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PRE-2020 MITIGATION ACTION NOW!
Bonn, October 2015
Climate change is a cumulative problem. Every added molecule of CO2 loads the carbon budget further, adds to the extreme weather events we are already experiencing, and takes us one step closer to irreversible tipping points and runaway warming. Emissions today cannot be compensated by higher ambition tomorrow. A focus on emissions levels decades ahead, such as the recent weak G7 statement, is a dangerous distraction if not preceded by aggressive emissions reductions here and now. Pre-2020 action must be centre-stage for Paris.
The carbon budget
The UNFCCC Structured Experts Dialogue shows the vast risks associated with 2 degrees of warming ,and how even 1.5 degrees is not safe. However, for a meagre 2 in 3 chance of keeping below the dangerous 2 de-‐ grees goal (a risk level equivalent to boarding a plane knowing there are 30 000 plane crashes every day) IPCC shows that in 2011 we had only 1000 Gt CO2 left in the budget.
Since 2011 we have emitted an additional 150 Gt. Factoring in unavoidable emissions from land use (of 100Gt) – assuming we do the best we can to reduce deforestation and tackle emissions from agriculture – and difficult to substitute cement production (150Gt) leaves us with 600 Gt CO2 remaining for all other emis-‐ sions – 15 years at current emissions levels.
From a fair shares and equity perspective all of this remaining emissions budget belongs to developing countries and the poor who have limited historical responsibility, less capacity to mitigate and still need to build much of their infrastructure.
Fair shares and immediate action
Developed countries must thus undertake all avail-‐ able efforts to transform their energy sectors, trans-‐ portation, housing, and industries as fast as conceiv-‐ ably possible. This means going to zero emissions through a restructuring of their economies, produc-‐ tion and consumption patterns at scale and pace sim-‐ ilar to what countries have done when facing war.
Developed countries need to decrease their domestic emissions in the order of 50% by 2020, 75% by 2025 and 90% by 2030. To keep within the risky 1000Gt budget this still requires developing countries to on average peak by 2025, and then to embark on unpre-‐ cedented 6-‐8% yearly emissions reductions, while simultaneously growing their economies and building infrastructure.
A large proportion of these necessary developing country reductions are in fact the responsibility of developed countries and must be enabled by finance and technology – it is their mitigation related climate debt. Developed countries have to undertake their share of these global emissions reductions by provid-‐ ing the necessary technology, finance and capacity building to developing countries.
This is their moral obligation, but is also in their self-‐interest. Without such provision the carbon budget will burst and they will also risk the dire consequences of tipping points and catastrophic climate change, risking the stability and viability of their own societies.
To have any credibility and relevance, the UNFCCC negotiations and COP21 in Paris must deliver im-‐ mediate action, pre-‐2020, facing up to this reality.
This calls for, in concrete terms:
1. Raise developed country pre-2020 targets, based on fair sharing of the carbon budget
All countries must do their fair share.
As is clear in the mandate from Durban, and as gov-‐ ernments agreed in Doha in 2012 (under the Kyoto Protocol), rich industrialised countries must raise their 2020 emissions reductions targets in line with what science and equity require.
As part of a science-‐based and fair outcome, Paris should see an agreement for Annex I targets to in-‐ crease from their current level of about 12% below 1990 levels by 2020 to at least 50% below 1990 levels, and further commit to 90% reductions by 2030.
Developing countries, in turn, must undertake the maximum immediate action as enabled by financial and technological support. They must also use the pre-‐ 2020 period to thoroughly plan, through national multi-‐stakeholder processes, for ambitious national plans that include activities both conditional and non-‐ conditional on provision of finance and technology.
The current refusal by developed countries to increase their pre-‐2020 commitments is unacceptable. Without significant increase in effort there will be minimal trust in the negotiations, no example for other coun-‐ tries to follow, and very little left of the global emis-‐ sions budget for the post-‐2020 period.
2. Commit to meet pre-2020 targets
The ambitious targets for pre-‐2020 that needs to be announced in Paris, along with the necessary commit-‐ ments on finance and technology must be more than political pledges. The current refusal to commit to the Kyoto protocol by USA, Canada, Japan and Australia is unacceptable.
The Paris COP should see ambitious science-‐based reduction targets inscribed in an enforceable agree-‐ ment that regains its status as 'legal force' through the return of signatories. The international climate regime as it applies by the developed countries must not be weakened or 'deregulated" simply to appease the United States, and other developed countries that seek to escape from the Kyoto Protocol.
Paris must also set up a legal framework to monitor, review and verify the provision of finance and techno-‐ logy, including a roadmap for pre-‐2020 climate finance. Without a commitment to the already pledged (and insufficient) USD 100 billion, Paris has little prospect of success.
3. Transform towards 100% peoplecentred renewable energy and energy access.
To keep within the carbon budget, an ambitious, vis-‐ ionary transformation to 100% distributed, people-‐ centred renewable energy must be initiated immedi-‐ ately in both developed and developing countries.
The challenge is momentous and requires a concerted global effort – a programme for 'Global Renewable Energy and Energy Access' (GREEAT) much in line with the Africa group call for a Global Partnership on renewable energy.
Such a global 'Marshall plan' requires scrutiny of solu-‐ tions for a race to the top among developed countries, and an ambitious support mechanism enabled by international public finance (through GCF and/or other international public funding) for developing countries. Ensuring energy access for all and support mechanisms for decentralised, community controlled energy, smart grids and energy efficiency must be key features of such a programme.
Paris should launch a GREEAT programme and set in motion similar efforts in other sectors through the strengthening of the existing Technical Expert Process and establishment of the proposed Accelerated Im-‐ plementation Mechanism under Workstream 2 of the UNFCCC Durban platform.
Earth in Brackets
4. Avoid and remove dirty and harmful energy
There is no room in the carbon budget for new fossil fuel investments that locks in additional pollution. Both new and existing fossil fuel investments risk be-‐ coming stranded assets, as many fossil fuel installa-‐ tions will have to be decommissioned before the end of their lifetime.
Governments need to ban investments in dirty energy and instead promote and incentivise clean, renewable energy.
This means that the Green Climate Fund must adopt a clear policy that excludes the chance of public money funding harmful energy projects.
Paris should also see governments commit to ending their subsidies to fossil fuel producers and their use of public export and development banks to finance harmful energy projects.
5. Immediately tackle behaviour, consumption and demand-side management
The urgency of climate change requires immediate action on the demand-‐side of the energy system. While forcefully initiating a transition to 100% re-‐ newable energy on the supply-‐side (i.e renewable energy installations, smart grids etc.) it will still take years before new, zero-‐carbon structures are in place. To avoid bursting the carbon budget the wealthy minority of the world's population need to immediately curb overconsumption and waste.
Governments in both developed and developing countries must address this through stringent meas-‐ ures such as carbon taxes, progressively tougher technology standards, bans on wasteful products, limits on advertisement, public education and quotas and rationing, while ensuring a just transition for workers and that poor and marginalised people are not affected in negative ways.
A price on carbon alone will not suffice to incur the transformational, non-‐incremental changes that are required.
What Next Forum
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STRATEGIC PLAN UPDATE 2013-2014
Culture & Climate
Goal One: Foster the culture of continuous improvement.
* Utilized ECRA and 5 Essential Data to address goals and directives, shared with all District 70 staff and Board of Education
* Created aBuilding a Community of Character theme as part of the Character Counts committee, drawing in support from the Village of Libertyville
* Integrated the Talent Ed format by adding a reflective component to Staff Evaluation
* School Improvement Efforts guided through Rising STAR Model
* Highland Tech Staff visited North Shore School District 112 to observe STEM classrooms, Highland-‐LHS Articulation enhanced, Next Generation Science Standards articulation with Hawthorn and Oak Grove
* Special Education Parent Orientation designed for incoming 6th graders
* Administration (Mr. Youngman, Mrs. Poelking, Mrs. Imholz) consulted at Deerfield District 109 regarding STAR Assessment
* Improved kindergarten registration process by moving timeline up and allowing online registration
Peer Shadowing:
* New Full Day Kindergarten teachers traveled to established Full Day classrooms for observations
* 5th Grade teachers observed 6th grade classrooms
* Goal Two: Strengthen climate through positive relationships focused on enhanced communications and fostering safe and caring environments.
