in Sweden. In 2017, a baseline survey was conducted among preschool teachers in the municipality to explore their needs and their expectations from the project. The findings revealed that 66% of the preschool teachers did not have any education or training in ESD. In 2017–2019, three professional development workshops on ESD were held by researchers as part of this project. About 150 teachers from 18 preschools took part in each workshop. The workshops took up the following:

– Introduction to sustainable development and ESD.
– The holistic approach to ESD addressing the environmental, social, and economic dimensions.
– The rationale for ESD in early childhood education.
– Introduction to the global goals and Agenda 2030 for Sustainable Development ( UN, 2015 ).
– National policy documents with a focus on the new curriculum for preschool Lpfö 2018.
– The process of working with ESD with young children.

An ESD network was established by preschool teachers in the municipality, where they discuss teaching issues, and progress and challenges related to ESD, and where they provide each other with practical tips. The researcher (author of this article) was present at two ESD network meetings.

Conceptualization of ESD in Preschool Education

The global sustainable development agenda emphasizes the need for education that incorporates new knowledge to deal with such complexities and uncertainties as poverty, gender inequality, climate change, natural disaster, and inequalities within and between individuals and countries ( UN, 2015 ). Raising awareness about the critical condition of the planet is not enough to change the behavior of the individual or his/her values; rather, there is a need for alternative forms of education and learning that result in action competent individuals ( Mogensen & Schnack, 2010 ; Wals & Corcoran, 2012 ). The suggestion is that ESD is an effective teaching approach that takes different perspectives, views, and values into account ( Öhman, 2008 ), since ESD supports transformative learning that leads to changes in the surrounding world ( Blake, Sterling, & Goodson, 2013 ).

The findings from studies in whole-school approaches indicate positive outcomes in relation to children’s learning for ESD and improved educational practices at preschools ( Chan, Choy, & Lee, 2009 ; Davis, 2005 ; Lewis, Mansfield, & Baudians, 2010 ; Mackey, 2012 ). A whole-school (institutional) approach to ESD deals with the integration of sustainable development in daily educational practices throughout curriculum in a holistic manner, which includes all levels and parts of school organization instead of teaching sustainable development as an isolated topic ( Hargreaves, 2008 ; Henderson & Tilbury, 2004 ).

Studies have shown that teachers play significant roles in the development of young children’s verbal and practical knowledge about sustainable development issues by involving them in different activities, such as interactive plays, conversations, discussions, and outdoor and indoor activities ( Borg, 2017a ; Davis, 2005 ; Lewis et al., 2010 ; Mackey, 2012 ). Yet, there is little ESD material and few inspiring examples of ESD in practice at the preschool level in particular ( Borg, Gericke, Höglund, & Bergman, 2012 ; Hedefalk, Almqvist, & Östman, 2015 ).

According to Bruner ( 1960 ), the social environment and social interactions are important when it comes to children’s learning. Bruner ( 1966 ) argues that the involvement of adults – for example, teachers – and knowledgeable peers plays an important role in children’s learning because they can make a great difference in the learning process by making the information appropriate to each child’s current level of understanding. He further states that children are active participants in learning and that they are capable of learning many complex issues, if the instructions are organized appropriately ( Bruner, 1960 ). Since it is preschool teachers who face the challenge of integrating all complex aspects of ESD into daily educational activities, they need to understand what they are communicating, how to go about it, and crucially why they are doing so in the first place ( Vare & Scott, 2007 ).

In preschool education practices of ESD, “The Seven RE-Words” (the 7Rs) are used. The 7Rs framework was originally introduced by the Brundtland Commission in Our Common Future ( 1987 ); it was then further developed by the World Organization for Early Childhood Education World Assembly (OMEP; Engdahl & Rabušicová, 2011 ) with the intention of supporting ESD practices at the preschool level (Table 1 ).

The 7Rs are described in relation to concentric circles where society and the economy are shown to be embedded in the wider environmental circle

Note. This model depicts the need for setting boundaries for a sustainable society and economy within environmental limits ( Elliott, 2013 ). Source of 7Rs: OMEP project about ESD.

These 7Rs together represent three dimensions of sustainable: for example, Respect, Reflect , and Rethink refer to the social dimension; Reuse and Reduce relate to the environmental dimension; and Recycle and Redistribute highlight the economic dimension ( OMEP, 2011 ). They describe specific approaches that children can adopt in their local environments and that tie closely with the global values of respect, equity, and diversity ( UNESCO, 2012 ).

A Case Study of a Green Flag Preschool

This case study was conducted between 2017 and 2019 at a preschool that was part of the preschool development project described above (see section “Background of the Study”) by a researcher (the author) at a university in Sweden. Since 2009, this particular preschool has met the requirements for Green Flag certification. Its journey with ESD began with a passionate and committed preschool teacher (Marit), who has always been interested in integrating sustainable development issues into daily preschool educational activities. Her ESD work with young children inspired other colleagues and gradually they themselves became active with ESD. At present, the entire preschool is actively engaged in the Green Flag program, and the preschool has received several awards from its municipality for the quality of its education activities.

A Green Flag-certified preschool usually works with different themes published on the homepage of the Keep Sweden Tidy Foundation ( https://www.hsr.se/exempelsamling/sok-exempel-forskolan ). Green Flag certification is a quality assurance of ESD work. The criteria for certification are as follows: linking to the global SDGs, implementing different educational methods, working in a democratic manner, ensuring the involvement of children, and making the work visible outside the preschool ( Håll Sverige Rent, 2019b ).

In the beginning of the school development project, the preschool teachers attended 3 days of educational workshops to learn about sustainable development, ESD, Agenda 2030 for Sustainable Development, the 17 SDGs, and pertinent policy documents in Sweden (including the new preschool curriculum). In addition to these workshops, two group discussions about the holistic approach to ESD were held by the researcher at the studied preschool. All teachers and the preschool head teacher attended both group discussions.

Data collection and analysis

The preschool in this study had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers, 2 of whom were childminders. One unit was for younger children ( n = 22) aged 1–3 years, and the other was for older children ( n = 14) aged 4–6 years.

This case study was carried out “with” and “for” the teachers rather than being “about” and “on” the teachers ( Heron & Reason, 2001 ). The reason for this was to explore real activities at the preschool ( Cohen, Manion, & Morrison, 2011 ). The researcher did not plan or propose any activities; rather, she observed things as they happened and then had informal conversations with the teachers, so as to understand their perspectives, views, and justifications. The empirical material was generated through observations of teachers’ ESD work with children; group discussions with teachers, and the preschool head teacher; two ESD network meetings with teachers (December 18, 2017 and October 15, 2018); attendance at two events (Earth Hour on March 24, 2018 and a vernissage of children’s work on May 22, 2019); reading the preschool’s Green Flag reports; and attendance at the preschool’s planning meetings.

The researcher read the empirical materials, which included notes from observations of preschool teachers’ ESD work, as well as notes from meetings and group discussions, more than once to ensure familiarization with the data. “The Seven RE-Words” (the 7Rs) were used while coding and analyzing data. To understand ESD practices in this preschool, we used relevant policy documents, findings from empirical studies, and the 7Rs to discuss the findings (see section “Conceptualization of ESD in Preschool Education”).

The preschool voluntarily consented to participate in this study when it agreed to be part of the school development project. This study followed the codes and regulations of “Good Research Practice” ( Vetenskapsrådet, 2017 ) concerning the informed consent of participants, confidentiality, and use of information for the study.

To inform the guardians of the children about the presence of a researcher in the preschool, an information letter with a photo of the researcher was posted on the notice board at the preschool. It was believed that in this way, the guardians would be aware of the project and be able to identify the researcher when she was at the preschool.

The study procedures were carried out in accordance with the Declaration of Helsinki. Since it is a school development and research project, all preschools and teachers consented their participation in the study in the beginning of the project. The teachers were informed that their participation in this case study was completely voluntary and that all research data about them, the preschool, and the participating municipality would be handled confidentially. They could discontinue or withdraw from the study at any time without providing a reason. Moreover, they were informed that data collected for this study would be used only for research purposes, conferences, teaching programs, and scientific publications. The study did not include any sensitive information about the participants.