* Safety experts, Paul Timm and Ron Ellis, trained District 70 administration and staff regarding school security and safety
* Staff, substitutes and volunteers wear specific colored (red) lanyards to be easily identified to students, parents, and community
* School safety and security measures -‐ enhanced
* District wide, Social Workers updated documentation to support students with Social/Emotional concerns
* Elementary reporting for bullying now coincides with HMS bully reporting
* Every Family Association will be given money to help support each school – 2013-‐2014 becomes the end of the matching grant plan
* Postive Behavior Strategies orientation/implementation at all elementary schools (each school at different phase and committed to data gathering to improve student behavior)
* Highland Middle School Online Report Card Implementation
* Based on parent survey results Facebook, twitter, website and email blasts are widely used
* Spring Crisis Management Committee meeting with local first responders (Annual Emergency Response Review)
* Grant secured for additional safety work, summer 2014
* All schools possess Incident Command Teams to address Safety
* Long reaching upgrades in website including improved mobile accessibility, aesthetic improvement and increased teacher website opportunities – formally presented to Board of Education June 2014
* Highland continued communications regarding cross-‐curricular units & Team Days
Professional Development
Goal One: Meet diverse staff needs by offering creative growth opportunities and foster self- directed learning.
* Commitment to maintaining staff Individual Learning Plan (ILP) Opportunities -‐ Providing educators with time to establish and work toward specific goals of the ILP
* Recognizing classified staff needs and providing growth opportunities for support team members
* Second year teachers' reflective practice via video recording teaching practices
* With a host of available offerings, Global Compliance Network, currently used for training by District 70 staff, has an ever-‐growing number of tutorials for schools covering a broad range of topics from Health & Safety to Policies and Regulations.
* Summer learning series for summer technology training for 2014-‐15 (websites, links, pdfs, videos and tutorials for self-‐directed technology learning)
* Hiring of new Technology Literacy Coach to support staff/student needs
Goal Two: Prepare staff for implementation of current learning and teaching standards, and assessment to improve student outcomes.
* Consultant, Gretchen Courtney and Associates, offered staff training focused on reading strategies that are directly related to the new Illinois Learning Standards (ILS) reading strategies
* Elementary classroom teachers participated in the new ILS math workshops at the Regional Office of Education
* Middle school math department participated in new ILS math workshops at the ROE while also reviewing different materials for adoption
* Math training offered with Everyday Math and Big Ideas materials and alignment with math practices Standards
*
Science Department attended Next Generation Science Standards workshop
* Science Department collaborated with Oak Grove and Hawthorn districts
* Science and Social Studies teachers attended training on English Language Arts Standards
* Future professional development: using Fountas and Pinnell assessment data to inform instruction
* Professional development initiatives executed have fully aligned with district goals
* Gretchen Courtney training focused on reading strategies that relate to reading school improvement goals
* STAR training August 2014 will foster commitment to curricular goal: The district will ensure that key components of user-‐friendly student data are available in a timely fashion at the district, school, and classroom levels.
* Technology Trainings offered included:
Interactive whiteboards, mobile learning, Google Training, New Teacher Subscription training, Pixie K12 Share, Chromebook/Google Training,
Flipped Classroom Teacher Academy Class
Curriculum and Instruction
Goal One: Meet the individual needs of all students by promoting innovative 21st Century learning.
A. Instruction and Assessment
* Investigated STAR and MAP Assessments with recommend use of STAR for K-‐8, 2014-‐2015
* All sites field tested PARCC Assessment
* Commitment to effective teaching and learning goals
* Aim of Curriculum alignment with new Illinois Learning Standards
* Ongoing focus of Applications of Learning – Professional Development, Technology, Math Curriculum, -‐ Objectives defined in student-‐friendly language
B. Feasibility Study of World Languages
* Highland students can test into high school year 2 of French or Spanish
* Ongoing data collected and reviewed
* Collaborative relationship initiated with Culture Exchange Academy that facilitates opportunity for Highland to host 6 th grade students from China and increase awareness of language and cultural citizenship.
* Final findings: additional language at the elementary level is not feasible with range of currents initiatives and weighted financial factors -‐ Initiatives include:
New assessments (PARCC replaces ISAT and STAR replaces IOWA) Revised standards for math, language arts, science and social studies Proposed technology offerings with Chromebooks, laptops and I-‐Pads
* D70 will continue to value additional international language opportunities such as Language Stars
C. Middle School Study Skills
* At Highland Middle School, the Middle School Skills class has undergone several changes. Administration has worked with staff to create a curriculum that includes basic study skills, executive functioning skills, social/emotional development, and character education. Professional Development and planning days were provided to staff this school year. Staff will implement an executive functioning resource through Rush Neuro-‐Behavioral Center.
Workbooks have been purchased and will be incorporated into the program starting in the fall of 2014.
D. Kdg-5 th grade High Achievers
* Gifted and Enrichment brochure defined qualifying criteria and outlined areas of focus
* Gifted Talented Education (GTE) teacher assigned to all elementary schools
* Cognitive Abilities Test (CogAT) designed for spring assessment at 2 nd grade to address early identification and placement support
* Enhanced 3 rd grade identification
* Enhanced early elementary enrichment offerings
E. Full Day Kindergarten Feasibility
* Program offered at two sites: Butterfield (Butterfield and Rockland students) and Adler (Adler and Copeland Manor students), 2012-‐2013 and 2013-‐2014
* Increased offerings defined: Five sections, one at each site, two at Butterfield set for the 2014-‐2015 school year
Goal Two: Develop a technology framework of skills and lessons, K-8.
* Kdg. through 5 th grade component of frameworks was implemented this academic year -‐ 9 curricular lessons designed + 3 Cyber Safety lessons
* Scope and Sequence K-‐8 was reviewed and finalized for tech skills and links to standards
* 6-‐8 framework is in development
o curriculum is changing to be more current -‐ STEAM (Science, Technology, Engineering, Arts, Math) projects
* Technology Framework lessons aligned with technology and New Illinois Learning Standards
* Rubrics were created for each lesson
* Keyboarding will be implemented in fall after year long research, Board approved
* Technology Framework Committee created, modified and enhanced framework lessons
* Lessons were shared, discussed and modified during grade level articulations
* Technology Trainings offered:
* Technology Literacy Coaches were part of each grade level and special education articulations to provide staff development and training for tech skills
Interactive whiteboards, mobile learning, Google Training, New Teacher Subscription training, Pixie K12 Share, Chromebook/Google Flipped Classroom Teacher Academy Class
Finance and Facilities
Goal One: Develop a long-range capital, facilities, and preventive maintenance plan.
Within the first two years of the Plan, long range designs have been made with the following accomplishments previously defined:
* Adler & Copeland– New 60 ton high efficiency multi-‐stage McQuay Chiller, dual temp piping with higher capacity, new unit ventilators, new water main to support coolers, in-‐house conversion to heat exchanges has also been completed at Copeland Manor School, first year for Adler School bus turnaround
* Rockland– Upgrades: Electrical upgrades to address growing demand for greater electronic devices in classrooms, air conditioning installation– Higher Efficiency units with digital controls, new unit ventilators and energy efficient windows, installed on-‐demand hot water in bathrooms
* Highland– New boilers, removed costly steam boilers replaced with higher efficiency package boiler systems with a computerized touch screen interface, removed old single pane windows replaced with new high efficiency windows, -‐ Investigation of wheel chair lift for upper level, west wing
* Butterfield– New windows, new entry doors with handicap accessibility, removed old roof top AC units (some dated back to 1969), installed new environmentally friendly, high efficiency roof top units
Goal Two: Manage energy and supplies.
* HVAC Automation – Completed district-‐wide
* Upgraded all entrances for security purposes, creating secure vestibules before entering each building
* LED lighting replacement of fluorescent lighting -‐ Exterior complete
* Focus planned for Butterfield and Highland interior LED lighting fall/winter 2014
* Safety Commitments:
Installed Raptor visitor system
Rekeyed all classrooms so that rooms can be locked from inside
New security swipe card system controlled by District including colored lanyards to be worn by all staff
Installed emergency response buttons that connect for immediate police response
* Grant approved for solar panel installation summer 2014 at Butterfield and Highland Schools
* Shared services additional growth with District 68 (Business Service, as well as Art Teacher) District 37 (Hearing Itinerant)
* Grant approved for increased safety/security in all schools
* Detailed gathering of information from staff regarding needs of Rockland School (parking, classroom space, gymnasium)
* Preliminary, Ruck-‐Pate Architect, drawings define expansion and utilization of space
* Mobile planned for possible space needs 2014-‐2015
Human Resources
Goal One: Attract, hire, develop and retain high quality staff.
A. Interviewing
* Participation in Crown Educational Services training (Dr. Schumacher, Dr. Bean, Mrs. Kehoe, Mrs. Poelking) with interview protocols as a pre-‐screening tool
* Recognize value of internal candidates (student teachers, substitutes)
B. Communication
* Ongoing updates and communiqués to all certified staff regarding major changes to licensure system from teacher certification model
C. Evaluation Process
* Implementation of the TalentEd online evaluation system: Assisted in insuring D70 compliance with PERA/SB7, tracking progress and reducing paperwork
D. Central Registration
* Creation of a district registrar position, offering consistent process and data entry for all D70 schools
E. Job Descriptions
* Complete revision of all job descriptions, aligning to updated legal standards
F. Shared Service Agreements
* Increase Shared Services (See Finance and Facilities)
G. Student Teachers
* Ongoing survey of D70 cooperating teachers to determine trends (university preparation) -‐ third year
H. Negotiations
* Collaborated to finalize an extended negotiated Teacher's Contract through 2018
Goal Two: Research legislative activity to review and revise policies accordingly.
* Continue to Research changes in law and recommend changes to Board policies reflective of legislative actions and district practices
* Communicate with Board of Education and D70 staff
* Update and implement new compliance (Global Compliance) training as mandated by legislation
* Align procedures and practices with board policies specifically related to D70 (creation of Administrative Procedures Manual to accompany BOE Policies) – next steps, online access
Social/Emotional/Physical Wellness
Goal One: Support social-emotional skill development.
* Social workers continue to increase anti-‐bullying training for staff and students
* Social Workers continue to instruct students on internet safety and cyber responsibility relating to social media
* Enhanced partnerships with local agencies such as Youth and Family Counseling and Zacharias Center; The Z-‐Center will collaborate with elementary social workers to provide lessons that support Erin's Law during the 2014-‐15 school year
* Social workers continue to provide parent workshops with the help of neighboring school districts
* Coordinated efforts with high school and local authorities to address social media responsibilities. Events in planning stages for 2014-‐15 school year
* Enhanced Social Work website at Middle School featuring supports for social emotional needs
* Elementary social workers have identified state standards as they relate to and enhance district curriculum, team is collaborating to develop materials to address theses goals at all grade levels
Goal Two: Support character education.
* Integrated village of Libertyville into D70 Character Counts theme (windows painted, banner s planned for 2014-‐2015)
* Defined a more student centered 'Class Act' Middle School program/philosophy through staff and committee support
* Proactive Middle School "Class Act" events were integrated to promote positive behavior
* Collaborated with Advocate Condell Medical Center to incorporate Coordinated Approach to Child Health (CATCH) vocabulary and lessons that focus on healthy lifestyles, PE Board of Education March presentation
* Continued promotion of healthy lifestyles at Middle School by including fitness testing results on online report cards
* School Student Councils offer support to various organizations -‐ (Bernie's Books, Autism Awareness)
* HMS: fundraising for different organizations and modeling giving back
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Lagarostrobos franklinni
Huon Pine
What is Huon pine?
The Huon pine Lagarostrobos franklinii is a conifer and is endemic to Tasmania. It is the only member of the genus Lagarostrobos. Related species from the family Podocarpaceae, originating from the ancient supercontinent Gondwana, are found in Chile, Malaysia and New Zealand.
How long does it live?
The Huon pine is Australia's oldest living tree and is one of the oldest living organisms on earth. Individuals have been known to reach an age of 3,000 years. Fossil records from a tree found in the south-west of Tasmania were dated at 3,462 years. (Carder A., 1995). Only the bristle-cone pine of North America exceeds it in age.
Growth rate and reproduction
The Huon pine grows at the incredibly slow rate of between 0.3 – 2 mm per year in diameter. Despite such slow growth the tree may attain heights of 40 m and commonly reaches 20 m to 25 m in height. The foliage of the Huon pine consists of tiny scales closely pressed to the stalk.
Huon pines produce pollen and seeds from small cones that are about 3 mm long. Male and female cones are produced on separate trees. A small number of trees produce both male and female cones, though this is quite rare.
Reproduction occurs in 'mast years'. Every 5 – 7 years a mass seeding occurs. Seeds are dispersed a short distance around the tree except where they land in water and are transported downstream. Huon pines also reproduce vegetatively. They do this by layering. Tree branches reaching the ground start to root and establish themselves as a new tree, which eventually breaks away from the parent. Branches breaking off trees can also take root.
Where does it grow?
Huon pines are found in the west and southwest of Tasmania where they grow among river-bank rainforest and also in a few subalpine lake shore forests. They are usually killed by fire and are drought sensitive, so are restricted to cool, wet areas.
Huon pines are often associated with rainforest species such as myrtle (Nothofagus cunninghamii), leatherwood (Eucryphia lucida) and sassafras (Atherosperma moschatum).
In this way populations such as a forest stand at Mt Read, which have no female trees, continue to survive. It is believed that the Mt Read stand has been regenerating in the absence of female trees for more than 10,000 years, although no individual trees are more than 1,500 years old.
Some of the most accessible sites to see Huon pines are: the Tahune Forest Reserve near Geeveston on the Picton River; the Arthur-Pieman River State Reserve near Corinna; the Teepookana Forest Reserve; the heritage landing on the Gordon River on the west coast; and near Newall Creek on the Mount Jukes Road south of Queenstown.
Depar tment of Primary Industries, Parks, Water and Environment
Use of Huon pine
Huon pine has been prized as a timber since the early 1800s. One of the reasons for establishing a convict settlement at Sarah Island in Macquarie Harbour was to harvest Huon pine from the Gordon River. From 1822 until 1833 convict piners were forced to cut timber and float log rafts from the lower reaches of the river to the Sarah Island settlement. There they were pit sawn into frames and planks to build ships for the Government. Pining continued as a commercial operation after the convict era. Felled trees continued to be floated down the river to Sarah Island where they were picked up and taken to the mill at Strahan. Huon pine is one of the few native timbers that floats when green. From 1890 till the present day, the small port of Strahan, on Tasmania's west coast has been the main centre of pining. However, from 1850 until 1880, the Davey River settlement in the southwest, supplied the majority of the market.
The rich creamy yellow wood is soft, durable, smooth, oily and light weight. The wood is very easy to work with and takes a high polish. Huon pine is probably the most durable of Australian timbers, and logs which apparently have lain on the ground for several hundred years are still being harvested and milled. The durability of the wood is due to the presence of the essential oil, methyl eugenol, which gives Huon pine its unique odour. The oil also has preservative qualities and deters insect attack. It has been said 'the only thing slower than a Huon pine's growth is its decay!' As a consequence it is recognised as an excellent timber for building boats, furniture, and for joinery and turning.