The study did not collect any sensitive information or personal details about the participants. The study was registered under the General Data Protection Regulation at the university where the author is employed. All names were removed from the list of participants after data were analyzed and the final project report had been prepared. Fictive names are used to anonymize the identity of all participants.

Findings of the Case Study

The preschool in this study works with different themes for a certain length of time: for example, 6–12 months. The teachers integrate ESD into their planning, in which they seem to engage children and prioritize their choices.

In the following, the findings of this study are presented under two themes. The data for Theme 1 were collected from observations of the preschool’s educational activities and the event Earth Hour, informal discussions, and group discussions with preschool teachers; the data for Theme 2 were collected from conversations with preschool teachers and observation of the vernissage of children’s work. To anonymize the illustrations, the names of children and places have been deleted.

Theme 1: The health of people and the planet

In 2017 and 2018, the preschool teachers focused on the theme “ The Health of People and the Planet ” for which they combined three Green Flag themes: Lifestyle and Health, Litter and Waste, and Climate and Energy instead of working with each theme separately. With guidance and support from the teachers, the children actively participated in selecting content and planning different activities. Although the issues related to environmental and social dimensions of sustainability were obvious for all teachers in that preschool, the economic dimensions were found challenging by the teachers.

The teachers were instrumental in encouraging children’s participation by facilitating their involvement in activities using songs, stories, dramas, plays, films, illustrations, drawings, and experiments. They also helped children to take part in informal talks in groups. For example, one teacher (Anna, preschool teacher) read a book that was about the importance of friendship. The story was used to initiate a conversation with the children about how to be a good friend, about different animals and their lives, and about how to take care of the environment. A brief description of the activities with some of the children’s illustrations is presented below.

People’s health

The teachers initiated activities by asking the children, “ What do our bodies need to be healthy? ” (Figure 1 ). The children answered, “ Our bodies need food ,” “ We have to play ice-hockey ,” “ We need clean air and oxygen ,” “ We should drink lemonade and water ,” “ We must play ,” “ People should spend time in nature ,” and “ Walking is good exercise .” Some of the children responded that “ We must run and jump .” Gradually, the conversation led to a drawing activity. The children worked with their friends in small groups and drew pictures of different activities and food items that they identified as being healthy. According to some of the children, “ We need to eat nutritious food, such as carrots, cucumbers, tomatoes, salad, meat, bell peppers and apples. We have to drink a lot of water. We need to play and be active. ” The children also felt that having a house or a tent is important for good health.

What do our bodies need to be healthy?

Citation: Hungarian Educational Research Journal 9, 4; 10.1556/063.9.2019.4.52

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The health of planet Earth

The teachers showed an illustration of a group of children beside a large globe (see Figures 1 and 2 ) and asked the preschool children what the children in the illustration were doing and why. The preschool children responded that the earth is dirty, so the children are cleaning it.

What does the earth need to be healthy?

The teachers then connected the health of human beings with the health of the planet by asking, “ What does the earth need to be healthy? How can we help the earth? ” The children pondered this, and then drew their thoughts and ideas on paper. The teachers wrote down the verbal responses of the children in their drawings (see examples in Figures 2 and 3 ).

How can we help the earth?

According to the children, “ We need trees to keep the earth healthy. We should take care of trees because they clean the air. The earth wants clean air .” Other responses were: “ The earth wants to be clean. We can help the earth be clean by picking up litter ,” “ We can ride cycle instead of taking cars to reduce pollution ,” “ We should not waste water. We must turn off the tap and switch off lights when we go out to save energy .” Some children wanted to help the earth by “ buying food that is grown in Sweden and in local places ” (the name of the municipality is deleted in the illustration for the sake of anonymity) and by “ recycling .”

The children made toy cars out of empty milk packets, egg packets, plastic lids, and old paper, and then colored their handmade toy cars with pens (see Figure 4 ). In most cases, the children talked about what they could do to help the earth be healthy, and they also wanted to take responsibility as a step toward making the earth a better place to live.

Handmade toy cars

Theme 2: Human and animal societies

In 2018–2019, teachers and those children in their final year at preschool decided to host an evening vernissage of their work at the preschool. The theme of the vernissage was Human and Animal Societies , which was inspired by the two Green Flag themes: “City/Town and Society” and “Animals and Nature.” Under this theme, the teachers integrated the environmental, social, and economic dimensions in a clear and organized way. Constantly, they connected the themes with relevant SDGs of the Agenda 2030 for Sustainable Development: for example, Good Health and Well-Being (goal 3), Sustainable Cities and Communities (goal 11), and Climate Action (goal 13) ( UN, 2015 ).

The children’s parents, the preschool head teacher, local politicians, friends, and others were invited to attend the vernissage of the children’s work. The past-year preschool children hosted the vernissage themselves, and the teachers supported them in the background. One teacher (Anna) explained that “ We have worked many hours together with the children on this vernissage. The children are so excited .”

The guests were welcomed by the children, who took turns showing the guests the town they had constructed, their handmade toys, paper dolls, and illustrations. They gave explanations and answered guests’ questions.

The children were aware of the facilities they have in their community – for instance, the supermarket where they buy food, healthcare centres, hospitals, fire brigade, police station, bus stop, train station, preschool, school, etc. They worked individually as well as in groups . (Marit, preschool teacher)

What does our town have?

One preschool teacher (Ulla) explained the importance of democracy in any society, stating how at the preschool they work a lot with democracy, as well as norms and values (see Figure 6 ), which have always been an integral part of the Swedish preschool curriculum. The preschool teacher (Ulla) continued to say that not only they worked with democracy with the children, but that they also made sure that children’s voices were heard and their opinions respected.

Norms and values in humans’ society

One preschool teacher (Anna) described how “ We connected human society with the society of animals .” The children stuck pictures of different wild animals onto a piece of paper (see Figure 7 ). They watched short films of animals – their lives and their societies. They learned the names of different animals, and they learned about their lifestyles and food chains. The importance of forests and of taking care of the environment were also included in the work.

Animal society

We play with the different toys that the children made themselves, for examples, cars, buses, trains, bicycles. They (the children) come to us to show us the toys they have made. We talk about the environmental impact of using different types of transport . (Anna, preschool teacher)

In a group discussion, the teachers explained that at this particular preschool, teachers always ask children what they would like to do. The children decide something that they like and then the teachers plan the activities together. They explained that “ We respect children’s opinions and listen to their ideas .” The teachers watch YouTube films, read books, go out into nature, and do experimental work. One teacher (Marit) stated that “ We have a Green Flag Advisory Board that is led by children. It helps children to be responsible and to build self-esteem .”

In this paper, we discuss the findings of this case study in relation to the 7Rs framework, holistic approaches to ESD, as well as related literature, while addressing the extent to which the preschool teachers adapted their teaching practices to accommodate these aspects.

Implementation of ESD: The interconnectedness of humans and nature

The findings indicate that, to a great extent, the teachers connected the environmental, social, and economic dimensions of sustainability in their work using the themes “ The Health of People and the Planet ” and “ Human and animal societies ” to show the interconnected systems of humans and nature. As with previous studies ( Ärlemalm-Hagsér, 2013 ; Davis, 2008 ), this case study demonstrates that the economic dimension was difficult for teachers to implement in their teaching. In this study, teachers related the economic aspects to reduce (mainly in terms of reducing water and electricity consumption), and to recycle and reuse (mainly in terms of recycling and reusing plastic, paper, and natural resources).

The Swedish curriculum for preschool emphasizes that “ Children should also be given the opportunity to develop knowledge about how the different choices that people make can contribute to sustainable development – not only economic, but also social and environmental ” ( Skolverket, 2018a , p. 10). As children are the bearers of norms and values that shape future societies ( Eagly & Chaiken, 1993 ; Hofstede, Hofstede, & Minkov, 2010 ), it is important that they are aware of their surrounding society.

Studies on young children’s understanding of economy and society have shown that by the age of 6 years, they have started to develop an awareness about social and economic issues ( Barrett & Short, 1992 ; Borg, 2017b ). Therefore, preschool can be an important place to begin addressing simple economic issues that children deal with in their daily lives ( Borg, 2017b , 2017c ).