Huon pine is still available as a sawlog for the production of crafts. Sources include areas flooded by Hydro Tasmania schemes and previously heavily cut-over areas, particularly the Teepookana State Forest near Strahan.
The annual sawlog cut of 500 cubic metres per year from these sources is expected to last more than a century. Because it thrives in some of the roughest terrain, it has been more difficult to harvest than other Australian timbers. This has resulted in Huon pine traditionally being at least triple the price of common hardwoods, and, with its scarcity today, that has increased to a factor of six or seven.
How much Huon pine is left?
Estimates of the area of living Huon pine vary, but are in the order of 10,500 hectares. In addition there are about 800 hectares of standing, fire-killed pine. The current area of remaining pine is the remnant of a much wider original range that has been reduced by fire, inundation, logging and mining. Today most of the remaining stands are well protected within reserves, the majority within the World Heritage Area.
Further information
Kerr G. and McDermott H. (1999) The Huon Pine Story. A History of Harvest and Use of a Unique Timber. Mainsail Books, Melbourne.
Contact
Biodiversity Conservation Branch:DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
March 2011 © State of Tasmania
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Machu Picchu: The Salcantay Trek
May 22 – June 2, 2017 (11 days in Peru)
Join expert Himalayan trekking guide Cathy Ann Taylor on an off-the-beaten-path high altitude trek to the celebrated Inca ruins of Machu Picchu. You'll trek through misty cloud forests and alongside brilliant blue lakes, with constant views of the glacier-draped peaks of the Cordillera Vilcabamba, a spectacular mountain range in the heart of the Andes cradling the sanctuary of Machu Picchu, the "Lost City of the Incas." Much less traveled, higher and more rugged than the regular Inca Trail, this trek takes you across a variety of ecosystems, from alpine habitats with views of icy glaciers and the avalanche-swept slopes of Salcantay (20,574') to lush bamboo forests, fruit orchards, and coffee plantations. And although the trek is challenging, you won't go unrewarded. Instead of camping, you'll end each day at a delightful mountain lodge, where you'll dine on delicious international and local cuisine, soothe your weary muscles in a Jacuzzi, and sleep in a comfortable bed. The Incas never had it so good!
TRIP DETAILS
Strenuous6 days strenuous hiking; 10 nights hotels and lodges
ITINERARY
Fly to Cuzco, Peru, via Lima (you will need to depart the U.S. the previous day—most flights are overnight). You will be met upon your arrival in Cuzco (11,200') and transferred to the Casa Andina Private Collection, a lovely renovated 18th-century colonial manor house located about three blocks from the main square. After meeting your trip leader you can take rest, acclimatize, have lunch, or take a walk around this charming city, once the capital of the Inca Empire and now a treasure trove of ornate cathedrals side by side with artisan shops offering all sorts of colorful handicrafts for sale. Lunch and dinner on your own at one of the many fine restaurants in town. Hotel El Mercado or similar
Day 1, May 22Arrive in Lima, fly to Cuzco (11,200')
Day 2, May 23Cuzco (11,200')
B,D…Hotel El Mercado or similar
In the morning we'll slip on our hiking boots and take a tour of the Inca ruins just outside Cuzco—a good warm-up and acclimatization hike for the days ahead as well as our introduction to the scope of Inca history and civilization. We'll visit Kencho, noted for its fine stone carvings, Tambo Machay, with its fountains and ceremonial baths, Koricancha (the Temple of the sun), Sacsayhuaman, a majestic fortress known for its incredible zigzag walls made of blocks of stone put together without any mortar in the classic Inca manner, the Cathedral, and many more attractions. Lunch on your own in Cuzco. In the afternoon, Cuzco is yours to relax or explore on your own. Wander up and down the busy streets, where the remains of Inca architecture lie alongside Spanish convents and cathedrals, and poke around in the many shops and stalls. In the evening we'll gather for a "welcome" dinner and trip briefing.
Day 3, May 24Salcantay Lodge, Soray Pampa (12,670')
After breakfast we take a 4-hour drive towards the Salcantay Lodge (12,670'), situated in the beautiful Soray Pampa valley. En route to the lodge we'll visit the ruins of Tarawasi, built from finely polished granite and believed to have been one of the critically important sites of Inca culture and religion. After another stop we will take a scenic easy to moderate four-hour hike to the lodge, with a picnic lunch, a perfect opportunity for us to acclimate. Our arrival at the lodge is heralded by an unimpeded views of Salcantay, at 20,574' the highest peak in the Cordillera Vilcabamba, and considered by climbers to be one of the most difficult, and Humantay, at 17,969'. After settling into our rooms, the rest of the late afternoon is at leisure to adjust to the altitude. An evening briefing is followed by aperitifs and a hearty dinner. (3 hours hiking.) B,L,D…Salcantay Lodge
Day 4, May 25Salcantay Lodge, Soray Pampa (12,670')
B,L,D…Salcantay Lodge
Today is a day of rest and further acclimatization. We'll take and optional hike to a high glacial lake (13, 845'), and scramble to a spot with wonderful views of the snowy Vilcabamba Range, or choose to relax and just take in the beautiful setting. (4-5 hours hiking.)
Day 5, May 26On trek – Wayra Lodge (12,900')
Today we begin our four-day trek to the celebrated ruins of Machu Picchu. Hiking up the Rio Blanco Valley, we circle the peak of Humantay, across from Salcantay. Our high point today is at Salcantay Pass at 15,100 feet along the shores of Lake Salcantaycocha, from where we set our eyes on the glacial moraines and snowcapped peaks of the Vilcabamba Range. Descend to Wayra Lodge (12,900'), where we can soak our weary muscles in a welcoming Jacuzzi. (7-8 hours hiking.) B,L,D…Wayra Lodge
Day 6, May 27Collpa Lodge (9,400')
B,L,D…Collpa Lodge
We descend to the Collpapampa Valley, where the scenery of pasturelands and lush vegetation is a sharp contrast to the harsh alpine territory we have emerged from. Our evening's accommodation is at Collpa Lodge, set in a beautiful cloud forest at 9,400', with orchids and butterflies all around. (5-6 hours hiking.)
Day 7, May 28Lucma Lodge (7,100')
B,L,D…Lucma Lodge
We continue to descend in elevation as we make our way through the Rio Santa Teresa Valley, where we find orchards of coffee and tropical fruits and a myriad of incredible wildflowers. After a riverside picnic, we hike on a newly restored Inca road to Lucma Lodge (7,100'), set on an organic coffee plantation. After our arrival we have some time to explore the village and meet some of the local people. (5 hours hiking & 30 minutes drive.)
Day 8, May 29Aguas Calientes (6,693')
B,L,D…Machu Picchu Pueblo Hotel
Our final day of hiking begins with a crossing of Llactapata Pass (~9,400'), from where we have awesome views of Machu Picchu in the distance. We'll continue to enjoy views of this fairytale city as we descend through bamboo and mountainous terrain to the Urubamba River. We catch the train here for a 50 minute ride to the village of Aguas Calientes, the gateway to Machu Picchu. Upon our arrival we can explore this small town and perhaps shop for some alpaca wool hats, sweaters, or blankets before a festive celebratory dinner. (5-7 hours hiking.)
Day 9, May 30Machu Picchu
B,L,D…Machu Picchu Pueblo Hotel
We're up early to catch the bus (30 minutes) for Machu Picchu(7,970'). As we make our way on switchbacks up to the ruins, we can appreciate the truly wonderful setting the Incas chose when deciding to build their retreat high above the Urubamba River in the mid-15th century. The landscape is stunning, with green mountains plunging to the valley floor, the massive cliff face of Huayna Picchu( towering above the remains of temples, sanctuaries, altars, and fountains, and colorful orchids tumbling over the rough stone walls at ~8,750'). Our knowledgeable local guides will give us a detailed explanation of the many structures and help us to envision the life of the Incas ages ago. We'll have a whole day to explore the ruins, with lunch at the Machu Picchu Sanctuary Hotel, right at the entrance to the ruins. At the end of the day we return to our hotel for a joyous farewell dinner.
Day 10, May 31Cuzco
The morning is free to explore Machu Picchu on your own, relax at the hotel gardens or shop in Aguas Calientes. Late morning, we take the train to Ollayantaytambo (1 ½ hours) and our private bus back to Cuzco (1 ½ hours), with an evening free to dine at a restaurant of your choice. B, L…Hotel El Mercado or similar
Day 11, June 1Lima – departure
Transfer to the airport and fly to Lima, with the day free to relax before your evening flight home. If you want to see Lima and perhaps visit Lima's Gold Museum, which contains many interesting artifacts you may want to book an early flight out of Cuzco, otherwise you can have a extra day to explore Cuzco with a late afternoon flight out. Evening departure on homeward-bound flights. B…
Day 12, June 2Arrive home
LAND COST
$5,695 per person (10-12 members)
$5,995 per person (6-9 members)
*Should you choose to pay with credit card there will be a service charge of 3%, the fee we incur from the bank.
Rates quoted are per person, based on sharing double accommodations, there are 12 double rooms at the first eco lodge and 6 double rooms at the other three eco lodges.
Note—Prices listed are subject to change. We are occasionally faced with unavoidable cost increases or currency fluctuations that we cannot absorb. We will, however, do everything we can to keep prices the same as published.
Single Supplement—$1,900 for requested singles; $1,300 for forced singles. If you prefer single accommodations, you must pay the Single Supplement Fee. If you wish to share accommodations, we'll try to match you up with a roommate. If that's not possible, we will only charge you a portion of the single supplement.
LAND COST INCLUDES…
o Accommodations in hotels and mountain lodges
o Expert leadership
o Meals as noted (B=Breakfast, L=Lunch, D=Dinner)
o Airport transfers
o Drinking water and sodas with meals at the lodges
o Sightseeing as noted in the itinerary
o Tipping at Mountain Lodges on Salcantay trek
o Ground transportation
LAND COST DOES NOT INCLUDE…
International airfare to Cuzco and return; trip insurance (we strongly recommend you purchase the optional trip insurance offered by Cattara, which includes trip cancellation insurance); optional tipping to leader and local guides; excess baggage charges; airport taxes (if any); cost of medical immunizations; and items of a personal nature (sodas in Cuzco, alcoholic beverages, laundry, etc.); meals not noted on itinerary.
TRIP PAYMENT SCHEDULE
At time of reservation .......................................... 25% of land cost 120 days prior to departure ................................. 25% of land cost 90 days prior to departure .................................... Balance
CANCELLATION FEE SCHEDULE
until 90 days prior to departure ........................ 25% of land cost 89-60 days prior to departure .............................. 50% of land cost 59 days or fewer prior to departure .................... 100% of land cost
From time of reservation
EXPERT LEADERSHIP
Expert leadership is the key to every successful trip. Cattara attracts knowledgeable and gifted leaders who are passionate about guiding trips and truly enjoy sharing the experience with others. They understand the cultures and traditions they work in and are a fountain of information. In addition to making sure everything runs smoothly and safely, Cattara guides enhance your experience by being educators, companions, and the best of friends.
and her wonderful rapport with the local staff will enhance your experience. With the help of caring and like-minded individuals she has been able to manage the sponsorship of fifteen remote village children, all of whom are in boarding school and a few who have graduated from Universities in Australian and the United States. She consistently gets rave reviews from members of her groups and has quite a following. Cathy Ann is active in the Breast Cancer Fund and has participated in seventeen expeditions, including Mount McKinley, Cho Oyu, Mount Fuji, Mount Shasta, and Mount Rainier, which helped increase awareness of breast cancer (she alone has raised over $650,000 for the cause!). Cat's new program, Sacred Treks to benefit the Breast Cancer Fund (Bhutan, Mont Blanc, Peru, Everest, Ladakh, Mustang, Georgian Caucasus, Sikkim, and Dolomites treks) has raised over $640,000. She has also reached the summit of Ama Dablam (22,500') in Nepal and Argentina's
Cathy Ann Taylor, a high altitude trekking guide for the last 27 years, will be leading the Machu Picchu: The Salcantay Trek. Cathy Ann has trekked all over Nepal, Tibet, India, and Bhutan, with well over 200 trips in the Himalayas (she still considers the Himalayas her "second home")! She has also hiked extensively in the European Alps and South America. A devout hiker and mountain biker, she leaves no trail undiscovered, and her passion for the mountains, caring nature, and boundless energy are renowned. Her experience, knowledge, positive attitude (she can find the good in anything!),
Aconcagua (22,834'), the highest peak in South America. Cathy Ann received an honorable mention in Hooked on the Outdoors magazine's Outdoor Person of the Year Awards, January 2006, and also received a letter of recognition for her fundraising and environmental work from former Speaker of the House, Nancy Pelosi.
PHYSICAL EXPECTATIONS
You should be an experienced hiker in very good physical condition. This trip is rated strenuous, as you will be hiking four to eight hours a day on steep and rocky mountain trails, and often at elevations above 12,000 feet (highest elevation reached is ~15,100'). Pack animals will carry the gear from lodge to lodge; you'll just need to carry your daypack with essential things you need during the day. Even so, hiking at high altitudes is challenging, as you can experience a variety of symptoms you wouldn't encounter at sea level (shortness of breath, sleeplessness, headaches).
For physical preparation, we recommend regular cardiovascular exercise for one hour at least 4-5 times a week. We suggest stair climbing, running, and mountain biking on hills, or elliptical or treadmill training in the gym. And, of course, the best way to train for a trek is to go hiking! We recommend you get out on the trails at least once a week for 5-6 hours. Wear your boots and daypack with 20-25 lbs of gear in it and pick some trails with hills so you can strengthen your leg muscles and build up your stamina.
TRAVEL DOCUMENTS
You will need a passport, valid for at least six months beyond the date of completion of the trip. No visas are required for this trip (for US citizens); you will receive a Tourist Card at the airport upon arrival. Note—It's a good idea to make a photocopy of the photo page of your passport and carry it separately from your passport. If your passport is lost or stolen, a photocopy will help the local consulate speed up authorization for replacement.
AIR TRAVEL
Airfare is not included in the land cost of the trip. For air reservations, please contact the airlines directly, either by phone or via the Internet. You will need to transit through Lima to arrive in Cuzco. (Customs and immigration procedures are handled in Lima.) Depending on your choice of air carrier and routing, you could arrive in Lima late at night or very early the next morning. Should you require an overnight in Lima, re commend the Ramada del Sol Hotel right at the Lima airport. Let us know your flight arrival information and we will meet you at the airport in Cuzco. Many travelers elect to use their "frequent flyer" miles when traveling, but please check with us before purchasing or obtaining your tickets. We need to verify your arrival and departure schedule and ensure we have enough participants to operate the trip. Note—Names on air tickets and passports must match!
MEDICAL MATTERS
No vaccinations are currently required to enter Peru, but usual immunizations for typhoid, tetanus, hepatitis A, and polio are recommended. These regulations and recommendations change frequently, so please check with your local health department or the CDC for more information (www.cdc.gov). Please advise us of any pre-existing medical conditions that may affect your health on the trek (recent injuries or surgeries, chronic illnesses, etc.). We recommend you bring your own personal first-aid kit, pain killers, and allergy medicines if you are prone to allergic reactions (especially epi pens if you are allergic to bee stings). Moleskin or Second Skin for blisters is also recommended, as well as Band-Aids and antibiotic ointment. Consult your doctor about bringing other medications, such as diamox for altitude, antibiotics like Cipro for stomach ailments, and azithromycin as a broad spectrum antibiotic. The trip leader will also carry a basic kit for emergencies, but will not have any prescription medications. We strongly recommend your get a medical check-up before the trek if you are over 60 years of age.