Implementation of ESD: Content and methods

When young children are involved in making decisions that affect their lives, including those decisions regarding sustainability and the natural environment, they are capable of contributing to the decision-making that leads them to purposeful action . ( Mackey, 2012 )

Similarly, Davis ( 2008 , p. 7) argues that young children are able to critically respond to sustainability issues and that they “ can be proactive participants in educational and environmental decision-making – as initiators, provocateurs, researchers and environmental activists .”

In this study, the preschool teachers used various teaching methods to teach sustainability such as playful interactions, informal conversations between teacher and children, drawing and painting, watching short YouTube films, reading children’s books, acting out scenes, discussing in pairs and in groups, and having outdoor and indoor activities. According to Pramling Samuelsson ( 2011 ), ESD can be both “ content (the object of learning) and a way of working with children (the act of learning) in the early years .” By combining different themes with various teaching methods, the preschool teachers in this study seemed to create lively and new dimensions in their work. This is consistent with what Pramling Samuelsson and Johansson ( 2006 , p. 63) argue for – that is to say, that teachers need to have respect for children’s world of play to make the preschool a place for meaningful and joyful learning.

Implementation of ESD: Transformative learning

Researchers ( Davis, 2008 ; Singer-Brodowski, Brock, Etzkorn, & Otte, 2019 ) have stated that implementing ESD in preschool education is not easy because it requires a great level of collaboration within the entire school if it as an organization is to have a culture of sustainability. There is still a long way to go when it comes to the implementation of ESD in preschool education; however, steps have been taken. Consistent with Jackson’s ( 2007 ) and Davis’s ( 2008 ) findings, this study found that integrating sustainability within a preschool can result from an individual teacher’s passion for sustainability. This was the case with the preschool in this study, where over time other teachers became both inspired and involved in ESD activities. The teachers mentioned that after they attended the competence development training/workshops, they learned more about the three dimensions of sustainable development and the global SDGs, which helped them to see how their work relates to them.

There were many people involved in the vernissage: not only the children and the teachers, but also parents, politicians, friends, and colleagues. This was to make visible the preschool activities to outside society, which is a transformative approach. This type of innovative event may be used as an example for other preschools.

The findings of this study also indicate that the environmental, social and, to some extent, economic aspects of sustainable development were interconnected and interdependent in educational activities of the preschool. Young children, with support and encouragement from their teachers, can take responsibility for activities that are meaningful to them. In this preschool, children’s opinions were respected, and they were afforded the opportunity to participate in decision-making activities that related to their lives.

Acknowledgements

The author would like to thank all participating preschool teachers, childminders, and preschool head teachers who voluntarily contributed to this study. The author gratefully acknowledges the use of the illustrations and paintings of the children that describe the themes. She would also like acknowledge the valuable comments and suggestions provided by Dr. Johan Borg, Dalarna University, which helped to improve the quality of the text. Furthermore, the author is grateful to the editors and reviewers for their constructive comments on this paper. The author gratefully acknowledges the financial support provided by the School Development Fund of the Pedagogiskt Utvecklingscentrum Dalarna (PUD), Sweden (reference number: HDa 4.2-2017/658). The author declares no conflict of interest.

About the Author

FB, PhD, is an Assistant Professor in Educational Work and is also the Head of Early Childhood Education Collegium at Dalarna University in Sweden. At present, she is leading a nationwide study project titled “Eco-certified Preschools and Children’s Learning for Sustainability: Researching Holistic Outcomes of Preschool Education for Sustainability” (HOPES; 2019–2022), funded by the Swedish Research Council. She has also been leading a school development and research project (2017–2019) that focuses on improving preschool teachers’ competence in ESD.

This is a single-authored paper written based on a case study conducted by the author herself. All data were collected and analyzed by the author.

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Tamas Bereczkei (University of Pécs, Hungary)
Mark Bray (University of Hong Kong, Hong Kong)
John Brennan (London School of Economics, United Kingdom)
Carmel Cefai (University of Malta, Malta)
Laszlo Csernoch (University of Debrecen, Hungary)
Katalin R Forray (HERA Hungarian Educational Research Association, Hungary)
Zsolt Demetrovics (Eötvös Loránd University, Budapest, Hungary)
Zsófia Garai-Takács (University of Edinburgh, United Kingdom)
Csaba Jancsák (University of Szeged, Hungary)
Gabor Halász (Eötvös Loránd University, Budapest, Hungary)
Stephen Heyneman (Vanderbilt University, Nashville, USA)
Katalin Kéri (University of Pécs, Hungary)
Marek Kwiek (Poznan University, Poland)
Joanna Madalinska-Michalak (University of Warszawa, Poland)
John Morgan (Cardiff University, United Kingdom)
Roberto Moscati (University of Milan-Bicocca, Italy)
Guy Neave (Twente University, Enschede, the Netherlands)
Andrea Ohidy (University of Freiburg, Germany)
Bela Pukanszky (University of Szeged, Hungary)
Gabriella Pusztai (University of Debrecen, Hungary)
Peter Toth (HERA Hungarian Educational Research Association, Hungary)
Juergen Schriewer (Humboldt University, Berlin, Germany)
Ulrich Teichler (University of Kassel, Germany)
Voldemar Tomusk (Estonian Academy of Sciences, Tallin, Estonia)
Horst Weishaupt (DIPF German Institute for International Educational Research, Frankfurt a.M, Germany)
Pavel Zgaga (University of Ljubljana, Slovenia)

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Hungarian Educational Research Journal
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Green Flag: Delivering fast and stress-free roadside assistance to customers, wherever they are

About Green Flag

Part of the Direct Line Group, Green Flag is a British roadside assistance and recovery service operating a smart network of rescue specialists to help stranded customers across the UK and Europe.

Tell us your challenge. We're here to help.

About Web Geo Services

Google Cloud Premier Partner Web Geo Services supports a wide range of international companies to optimize the deployment of Google Maps Platform in high value-added applications.

By leveraging Google Maps Platform, Green Flag uses location data to determine where customers are when they need help, creating a stress-free customer journey and providing roadside assistance faster.

Enables a stress-free customer journey by not requiring them to provide an address to receive help
Easily determines where customers are stranded by querying points of interest near them
Speeds up the delivery of roadside assistance with optimized route calculation that helps technicians reach customers in need

Helps locate stranded customers to assist them faster

Picture this: You’re on your way to an important appointment, to pick up kids from school, or to catch a train, and you find yourself stranded instead, blocking traffic in your broken car. How do you get help? First, you need to understand your location. Unfortunately, that’s not as easy to determine when caught off-guard somewhere unfamiliar. If that’s the case, being asked ‘where are you?’ places the onus on you to determine where you are, which only adds tension to an already stressful situation. Picking up on this insight, roadside assistance and vehicle recovery provider Green Flag is able to remove that stress from its customers.

“Our mission is to make our customers’ lives easier, and that starts when they call us for help,” says Blanche Oseland, Digital Platform Product Manager at Green Flag. “Our front-line support team has understood that if the question ‘where are you?’ is difficult to answer, it only adds another layer of tension for our customers. On top of having to deal with the incident they now worry about keeping you waiting on the line while they try to find themselves on a map or walk around looking for road signs. And that’s simply not the kind of experience we want for them,” she explains.

“Accurate, timely location data helps us to determine where our customers are when they need help. For this, we wanted to partner with a mature location platform that gives us flexibility to switch features on and off as we develop our infrastructure, and Google Maps Platform is a clear winner.”

To address this challenge, Green Flag decided to leverage location data instead of asking customers for an address. The company wanted to query generic landscape descriptors that could help them determine where to send help faster without adding any stress to the customer journey. To access the data and tools needed to enable this service, Green Flag turned to Google Maps Platform .

“Accurate, timely location data helps us to determine where our customers are when they need help. For this, we wanted to select a mature location platform that gives us flexibility to switch features on and off as we develop our infrastructure, and Google Maps Platform is a clear winner,” explains Shakeel Butt, Technology and Delivery Lead at Green Flag, of the decision.

Designing a road map for helping customers faster

It all officially started in 2018, when the arrival of a new Managing Director led Green Flag to reassess its goals and ambitions as a business. Shakeel, who was already in charge of providing the technology to support the business, realized that it was time to reassess the infrastructure, too. “Green Flag has been around for 50 years. Like many long-established companies, we’ve been holding on to some technology that we’ve been using for a good portion of that time. As a result, we were limited in the flexibility we needed to act quickly when we spot an opportunity to transform or improve our services and internal processes,” he explains.

“With a comprehensive database of more than 150 million regularly updated points of interest worldwide, the Places API is really helping us to hone in on a customer’s location wherever they might be. By simply asking them to look around, we can locate them so much faster.”

With the goal to remove technology as an impediment from any business decision that had to be made now or in the future, Green Flag kicked off a five-year digital transformation program to rebuild Green Flag’s entire technology stack from the ground up. One of the program’s priorities is to establish a new ecosystem integrated with Google Maps Platform and other solutions that support the company’s mission of using location data to help customers faster. “We kicked off this transformation program knowing that Google Maps Platform was key to our design,” says Shakeel.

Green Flag helps its customers easily identify their location within the app

To ensure the success of the project, Green Flag sought out advice from Web Geo Services , a Google Cloud Premier Partner specializing in location-based services. “The Web Geo Services team quickly understood our requirements and provided the right introductions with the relevant people from the Google Maps Platform team. They even orchestrated a couple of feature roadmapping sessions at the Google office, which our team loved. This helped us to define our roadmap across a number of different platforms using the internal brainstorming approach used by the team at Google. It’s been an excellent learning journey for us,” Shakeel shares.

Placing the customer first at every step of the way

Today, some aspects of the new system are already up and running. Green Flag call center agents use it to receive rescue claims from customers and access Places API to determine where customers are stranded without having to ask them for an address. Instead, agents can ask customers to simply look around and describe their surroundings. By querying landmarks, names of buildings, shops, or anything distinctive about the landscape, Green Flag agents can locate customers and activate the closest rescue specialist to help them any time of the day, any day of the year.

Previously, despite having highly skilled front-line employees in its support centre, it could take a considerable amount of time for Green Flag to get location information from customers. Now, Green Flag can reassure its customers that it knows where they are and that help is on the way, even if the only thing they see is an unknown hotel in a little town ‘in the middle of nowhere’,” Blanche explains.

Making way for more innovation

As a business moved by the motto ‘common sense to the rescue’, Green Flag is always looking for opportunities to improve its services and platform interfaces based on the needs of its customers, employees, and its network of local rescue specialists. Other than comprehensive information about the available road assistance services and how to access them, Green Flag’s website also features a route planner to help drivers get to their destinations efficiently. A customized map, embedded on the website with the Maps JavaScript API , shows accurate directions from point A to B, helping them to keep on track.

“There are many exciting capabilities we want to enable across our ecosystem of customers, employees, and local rescue specialists. With Google Maps Platform, our ideas suddenly become possible. It gives us the location data and tools we need to switch them on at the right time across our journey.”

One of the ideas on the company’s radar is connecting local technicians with customers directly via the Green Flag mobile app, using the Directions API to help them find each other easily and the Distance Matrix API to calculate and optimize the distance and time between them. “Google Maps Platform can help us link local technicians with customers near them with smart route planning capabilities that show real-time traffic updates. The aim is to enable technicians to arrive at the customers’ location sooner, and to give customers full visibility of that process while they wait for help,” Shakeel explains.

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Eco-Schools Green Flag Case Study

Our Eco-Schools Journey

By sue dodds. eco schools coordinator. foxfield school, wirral. september 2020.

We first heard about Eco Schools in November 2015 after an inset training day for Merseyside SEN Schools. We are an LEA Secondary SEN school that caters for approximately 150 pupils aged 11-19 with complex or profound learning difficulties.

From the start we were very excited to look at the awards and with the support of our wonderful local authority Eco-Schools Officer, we soon discovered that much of what we were already doing as a school met the Seven Step criteria for the Bronze Award, which we achieved almost immediately by January 2016! Getting the Bronze Award so quickly really spurred us on and with just a few additions to what was already in place, and a willing team of staff and pupils, we achieved our Silver award by April 2016.

The bit was firmly between our teeth by then and we enthusiastically planned our first Outdoor Classroom day and took part in campaigns such as the Great British Spring Clean and What’s Under our Feet? Our ‘Eco Warriors’ were also more than happy to check on staff who were leaving lights on in empty classrooms for the Energy topic! During this time we were also offered an exhibition space for a month and immediately began our ‘All Hands On Deck’ exhibition of recycled art based on the Helping Hands campaign. Every class produced a piece of art for display using only recycled materials and (cleaned) rubbish as an action for the Energy topic.

By fitting what we were already doing as a school into each of the Eco-Schools topics, and being involved in eco campaigns etc, we were thrilled to achieve our first Eco-Schools Green Flag in June 2016. From Bronze to Green Flag in just 8 months!

From then we have gone from strength to strength, and have become even more focused on improving our environment, and even with lockdown this year, we have just passed our THIRD Green Flag Award!!! Fortunately I always keep evidence of what we have done as the weeks go by, so when it came to completing our renewal application form, we were still able to meet all the criteria using the past year’s ongoing work and with the help of the very few pupils we actually had in school at the time!

Biodiversity Ideas:

We have two beehives in our school grounds and run a Bee Club- where we help to look after them and learn all about bees. We also help make our own Foxfield honey to sell in school
We have many other opportunities to learn about ecosystems and wildlife when we visit the beach for our Beach School sessions. We also have a forest den, with a small frog pond, a bug hotel and bird boxes.

Global Citizenship Ideas:

We support many charities throughout the year in lots of different ways. We sent these sensory toys and some letters from the pupils to Kifaamea in Crete and received a lovely picture from them in return. We also held a coffee morning for MacMillan Nurses too.

Litter Ideas:

We are starting a ‘Work Experience’ litter picking group who will work on keeping the school grounds litter free every week.

Marine Ideas:

Our Empty Classroom day in summer 2019 was called ‘Oceans Day’ and we had lots of interesting activities. We even had a Pirate come and tell us about our oceans! Every class also has Beach School sessions throughout the year in one form or another.

Transport Ideas:

We cannot cut down transport for our pupils as they are all transported in by school buses, however as a staff we have looked at how we may car share, walk or cycle in to school. We also keep our minibuses in good order in order to cut our carbon footprint. We teach our pupils how to use public transport safely, to help them with their independence.

My advice to anyone considering going for the Eco-Schools Green Flag is, DO IT! Your school is probably already doing many good things environmentally anyway, and the process, we found, has informed many of our decisions around school, improvements such as having solar panels fitted to our roof, and choosing a more eco friendly waste disposal company. In addition the pupils have enjoyed and learned a great deal through our involvement with Eco-Schools and it has brought us all, staff and students, a better awareness of how we can help improve our corner of the world!

If you are inspired by the work of Foxfield and are spurred on to apply for your first Green Flag but maybe need a little help covering the £200 fee then why not take advantage of an amazing offer from our friends at Frugi- who are covering the first Green Flag fee for 150 schools!

Find out more and apply for frugi green flag funding here.

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Green Flag certification scheme: A case study on Education for Sustainable Development in Sweden

By Alexander Hellquist

In Sweden, there have been relatively few political initiatives to support schools with the implementation of education related to sustainability during the UN decade for ESD. Therefore, schools have relied in part on non-governmental organizations. The Green Flag certification scheme is one prominent example. It is an interesting case as it has been successfully upscaled since its inception in 1996 and is now used in 2 700 schools (in preschools and at primary and secondary level). According to our experience, the number of school units that are certified according to the Green Flag standard is one of the most common indicators of ESD implementation among Swedish municipalities. Arguably, such a widely used tool has a substantial impact, and it is of interest to examine how it conveys ESD policy based on the understanding of practitioners involved in its design and development.