EATING OUT & HYGIENE
Although you need to be careful about eating out in Peru, we believe it is fun learning experience, and Cuzco is full of wonderful little restaurants. Make sure you drink water which is treated or bottled and food that is fully cooked. Most importantly wash your hands frequently with soap & water and carry hand sanitizer.
MONEY MATTERS
You should bring enough money for any souvenirs you may buy, plus a few meals that are not included in the cost of the trip (e.g. various meals in Cuzco, or meals and accommodation en route to Peru). Depending on how much of a shopper you are, $500-$600 should be enough for incidentals and souvenirs (there are lots of ATMs available so you don't need to carry too much cash).The ATMs give both US dollars & Nuevo Soles. ATMs are available at the airport, in downtown Lima and Cuzco, and at some of the hotels. The currency in Peru is the Nuevo Sol, but US dollars are widely used and accepted, be sure to bring crisp US bills, as torn and defaced currency is not accepted. Credit cards are generally accepted at most restaurants and shops (Visa is the most widely accepted). The exchange rate as of February 24, 2015 is 3.093 (PEN) Nuevo Sol per one US dollar.
You should bring an additional amount for optional gratuities to the trip leader and local guides, (At least US $350 per guest is recommended for the trip leader; at least $110 per guest for the lead local guide and at least $60 per guest for the assistant guide. You can present your gratuities to your leader and local guides individually.
The gratuities at all the lodges, to the muleteers, and to our chefs will be given by Cathy Ann and are included in your trip cost.
WEATHER & CLIMATE
As in most mountain environments, the weather in the Andes can be unpredictable, so each day on the trail you need to be prepared for a variety of weather conditions: hot sun, wind, rain. The
months from May through October are usually the driest and clearest. However, you will carry your temperatures at night are typically between 30 – 60 F and daytime between 50 – 80 F.
raingear and jacket in your daypack every day, even if the morning starts out bright and hot. Dressing in layers that can be adjusted to suit the prevailing conditions is highly recommended. The
WHILE ON THE TRIP
While on trek we'll be staying at mountain lodges, each with spectacular views of the mountains or valleys. They feature well-appointed rooms with private baths, hot showers, and down bedding, while the public areas have Jacuzzis, bar/lounge areas (great Pisco sours!), and reading rooms. Delicious Peruvian and international cuisine is served in the dining room. It doesn't get much better than this!
INCIDENTALS
Laundry: Laundry service is available at the hotels, and at the Collpa & Lucma lodges. You can hand wash a few items and hang them to dry in your room. Synthetic, quick drying fabrics are best (see the equipment list).
Electricity: Most hotels in Peru feature both 110 and 220V, 60Hz outlets. There is electricity at the lodges. It's a good idea to buy a converter set with a selection of plug adapters before you leave the US. If your appliance has a dual voltage switch, you will simply need an adapter plug but not a converter (camera chargers can be used as they are—no need for an adapter).
Time Zones: Peru is Greenwich Mean Time minus five hours. That means that Lima and Cuzco are the same time as New York and three hours ahead of California. Peru does not observe Daylight Savings Time.
Communications: While we discourage the use of cell phones on our trip, we can't deny the fact that you may want to be in touch with your friends or family. Please be sensitive to the needs of others and use them in the privacy of your room. Contact your cell phone service about international coverage. A satellite phone is available in each lodge. Internet is available at the hotels in Cuzco & Aguas Calientes as well as at the lodges (can be spotty in the lodges).
WHAT TO BRING: CLOTHING & EQUIPMENT LIST
Packing Notes
It's best to go as light as possible and take only the essentials. Excess baggage can be a burden, not only to you but to support personnel.
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Always bring all irreplaceable items, such as camera, medications, important documentation, and trekking boots in your carryon luggage.
Luggage
Duffel bag, large enough to hold your trekking clothes and gear. It should have a full-length zipper (for easy access), and be sturdy and water-resistant or waterproof. Keep the weight of your duffel to no more than 25 - 30 lbs. as there are weight limitations for mule transport and for the train back to Cuzco. (Loaner duffels are available for the trek; they will be distributed at the trip briefing to those who need one.) Please do not bring hard-sided suitcases or carry- ons.
Daypack with a capacity of 2,000 - 2500 cubic inches, with a good padded waist belt. It can double as your carryon bag.*
Spare roll-up duffel (optional). This is essential if you wish to bring home those great souvenirs! It should be lockable.
*Remember, you must carry your fleece jacket and rain gear with you every day on the trail, as well as your snacks, 2 liters of water, sunscreen, warm hat, gloves, camera, and cover for daypack in case of rain. Be sure your daypack is large enough!
Clothing Notes
When layering, your innermost layer should be a synthetic T-shirt or long underwear. The middle layer can be a synthetic turtleneck or wool shirt, and pants. The outermost layer should be a synthetic fleece jacket, and/or a good quality wind/rain parka and over-pants.
You should be prepared for very unpredictable weather. Bring comfortable clothing that will protect you from cold and possibly wet weather. Synthetic fabrics (such as capilene or wool) are the most effective barriers against the cold. They provide the best insulation, are light in weight, wick away perspiration, and dry quickly if wet. (Cotton garments are not good in cold or wet mountain conditions.)
We haven't included quantities for each item listed. Use your own judgment, based on the expected weather conditions, your personal needs, and the overall weight restrictions for your luggage.
Underwear
Regular underwear. Synthetics are easier to wash and dry.
Thermal underwear (lightweight), top and bottoms, of a polyester-type fabric.
Socks
Casual socks (synthetic for easy washing and drying) that are suitable for walking (not hiking) shoes.
Mid-weight hiking socks (synthetic or wool/synthetic).
Synthetic or silk sock liners—optional. Some people wear sock liners to help prevent blisters, and some wear the same pair of hiking socks for three days in a row and achieve the same result.
Shirts
Long-sleeved, synthetic or wool shirt.
Short-sleeved synthetic T-shirts (in case we have some hot, sunny days on trek).
Pants
Full-length synthetic hiking pants.
Casual pants or skirts for non-hiking activities.
Sweatpants or similar for at night in the lodges.
Outerwear
Medium-weight jacket of synthetic fabric, such as fleece or a lightweight down sweater.
Rain/wind shell (must fit over bulky clothing).
Waterproof poncho for warmer days in the rain – optional.
Rain/wind pants, preferably with full-length side zipper (must fit over your other pants).
Gloves or mittens (wool or fleece).
Waterproof daypack cover.
Head Gear
Sun hat with wide brim, preferably with a chin strap to keep it from blowing off, or baseball cap.
Fleece or wool hat.
Waterproof hat, if your jacket doesn’t have a hood.
Bandanna. A generally useful item—it will keep your neck from getting sunburned and can double as a hand towel in the field.
Footwear
Please break new boots in well before the trip.
Medium-weight, sturdy hiking boots with padded ankle, good arch support, and lug sole for traction. Your hiking boots should be waterproofed, well broken in, and suitable for prolonged walking on rocks.
Comfortable walking shoes to wear while in towns and flip flops or similar for the lodges.
Other Items
Water bottles, 1 or 1.5 quart capacity. Make sure they are leak-proof. Bring 2 and mark them with your name or initials as several people may have the same bottle.
Hiking sticks—optional, but highly recommended. These are essential to relieve the impact on your knees during long downhills; they are also useful on uphills. Practice with them before the trip. Note—At Machu Picchu, regulations prohibit the use of metal tipped hiking poles at the site of the ruins unless the tips are protected with rubber caps(these tips can be purchased at REI or similar. You do not need these tips during our 6 day trek.