The aim of the study we introduce here is to examine how persons working with the Green Flag certification scheme at a strategic level understand conceptions of education, and of those being educated, in relation to their practice. One such conception is the one explored in the T-learning project – education as a transgressive process. More specifically, the study aims to i) elicit how frames of understanding among Green Flag project managers align with certain conceptions that are visible in ESD policy and in research debate; and ii) how the project managers perceive that tensions between these conceptions have been handled, or could be handled ahead, in the Green Flag initiative. Based on our findings, we hope to be able to discuss potential of handling ambiguities and incoherence between key conceptions in ESD policy at the implementation level. Particular attention will be paid to prospects of implementing transgressive learning ideals in contexts where other conceptions are also present.

Acknowledging research that shows how understanding of a policy among relevant practitioners is crucial for its implementation, we wish to contribute to knowledge on how ESD practitioners understand ESD policy. There is a substantial body of research dealing with how educators and school principals incorporate ESD in their practice, and also numerous studies on how the implementation of different ESD concepts plays out in terms of learning and change among target groups, including research on the effects of the Green Flag certification scheme. In contrast, less attention has been paid to the understanding of practitioners working with ESD certification schemes.

We will use frame analysis as a tool to first outline general (shared) frames capturing central concepts in educational theory and ESD policy, and then relate these to elicited frames among Green Flag strategists. We are still in an early stage, with semi-structured interviews with Green Flag staff booked for November and December. An initial desk study of Green Flag policy documents and promotion material has identified several potentially incoherent conceptions of ESD and the future societal role of students enrolled in Green Flag certified schools, including wording that aligns both with transgressive and more transmissive educational ideals respectively. This can be interpreted as a reflection of global and national ESD policy. It will be interesting to learn more about how the respondents understand these inconsistencies in relation to their practice.

Share This Story, Choose Your Platform!

Thank you Alexander. It is interesting to hear about this initiative that you are working on. I am interested in the ways that you make a distinction between educators, school principles and practitioners. I wondered if you could give me more of a way of looking into what makes their roles very different? Is it the element of design and development and in that case is the role of educators mostly associated with the implementation of what has been designed and developed?

I guess this makes the case study very interesting because the space for design and development then can have a huge impact on the content that is being shared with learners. I am really looking forward to hearing more about what you find there and the space to transgress within that role. I can see that emboldening the actions of practitioners at this level would have significant impact on how ESD is rolled out in schools. What will also be of interest is the way the incoherence around ESD conceptions plays out in the design. this is a very useful study that gives us a way of seeing into how the ESD discourse performs itself out there in the world.

As an educator and practitioner the focus of your study reminds me the power one has in the design development of a programme. And how this can stand apart from the aspect of implementing it as an educator. It reminds me to embolden the actions that are held in this space and unpack the assumptions and discourse that comes with it so as to further liberate the space for engagement that will come later.

Looking forward to hearing more of you results:) Injairu

Hi Injairu, many thanks for your comment! As yet, I am not sure how the distinction between educators and the designers/strategists of the certification scheme will play out – I guess that the results of the study will tell. You are right that in the Green Flag case the strategists are working on development and design and not classroom implementation. I hope that we will be able to report some interesting findings here eventually.

Best wishes Alexander

2016 winner: Green Flag, Branded Content - case study

The breakdown cover market is dominated by two giants: the AA and the RAC. They are well established, have deep pockets and ubiquitous fleets. So Green Flag knew the challenges that come with having to engage customers. And their challenges didn’t end there: the rare occasion when people consider breakdown assistance is during the peak holiday seasons (Easter and Summer), when the entire leisure and tourism industry is vying for voice, making cut through and engagement seem like mission impossible. The strategy Rather than try and compete in marketing spend, Green Flag used something that comes naturally: creativity and fun. In 2015, they embarked upon a unique strategy that would enable us to steal share-of-voice and market share from our competitors and reinforce challenger brand values to increase brand preference and positive sentiment. Using insight from market trends and research, they created content that would inform as well as amuse, the release/distribution of which was strategically timed to maximise media and consumer interest. Green Flag’s strategy consisted of an Easter campaign (including humorous videos playing on the top causes of breakdown), and a summer campaign (where they created entertaining and informative infographics based on our research). The results Not only did their strategy achieve what they were hoping for, but they smashed their objectives and above all stole market-share from the AA and RAC for the first time in Green Flag's history.

To register your interest or to find out how to enter the next Excellence Awards visit our Awards site .

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For Individuals

What are green flags in relationships and how can you identify them?

Jump to section

What does “green flag” mean?

What are some relationship green flags, the value of a red flag, wave that green flag high.

Have you ever needed to send a conversation screenshot to your friends to decode? Your friends might call the conversation — or the need to decode it — a red flag .

Human connection is a vital part of our mental and physical health. We’re wired to connect with others and seek out people who make us feel loved , appreciated, and understood.

In any relationship, it helps to know what to do if toxic behaviors emerge. But it’s equally important to pay attention to the green flags in relationships to limit unnecessary anxiety or doubt.

A green flag isn’t simply having a great day together or receiving a compliment. These are signs that give us insight into our long-term compatibility with a friend, coworker, or potential new partner.

But what are true green flags, and how do you know what to look for in a relationship? Here’s your guide.

Red flags tell us it might be time to end a relationship, while green flags are positive signals that a relationship will make it through the long haul.

Green flags demonstrate someone’s character, openness, values, and more. Knowing some of the most common red and green flags allows you to be more confident you’re heading in the right direction and take steps to strengthen a budding relationship.

Red flags usually come in the form of toxic traits like aggression or narcissism and manipulative behavior . Green flags, on the other hand, show healthy behavior and opportunities for deeper connections. Let’s look at 11 positive indicators of a good relationship.

1. You can express and discuss emotions

A partner who feels comfortable talking about their emotions is a major green flag. Despite the short-term discomfort, having difficult conversations with kindness and honesty will strengthen your relationship . Being vulnerable usually indicates that someone is willing to deepen your connection . It might also indicate that you’re creating a space that makes them feel safe to share — which is a green flag, too.

2. You can have difficult conversations about the relationship

Above just communicating your feelings, strong relationships rely on being able to discuss that relationship. Everyone makes mistakes and has disagreements. The difference between a healthy and unhealthy relationship is how open both parties feel having uncomfortable conversations. This openness facilitates empathy and lets both parties create solutions that ultimately strengthen the relationship.

The alternative to this is suppressing emotions and letting them simmer, which could increase feelings of anger and fan the flames of conflict.

Couple-have-a-serious-talk-on-a-rattan-chair-green-flags-in-relationships

3. They aren’t afraid to apologize

Apologizing is hard. But saying sorry is a crucial communication tool . Pay attention to how your new partner apologizes. Do they deflect or take ownership of their mistake? Can they take constructive criticism about their behavior?

When a partner shrugs off blame and refuses to take accountability , it suggests their ego is more important than the person they hurt. Someone denying their actions and controlling the narrative could be signs of an emotional vampire . Here are some examples of false apologies someone might use to transfer blame:

I’m sorry that you feel upset by what happened.
I didn’t mean to make you feel bad.
I was trying to impress my family. That’s why I said what I said.

When a partner reflects and takes ownership of their actions, it demonstrates mutual respect and their value for your comfort, safety, and security. Here are some examples:

I regret not having thought through my actions first.
I wish I had considered your feelings before doing what I did.
I recognize that I hurt you and wish I could take it back.
I realize that my words hurt your feelings. That wasn’t my intention, and I’m very sorry.

4. They’re your safe space

Self-acceptance is about feeling empowered to step into your authentic self. When we build self-acceptance , it frees us from depending on external sources to find our identity.

Being with the people most important to you should make you feel at peace. There’s no need to spend time with people who make you feel like you can’t be your authentic self. A good friend’s acceptance will encourage and empower you to express yourself without fear of ridicule or judgment.

5. They validate your emotions

Someone who constantly invalidates your emotions could exacerbate emotional exhaustion . While you shouldn’t rely on your friends and family to be your main sources of validation, finding those who understand and honor your emotions is crucial. Here are some ways your loved ones might validate your emotions:

Happy-couple-looking-at-laptop-green-flags-in-relationships

Listening. They listen to what you’re saying and demonstrate it with eye contact, verbal cues, touch, and directing their body towards you while you speak. Maybe they stop what they’re doing and give you their undivided attention.
Energizing. They match your energy level. When you’re sad, they’re sympathetic. When you’re excited, they’re happy for you. If you’re feeling overwhelmed and need a few minutes to sit quietly, they should offer that to you.
Normalize. They don’t challenge your feelings — they accept them and assure you that they’re normal. An appropriate response to your feelings lets you know that your reactions are reasonable and valid.

6. Respect your boundaries

Personal boundaries are integral to our physical and mental well-being. In any relationship, it’s essential to let the other person know what you are and aren’t okay with. These boundaries might include the following:

Physical boundaries
Sexual boundaries
Emotional boundaries
Economic boundaries
Intellectual boundaries

When we set a personal boundary, we’re building a shield to protect our mental health, personal space, and sense of safety and security. Setting boundaries isn’t always easy, but healthy boundaries create healthy relationships based on mutual respect. Boundaries tell us what to expect in a relationship and teach us how to honor each other’s personal space and comfort zones .

7. They’re comfortable talking about the future

Someone interested in making future plans sees you in their life for the long haul. Valuing your relationship and expressing a desire for it to last is a green flag.

If someone is dodgy when you ask them about a plan for the future, it might mean they don’t appreciate you or aren’t planning on sticking around.

8. Share the same values

A promising sign of long-term compatibility is if you share the same values with your friends, family, and partner. At the beginning of any relationship, pay attention to whether your priorities align with one another’s. You don’t have to have the same priorities, but you should share a basic worldview that reinforces a sense of mutual understanding. Some common values to look for are:

Are they kind and generous with others?
Are they honest? Do they give you a sense of trust?
What are their ambitions and goals for the future?
Do they have strong connections to faith or spirituality?
Do politics matter to them?
Do they value friendship or family ties?

As you get to know one another, have conversations to gain insight into this person’s value system, worldview, and the future they see for themselves. Do these traits line up with yours? Do you have fundamental differences you just won’t get past?

Family-having-pizza-for-lunch-green-flags-in-relationships

9. They make you want to be your best self

We all have room to grow and learn. A good friend will push you to be the best version of yourself and challenge you to accomplish your goals. When life feels tough, they help you focus and keep moving forward. And it’s important that you feel motivated to do the same for them.

10. There’s consistent communication

In any personal relationship, communication skills are the cornerstone. Do you and your loved ones check in with each other about your relationship and feelings? Are you willing to discuss problems as they arise?

Keep in mind that good communication doesn’t need to be constant. Sending messages back and forth all day doesn’t indicate meaningful contact. You might only speak to some friends every few weeks, but your willingness to have open and constructive conversations indicates a level of respect that means those relationships will last.

11. They pay attention to the little details

Daily demonstrations of generosity, gratitude , and compliments are more important to most people than grand gestures of love . Those everyday gestures from the people we care about don’t just make us feel good: small acts that make us feel more loved are connected to stronger mental health, greater feelings of purpose, and an improved outlook on life .

Red and green flags both play an essential role in building stronger relationships.

Nobody’s perfect, and we all have room to grow into better people.

Start by asking yourself: What’s my red flag? Here are a few examples of red flags that can have severe consequences in a relationship:

Co-dependency
Low self-esteem
Unwillingness to ask for help
Controlling behavior
Lack of trust
Poor anger management skills

Distressed-woman-at-a-kitchen-table-talking-to-her-partner-green-flags-in-relationships

Pay attention to major warning signs. Your own behaviors might strain relationships, but if you’re willing to work on them, you’re already on the way to offering someone a green flag.

If you fear you have red flags you’d like to work on, consider seeking relationship advice from a mental health professional or relationship coach to find a way forward.

Any relationship is like a road trip to a new place. The territory might be unfamiliar, but you’re capable of recognizing the signs along the way.

Someone who makes you feel like you can’t be yourself, express yourself, or ask for support likely won’t enrich your life. Instead, invest your energy in people who meet you halfway — and are happy to do it.

Understand Yourself Better:

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Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

16 red flags in a relationship to look out for

Bonding time: 7 tips to deepen your relationships, how building healthy boundaries is the key to work relationships, 13 tips for healthy relationships to blossom and grow, why autonomy in a relationship is important (+ ways to nurture it), how to fix a relationship and rebuild trust one step at a time, words of affirmation: 60 examples for relationships and work, overcoming anxious attachment style for more secure bonds, what’s relationship coaching how to find a coach, the self presentation theory and how to present your best self, how to let go of someone and embrace change, 10 tips for how to deal with a narcissist, the 5 stages of a relationship and how to handle each, how to overcome insecurities and understand what causes them, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

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Relationships

Experts explain the green flags to look out for.

Green flags aka early signs your relationship will last are important to look out for.

It's always good to be aware of potential red flags in a new relationship, but that doesn't mean you shouldn't also be on the lookout for green flags, aka the early signs that a new relationship is going well . Aside from the general warm and fuzzy vibes you get in the beginning stages of seeing someone, green flags can show whether your relationship has long-term potential . So what kind of things are green flags at the beginning of a relationship?

According to clinical psychologist and relationship expert Dr. Diane Strachowski , green flags show you’re on the path to a healthy partnership. Primarily, Strachowski says, your partner should make you feel “safe, secure, and happy.” Even in the early stages, it’s important to check in with yourself and gather how your partner’s behavior really makes you feel.

While it can sometimes be easier to pick out smaller red flags when you’re dating someone new, it’s also important to consider all of the things you admire about them. For instance, licensed psychologist and dating coach Dr. Marissa Tunis tells Bustle that finding your partner progressively more attractive might take time, but it’s a green flag if you do so the more you get to know them.

Below, you’ll find 15 expert-approved green flags in a relationship.

They Make It Clear How They Feel About You

You shouldn’t have to ask yourself if your partner truly likes you. According to Tunis, it’s a green flag if you know exactly how your partner feels about you, “because they tell you.”

If you find yourself doubting their feelings for you, while a conversation could help provide clarity, it can also be a bad sign that they aren’t meeting your needs or love languages. A solid partner won’t make you question your value in their eyes, and will make you feel loved and appreciated.

They Respect Everyone, Not Just Their Friends, Family, & Partners

Pay attention to how kind your partner is to others. If you’re running errands on a time crunch and run into a slower cashier, do they exhibit patience and grace? “You can tell if someone is kind by the way they treat service staff, how they respond to friends in need, and the effort they put into helping others,” Tunis says.

It speaks volumes about a person when they are able to be kind to everyone around them, not just those regularly involved in their life.

They Prioritize Making Time For You

You know the saying, “If they wanted to, they would.”? It’s a great motto to live by for any type of relationship. If someone truly cares about you and wants to be with you, they’ll show it. Consider how your partner manages their time, and if they make it a point to schedule you in. In addition to giving you an ample amount of their time, Strachowski says your partner should also communicate with you consistently.

They Validate Your Feelings

Especially during a disagreement, your partner shouldn’t disregard or invalidate how you’re feeling. It’s a green flag if they’re able to hear your perspective during a conflict and honor your experience, even if they may disagree or see things differently.

As therapist Rachel Gabrielle, MA, LMHC, previously told Bustle , you should ask yourself these questions after your first argument: “Do they still treat you with respect and hear you out? Does the conflict lead to a greater understanding of each other? Or, does the person shut down, become defensive, or ignore you?” Gabrielle said. “Don’t sign up for a lifetime with someone who mistreats you during an argument.”

They Can Process Their Own Emotions

Being able to share your feelings with a partner is a green flag.

When your partner is going through a tough time — whether on their own or with you involved — how do they manage those emotions? Do they bottle them up and repress their feelings, do they express them, or do they take them out on others? As Tunis explains, it’s a major green flag if your partner “has done work on themselves” to be able to handle their emotions.

They’re Attentive To Your Needs

According to Strachowski, the “Golden Rule” doesn’t necessarily work with relationships because “[partners] often give you what they think they would want.” Instead, Strachowski says to follow the “Platinum Rule” — they should meet the needs you actually have, rather than those they think you should have.

In a healthy partnership, you shouldn’t have to beg your partner to give you what you need. For example, if your partner knows you need a certain amount of quality time with them each week, they should consider that in their plans and make an effort to honor that. Or, if you cohabitate and you need them to pitch in on certain chores, it shouldn’t be a struggle.