Toiletry kit—toothbrush, etc. (All of the Eco lodges and hotels provide shampoo, conditioner, soap, and body lotion.).
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Purell hand sanitizer for quick hand washing and hygiene (a must!).
Personal medical kit, including diamox, antibiotics, and blister protection.
Ace bandage or brace if you’re prone to sore knees or ankles.
Sunglasses (100% UVA/URB protected).
Spare pair of prescription glasses, prescription sunglasses, or contact lenses.
Sunscreen lotion and lipstick of SPF 25 or higher.
Insect repellent for the lower altitudes.
Small padlocks or combination locks for your duffels.
Heavyweight plastic garbage bag(s) to help keep the contents of your daypack and duffel bag dry during hikes.
Backpack cover in case of rain.
Swimsuit for the Jacuzzis.
Flashlight or small headlamp for the lodges.
Optional Travel Accessories
Camera and plenty of memory cards and extra batteries.
Repair kit with needle, thread, and safety pins.
Pair of compact binoculars.
Swiss Army-type pocket knife.
Powdered mixes such as electrolytes for your water.
Your favorite trail snacks or candy, especially if you have dietary restrictions.
Reading and writing material.
©2016 Cattara, LLC
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Department of State Health Services
Texas School Health Advisory Committee
School Health Program www.dshs.state.tx.us/schoolhealth/shadvise.shtm
CHILD HEALTH RELATED WEB SITES
Abstinence Education Program
The Abstinence Education Program provides educational programs via contract services to priority populations in order to prevent teen pregnancy and sexually transmitted diseases (STDs). Priority populations include youth, parents and health professionals.
www.dshs.state.tx.us/abstain/default.shtm
Action for Healthy Kids
Action for Health Kids (AFHK) is a nonprofit organization formed specifically to address the epidemic of overweight, undernourished and sedentary youth by focusing on changes at school. There are chapters in all 50 states and the District of Columbia including the Texas Action for Healthy Kids Alliance. The Texas Web site can be accessed through the AFHK Web site above. s to learn.
www.actionforhealthykids.org
Adolescent Health
The Adolescent Health Program maintains a comprehensive and holistic view of adolescent's health and well-being. Instead of looking at single behaviors (teen pregnancy, substance use/abuse, violence, delinquency, suicide, depression, unintentional injuries and school failure), the Adolescent Health Program looks at overlap between behaviors, their underlying common causes, and successful interventions. Interventions must be built around researched risk and resiliency factors and maintain a collaborative, multi- disciplinary approach that includes families, schools, churches, communities and agencies that serve teens.
www.dshs.state.tx.us/adolescent/default.shtm
Asthma Coalition of Texas
Resources for schools, professionals, tools, links, the law and other help.
www.texasasthma.org/
Childhood Lead Poisoning Program
The Texas Childhood Lead Poisoning Prevention Program partners with local and regional health departments; city, state, and federal agencies; and other community organizations to protect Texas children by finding and eliminating the sources of exposure to lead poisoning.
www.dshs.state.tx.us/lead/default.shtm
Children with Special Health Needs
The Children with Special Health Care Needs (CSHCN) Services Program provides services to children with extraordinary medical needs, disabilities and chronic health conditions. The CSHCN Services Program's health care benefits include payments for medical care, family support services and related services not covered by Medicaid,
www.dshs.state.tx.us/cshcn/default.shtm
CHIP, private insurance or other "third party payers." The program also contracts with agencies throughout the state to provide an array of clinical and support services to children with special health care needs and their families. The CSHCN Services Program also assists children and their families by supporting case management at Department of State Health Services (DSHS) regional offices throughout Texas.
Chronic Disease Prevention
Chronic Disease Prevention at DSHS provides information, education, resources and assistance to the people of Texas to make healthy life choices, reduce the human and economic impact of poor health, reduce the incidence of premature death and disability and promote healthy communities.
www.dshs.state.tx.us/chronic/default.shtm
Drug Abuse Statistics by County
www.tcada.state.tx.us/research/statistics/index.shtml
Healthy Schools, Healthy Youth
The Centers for Disease Control and Prevention's Division of Adolescent and School Health (DASH) seeks to prevent the most serious health risk behaviors among children, adolescents and young adults. The DASH Web site provides a wealth of school health information and resources.
www.cdc.gov/HealthyYouth/index.htm
HIV/STD/Aids Program
Information on prevention and care in Texas. Find out about HIV/STD services in your area, access HIV/STD and AIDS statistics for Texas, or learn about eligibility requirements for the Texas HIV Medication Program.
www.dshs.state.tx.us/hivstd/default.shtm
Immunizations Branch
Contains information on the immunization program, an electronic edition of the newsletter Upshot, information on the automated immunization tracking system ImmTrac, disease incidence data, the Vaccines for Children Program, and more.
www.dshs.state.tx.us/immunize/default.shtm
Indoor Air Quality in Schools
Information on The Indoor Air Quality Program works to identify problems and concerns relating to the quality of air in occupied buildings, and to provide information to building owners, schools and homeowners so they can prevent or remediate indoor air quality problems such as asbestos, lead, mold, pesticides and Radon.
www.dshs.state.tx.us/iaq/links.shtm#schools
Infectious Disease Control Unit
Promotes epidemiology, surveillance, education, risk stratification/communication, consultation, and disease interventions such as the Human Papilloma Virus Vaccine, a new Antibiotic Resistance/ MRSA and Pandemic Influenza Preparedness Plan
www.dshs.state.tx.us/idcu/default.asp
Maternal and Child Health
Maternal and Child Health (MCH) provides links to information for consumers of MCH services, administrative documents for MCH contractors, and related materials for public health professionals.
www.dshs.state.tx.us/mch/default.shtm
Obesity and Overweight Activities at DSHS
This site outlines DSHS goals for tackling obesity and overweight in Texas including resources, studies, statistics and plans from Texas and other state's community sources.
www.dshs.state.tx.us/phn/default.shtm
Obesity and Overweight Data in Texas including SPAN and the BRFSS
www.dshs.state.tx.us/phn/data.shtm
Oral Health Services Program
The Oral Health Group (OHG) at DSHS serves to encourage the residents of Texas to improve and maintain good oral health. The OHG works collaboratively with various partners across the state in order to identify the oral health needs of Texans and to identify resources to meet these needs.
www.dshs.state.tx.us/dental/default.shtm
Playground Equipment and Safety
Help for building a safe playground for children at school or at home is addressed at this site including equipment types, led paint and more.
www.tdh.state.tx.us/beh/ps/plygrnd.htm
Safe Riders Program
The Safe Riders Traffic Safety Program, in cooperation with the Texas Department of Transportation provides helpful information about child passenger safety, including links to related local and national websites. They can also be reached by phone at 1-800-2528255.
www.dshs.state.tx.us/saferiders/default.shtm
SCHOOL HEALTH PROGRAM
Provides information and resources to communities in their efforts to meet the health services and health education needs of children in a school setting by supporting comprehensive school health programming.
www.dshs.state.tx.us/schoolhealth/default.shtm
School Vision and Hearing Program
Identifies preschoolers and school children with hearing and vision problems early and links them to appropriate remedial services.
www.dshs.state.tx.us/vhs/default.shtm
Spinal Screening Program
School spinal screening was developed to identify adolescents with small spinal curves and refer them for treatment before these curves become too severe.
www.dshs.state.tx.us/spinal/default.shtm
Texas Association for Health, Physical Education, Recreation and Dance
The Texas Association for Health, Physical Education, Recreation and Dance (TAHPERD) is a not-for-profit professional association of individuals in the allied fields of health education, physical education, recreation and dance committed to the development of knowledge and programs that promote active, healthy lifestyles and enhance skilled, aesthetic motor performance.