You’re Sexually Compatible

While this may not apply to all couples as everyone shares intimacy differently, if you and your partner are sexually involved, sexual compatibility is something to consider.

As Toni Coleman , psychotherapist and relationship coach, previously told Bustle , "It’s important in that you should be compatible sexually. If you aren’t, this issue will grow over time and often becomes a deal-breaker for couples considering commitment. However, it should not be the most important thing or the only important thing — and too often it is."

They’re Not Afraid To Talk About A Future With You

Talking about the future is a green flag.

This is a great green flag for anyone who wants a long-term partnership, according to Strachowski. If your partner is happy to talk about your future together, that’s a good sign that they’re committed to you for the long haul. It’s always a good idea to have those conversations from time to time, especially to make sure you’re both on the same page about what you want in the future.

They Encourage You To Have Your Own Life

When you’re in a romantic partnership, your partner can’t be your everything. If your partner encourages you to have your own life outside of the relationship, that’s a green flag. "It is important in a healthy relationship for each person to have friends and interests so that they are not dependent on each other," psychologist Dr. Margaret Paul , a bestselling author, and relationship expert, previously told Bustle . "Dependency is not healthy in a relationship."

They Include You Around Their Family & Friends

Being involved with your partner’s people is crucial in feeling connected with them. It’s a major green flag if your partner invites you out with their friends and is eager to introduce you to their family when you’re both ready.

By including you in their life, your partner is demonstrating your significance in their life. As Dr. Dana McNeil, PsyD, LMFT , a licensed marriage and family therapist, previously told Bustle , “If you can imagine this person sliding into your daily life and being a complement to what you already enjoy doing and who you like spending time with, then you are more likely to feel this person is a perfect fit.”

They Respect Your Boundaries

Boundaries, while sometimes hard to set and stick to, are a huge tool in managing our relationships. Tunis says it’s a great sign if your partner respects when you say “no”, even if it’s something that they really want. This sets the tone for how much they respect you as an individual, and whether or not they might have your back in your boundary-setting with others.

They’re Your Biggest Cheerleader

Does your partner match your stoked energy when you receive an award at work? Do they brag to all their friends and family when you crush a goal you set for yourself? As your teammate in life, your partner should also be there to cheer you on every step of the way. They should celebrate your successes as if they were their own because they’re that proud of you.

People Say Nice Things About Them

Especially if your relationship is in the early stages, you’ll want to get insight about your partner from the people who have been around them a lot longer than you. What do their siblings or childhood friends have to say about them and their character? It’s certainly a good thing if the people closest to your partner are able to (honestly) hype them up to you and make you even more confident that you picked a great match.

They Pay Attention To The Little Things

Little gestures in relationships are a green flag.

It’s a good sign if your partner knows your coffee order, remembers your best friend’s birthday, or grabs your favorite type of sparkling water when they’re out grocery shopping. Although they might seem small, little gestures show that your partner listens to you and cares about paying attention to the details.

In fact, Susan Trombetti , matchmaker and CEO of Exclusive Matchmaking, previously told Bustle that it’s one of the ways couples keep their relationships strong. "Little gestures of kindness speak volumes.”

They Have Integrity

According to Tunis, this is the number one green flag to look out for in a partner. If they show up when they say they will, and if they have a strong moral compass, your partner has integrity. Not only does that demonstrate that they care about being a good person, but it can also provide you comfort in the fact that they want to do right by you and your relationship.

Dr. Diane Strachowski, licensed psychologist & relationship expert

Dr. Marissa Tunis, licensed psychologist & dating coach

Rachel Gabrielle, MA, LMHC , therapist

Toni Coleman , psychotherapist and relationship coach

Dr. Margaret Paul , psychologist, bestselling author, and relationship expert

Dr. Dana McNeil, PsyD, LMFT, a licensed marriage and family therapist

Susan Trombetti , matchmaker and CEO of Exclusive Matchmaking

Know the Red Flags & Green Flags Your Candidates are Waving

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Was Your Candidate’s Response to that Question a Green Flag or a Red Flag?

Your candidate’s picture on paper comes to life during the interview. You get to meet them, talk with them, ask questions about their experience, and get a feel for how they would fit in your company. Be on the look out for these red flags that will tell you to steer clear and the green flags that will tell you to keep going!

These conversations can be enlightening —sometimes positively, sometimes negatively—and it’s important to know how to interpret their answers, behavior, and the general impression they give you during the interview.

Here are a few red flags and green flags your candidates could be waving.

Be on the lookout for these red flags your candidates may exhibit during the interview process:

They don’t follow application instructions. The application is incomplete. They don’t answer all the questions or provide the requested information.
Last minute or repeated rescheduling. Life happens, but if a candidate reschedules the interview repeatedly or is late, it could be a sign of their lack of commitment to the process.
Employment gaps in their resume. And they don’t have an explanation for why.
Job-hopping . They’ve had several positions for less than two years, and blame the company or co-workers for why things didn’t work out.
No eye contact . They look down or to the side—anywhere but directly at you.
Vague interview answers . When you ask specific questions or probe for examples, they talk in circles and don’t answer the questions directly.
They just want “a job.” When asked, they don’t provide a specific reason for their interest in your position or company, other than they just need a job.
They don’t ask questions. They don’t ask about the company, the role, the people or the process.

Green Flags

During the interview process, be on the lookout for some green flags that your candidate could be a fit:

Attention to detail . They answer application questions completely and thoroughly.
They stick . They have longevity in at least one position.
They give specific answers . They provide complete responses and relevant examples to the questions you are asking, and their answers are in line with your core values.
Explainable gaps in their resume . They have understandable reasons for employment gaps.
They stay positive . They take a respectful approach when sharing negative information about past experiences, and take ownership when they’ve made mistakes. They are upbeat, engaging and able to make a connection.
They ask questions . They ask about the position, the process, and the opportunity to contribute to and grow the company.

While these red flags and green flags aren’t the only things to consider when hiring or not hiring a candidate, they are important to know about and be aware of.

If you are struggling with the hiring process or what to look for in a qualified candidate for your position, please contact us! We’ve seen our share of red flags and green flags and have the tools and processes to help you determine if your candidate is the right fit for your open seat!

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Identification of Green flags in Audit of Financial Statement

The business environment has witnessed rapid growth in the fraud in the financial statements which is also termed as "White Collar Crime". The magnitude in which the fraud incidents have grown recently that the auditors cannot be a mute spectator and ignore the fraud risks in the financial statements. Companies Act 2013 casts responsibility on the auditor to report the fraud to the Central Government while describing the powers and duties of the auditor. The Auditing standard issued by ICAI also dedicates a specific standard SA 240 – The Auditor's responsibilities relating to fraud in an Audit of Financial Statements.

The standard guides us regarding the fraud risk factors which the auditor is expected to identify. Fraud risk factors are the events or conditions that indicate an incentive or pressure to commit fraud or provide opportunity to commit fraud. While identification of these fraud risk indicators, the indicators are generally called as the "RED FLAGS". Red flags are the circumstances which may indicate the presence of fraud. The emphasis here is to detect the anomalies and inconsistencies in the financial statement.

Identification of Green flags in Audit of Financial Statement

During the fraud detection in any organization, the auditors generally look for the red flags for indication and reduction of risk arising due the fraud for the white-collar crimes. These indicators could be shortages in stock, close nexus with third parties, missing documents, shortages in collections etc. On the contrary there could be other symptoms which leads to greater sense of assurance and comfort in a particular situation but which may potentially infuse with fraud. These signals could be termed as GREEN FLAGS. Green flags are in many ways converse to the red flags. They can also be termed as "Too Good to be True" syndrome. Few of the examples for the Green Flags could be:

Maintenance of excess cash without any shortage
Unexpected windfall income in certain months
Unusually high return provided by an investment
Company performing very well when the overall industry is in slump

CASE STUDY OF GREEN FLAGS

Excess cash reported by the cashier: In one of the unique cases, the cashier always showed excess cash on the cash counts, but never reported any shortage of cash
Up dation of the records: Sales and service station jobs statistically moved together in the service station and the sales outlet of a manufacturing entity.
Excessive loyalty of employee: An accountant / employee paid from his personal balances to make up for a double payment which was inadvertently approved and also paid by him
High rejection by the Quality Manager: Rejections were made by the Quality Manager which was as high as the twice the production by the sub-contractor. The sub-contractor was penalized for the rejection of the raw material. The sub-contractor almost lost quarter of his profits for rejection.
Unexpected increase of income in certain situation: A branded educational institution received unidentified cheques for conducting specialized and popular training workshops and seminars. The cheques were received which did not contain any covering letter mentioning the purpose for which the cheques were sent.
Employee making out of pocket expenses: Employee went to outstation tour for the company purpose. As per the policy of the company, the employee did not take any advance but made expenses from his personal account. The bills for the expenses incurred were sent to the company almost after two years for reimbursement.

While conducting the audit of financial statement and fraud investigation it is imperative for the auditor to focus his attention not only for the RED Flags but also to draw his attention towards the green flags in the financial statements and the operations in the organization. Ignoring the green flags in the organization and the financial statements may be detrimental and sometimes it is possible that the green flags in the present scenario may result in converting to potential red flags.

The auditor needs to maintain overall professional skepticism and an open mind during the audit.

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CBSE Class 10 Maths Case Study Questions for Chapter 7
Niharika runs 1/4 th the distance AD on the 2nd line and posts a green flag. Preet runs 1/5th distance AD on the eighth line and posts a red flag. 1. Find the position of green flag. a) (2,25) b ...
Case Based MCQ
Check the full question here - https://www.teachoo.com/12955/3542/Question-1/category/Case-Based-Questions/ Get solutions to all questions of Coordinate Geom...
Ex 7.2, 3
Case Based Questions (MCQ) NCERT Exemplar - MCQ; Past Year MCQ; Area of Triangle when coordinates are given; Important Coordinate Geometry Questions; Ex 7.2, 3 - Chapter 7 Class 10 Coordinate Geometry ... Niharika runs 1/4th the distance AD on the 2nd line and posts a green flag. Preet runs 1/5th the distance AD on the eighth line and posts a ...
To conduct Sports Day activities, in your rectangular-shaped school
Let Niharika post the green flag at a distance P, that is, (1/4 × 100) m = 25 m from the starting point of the 2 nd line. Therefore, the coordinates of the point P are (2, 25). Similarly, Preet posted a red flag at the distance Q, that is, (1/5 × 100) m = 20 m from the starting point of the 8 th line.
In order to conduct Sports Day activities in your School, lines
Position coordinates of Green flag: As we can see in the given diagram, Green flag is on 2 nd line, hence its X - coordinate is: 2. On 2 nd line, it has moved th of the 100 m distance, therefore, its Y-coordinate is: = 25. ∴ the position coordinates of Green Flag = (2, 25) Hence, option (a) is correct. 2. Find the position of Red flag . As ...
To conduct Sports Day activities, in your rectangular shaped school
100 flower pots have been placed at a distance of 1 m from each other along A D, as shown in Fig. Niharika runs 1 4 th the distance A D on the 2 nd line and posts a green flag. Preet runs 1 5 th the distance A D on the eighth line and posts a red flag. What is the distance between both the flags?
Find the position of Green flag
it can be observed that Niharika posted the green flag at 1 4 th distance of AD i.e., 1 4 × 100 = 25 m from the starting point of 2nd line. therefore. the coordinates of this point G is (2, 25)
To conduct Sports Day activities, in your rectangular shaped school
It can be observed that Niharika posted the green flag at of the distance AD i.e., m from the starting point of 2 nd line. Therefore, the coordinates of this point G is (2, 25). Similarly, Preet posted red flag at of the distance AD i.e., m from the starting point of 8 th line. Therefore, the coordinates of this point R are (8, 20).
NCERT Solutions for Class 10 Maths Ch 7 Coordinate Geometry
It can be observed that Niharika posted the green flag at 1 / 4th of the distance AD i.e., (1×100 / 4)m = 25m from the starting point of 2nd line. Therefore, the coordinates of this point G is (2, 25). Similarly, Preet posted red flag at 1 / 5 of the distance AD i.e., (1×100 / 5) m = 20m from the starting point of 8th line. Therefore, the ...
NCERT Solutions for Class 10 Math Chapter 7
It can be observed that Niharika posted the green flag at of the distance AD i.e., m from the starting point of 2 nd line. Therefore, the coordinates of this point G is (2, 25). Similarly, Preet posted red flag at of the distance AD i.e., m from the starting point of 8 th line. Therefore, the coordinates of this point R are (8, 20).
In order to conduct Sports Day activities in your School, lines have
Now, Joy had to post a flag at one-fourth distance from green flag, in the line segment joining the green and red flags. Thus, Distance between Green Flag & joy = 1/4 x Distance between Green and Red Flag. GJ = 1/4 x GR. Thus, joy divides GR in the ratio 1: 3. Thus, Required Point = (3.5, 23.75)
Case Based Questions Test: Coordinate Geometry
Detailed Solution for Case Based Questions Test: Coordinate Geometry - 2 - Question 5. Position of Green flag = (2, 25) Position of Red flag = (8, 20) Distance between both the flags. View Solution. Case Based Questions Test: Coordinate Geometry - 2 - Question 6.
A case study of a Green Flag-certified preschool in Sweden
This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a ...
Green Flag Case Study
Part of the Direct Line Group, Green Flag is a British roadside assistance and recovery service operating a smart network of rescue specialists to help stranded customers across the UK and Europe. Location: United Kingdom. Products: Google Maps Platform, Maps JavaScript API, Directions API, Google Places API, Distance Matrix, Geocoding API.
Eco-Schools Green Flag Case Study
Our Eco-Schools Journey. By Sue Dodds. Eco Schools Coordinator. Foxfield School, Wirral. September 2020. We first heard about Eco Schools in November 2015 after an inset training day for Merseyside SEN Schools. We are an LEA Secondary SEN school that caters for approximately 150 pupils aged 11-19 with complex or profound learning difficulties.
To conduct Sports Day activities, in your rectangular shaped school
100 flower pots have been placed at a distance of 1 m from each other along A D, as shown in Fig. Niharika runs 1 4 th the distance A D on the 2 nd line and posts a green flag. Preet runs 1 5 th the distance A D on the eighth line and posts a red flag.
Green Flag certification scheme: A case study on Education for
By Alexander Hellquist In Sweden, there have been relatively few political initiatives to support schools with the implementation of education related to sustainability during the UN decade for ESD. Therefore, schools have relied in part on non-governmental organizations. The Green Flag certification scheme is one prominent example. It is an interesting case as it
2016 winner: Green Flag, Branded Content
Rather than try and compete in marketing spend, Green Flag used something that comes naturally: creativity and fun. In 2015, they embarked upon a unique strategy that would enable us to steal share-of-voice and market share from our competitors and reinforce challenger brand values to increase brand preference and positive sentiment.
Green Flags in Relationships: Find Out If You're In The Right One
Red flags usually come in the form of toxic traits like aggression or narcissism and manipulative behavior. Green flags, on the other hand, show healthy behavior and opportunities for deeper connections. Let's look at 11 positive indicators of a good relationship. 1. You can express and discuss emotions.
15 Green Flags In A Relationship, According To Experts
According to clinical psychologist and relationship expert Dr. Diane Strachowski, green flags show you're on the path to a healthy partnership. Primarily, Strachowski says, your partner should ...
Know the Red Flags & Green Flags Your Candidates are Waving
During the interview process, be on the lookout for some green flags that your candidate could be a fit: Attention to detail. They answer application questions completely and thoroughly. They stick. They have longevity in at least one position. They give specific answers. They provide complete responses and relevant examples to the questions ...
Identification of Green flags in Audit of Financial Statement
CASE STUDY OF GREEN FLAGS. Excess cash reported by the cashier: In one of the unique cases, the cashier always showed excess cash on the cash counts, but never reported any shortage of cash; Up dation of the records: Sales and service station jobs statistically moved together in the service station and the sales outlet of a manufacturing entity.