www.tahperd.org
Texas Association of School Administrators
Resources and technical assistance for public school superintendents and administrators, education service center staff, college and university professors, students, and others interested in public education.
www.tasanet.org
Texas Association of School Based Health Centers
Texas Association of School-Based Health Centers advocates and supports state policies; programs and funding that sustain, grow and integrate school-based health care into the Texas health care and education systems. Resources and technical assistance is provided to enable school-based health centers to deliver quality services in schools.
www.tasbhc.org
Texas Association of School Boards
The Texas Association of School Boards (TASB) represents the largest group of publicly elected officials in the state and is dedicated to the preservation of local control of public education. TASB provides assistance in every area of public school governance and operation and provides products and services to its members to serve their needs.
www.tasb.org
Texas Association for School Nutrition
The Texas Association for School Nutrition (TASN), formerly known as TSFSA, is a professional organization for all levels of school food service employees. TASN was established to provide resources that enhance and promote non-profit child nutrition programs for the benefit of schoolchildren.
www.tsfsa.org
Texas Cooperative Extension
Part of the Texas A&M System, the Family and Consumer Science section of the Extension System offers practical information for families; raising children, housing and the environment, eating well, managing money and staying healthy.
http://fcs.tamu.edu
Texas Dept. of Agriculture – Square Meals – Web Site for School Nutrition Answers www.squaremeals.org
This site provides public school nutrition policies, resources and materials, school meal programs and programs for parents.
Texas Education Agency
The TEA and the State Board of Education (www.tea.state.tx.us/sboe) guide and monitor activities and programs related to public education in Texas.
www.tea.state.tx.us
Texas Education Agency – Health and P.E. Curriculum
The TEA Health and P.E. Curriculum Web site assist districts statewide with implementation of the TEKS; assist the textbook adoption process for K-12 health and physical education instructional materials; and provides information on curriculum, assessment, training, rules and other related topics.
www.tea.state.tx.us/curriculum/hpe/index.html
Texas School Nurses Association
Resource for Texas school nursing practice information.
www.txsno.org
Texas Obesity Policy Portfolio
The Texas Obesity Policy Portfolio chronicles our best health policy knowledge associated with obesity prevention and control and serves as a starting point for policy development and implementation. The Portfolio gives a range of referenced policy options from effective to untested, categorized by type of policy and identified for use in multiple sectors and settings.
www.dshs.state.tx.us/phn/pdf/Texas_Obesity_Policy_Portfolio.pdf
Texas Parent Teacher's Association
Texas Parent Teacher's Association (TXPTA) is a grassroots organization made up of parents, teachers and others around the state that has a special interest in children, families and schools. TXPTA is the largest child-advocacy organization in the state.
www.txpta.org
Tobacco Prevention and Control
This site provides a clearinghouse of information on tobacco use prevention issues.
www.dshs.state.tx.us/tobacco/default.shtm
WIC
WIC is a nutrition program that helps pregnant women, new mothers, and young children eat well, learn about nutrition and stay healthy. Nutrition education and counseling, nutritious foods, and help accessing health care are provided to low-income women, infants, and children.
www.dshs.state.tx.us/wichd/default.shtm
Youth Risk Behavior Surveillance System (YRBSS)
Substance abuse related risk behavior survey.
www.cdc.gov/HealthyYouth/yrbs/index.htm
External links to sites appearing in this publication are intended to be informational and do not represent an endorsement by the Texas Department of State Health Services. These sites may also not be accessible to people with disabilities. External email links are provided to you as a courtesy. Please be advised that you are not contacting the DSHS and DSHS policies do not apply should you choose to correspond. For information about the programs listed, contact the sponsoring organization directly. For comments or questions about this publication, contact Ellen Smith at (512) 458-7111 ext. 2140 or by email at firstname.lastname@example.org. Copyright free. This document may be reprinted without permission.
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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees.
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2017-03-27T10:49:01Z
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CITES
CITES is an acronym for the "Convention on International Trade in Endangered Species of Wild Fauna and Flora", signed by more than 150 countries worldwide. The aim of CITES is to protect the many endangered wildlife species of the World through controlling the international trade. Some 4,800 animal and 25,000 plant species are covered by CITES. More than 30 animal CITES-species (and a few plant species) live in Greenland and the surrounding waters.
The species are listed in three appendices:
Appendix I (globally endangered species):
This covers species which are banned from ALL export. No part, deriviate or crafted products of these species may be exported. In Greenland this includes; Sperm whale, Bowhead whale (Greenland right whale), Fin whale (also known as the Razorback), Humpback whale and White-tailed eagle.
Appendix II and III (endangered and locally endangered species):
This covers the whole or any part of a species which can be exported for private, non-commercial use when accompanied by a CITES permit. Export of anything made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear require a CITES permit which has to be kept with the product during transport.
Please note:
* If you export ANY product made from a "CITES species"(CITES Appendix II and III) from Greenland and import it to your home country (no matter whether this item was purchased in a shop or found in the wild) it MUST be accompanied by a CITES permit.
* The CITES permit is valid only for products for private and personal use. If the products are to be used in any other way, for example for commercial and scientific purposes, they require further documentation for export.
* Species protected in Greenland and all birds of prey are NOT eligible for sale or export; even if found dead.
* Other, frequently used materials (not covered by CITES or other rules) may be exported from Greenland free of regulations if for private use. This includes all species of seals (except Walrus), Reindeer, Musk ox, Sheep, Mammoth (tooth), driftwood and most stones and minerals.
* More information on the Internet: www.wcmc.org.uk/cites.
Export of all products made from the whole, or any part of, Narwhal, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must have a CITES permit. This applies to the whole range of products including Polar bear claws, jewellery made from Narwhale or Beluga tooth, Walrus skulls and souvenirs fashioned from Minke whale baleen etc. The CITES permit is issued at most of the shops and outlets selling these products.
Please note that no products made from whole, or any part of, Sperm whale (incl. teeth), Bowhead whale, Fin whale, Humpback whale, plus all species of birds of prey, can be exported.
* Without a CITES permit you risk the confiscation of your precious memory of Greenland.
* With a CITES permit you have proof of the origin of your product which will have been caught in the wild by a genuine Greenlandic sealer or hunter.
* With a CITES permit you have proof that you can legally import the product to your home country.
For more information:
Department of Environment and Nature (Direktoratet for Miljø og Natur) P.O. Box 1614 DK-3900 Nuuk
Tel. (+299) 34 67 01
Fax. (+299) 32 52 86
Internet:
www.wcmc.org.uk/cites (general information on CITES including CITES appendixes).
Published by Greenland Home-rule and funded by Dancea
Buying handicraft? Buying handicraft?
Produced for Greenland-Homerule, Department of Environment and Nature, Nuuk, by Ornis Consult A/S • Design: Monsoon • Photos: Erik Bornand Thor Hjarsen • Printing: Datagraf Auning AS
Greenland Home-rule
Department of Environment and Nature
Greenland Home-rule
Department of Environment and Nature
Ask for a CITES permit Ask for a CITES permit
As a tourist in Greenland you will have the opportunity to take back home beautiful souvenir handicrafts, such as clothing, jewellery and other domestic products.
Greenlandic handicraft products are made from nature's own materials such as stones and gems, driftwood, and antlers, bones and teeth of wild animals. Some of the products may be made from animal species covered by CITES, aimed at protecting endangered wild animal and plant species by controlling international trade. In Greenland, products made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must be sold with a special CITES permit.
The CITES permit is your proof that you can legally export the product from Greenland and import this to your home country. Remember to obtain a CITES permit and keep it with the product. Present it to the Customs upon arrival in your home country.
The Greenlandic CITES permit covers 5 wildlife species: Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear.
Narwhale
Narwhale
Greenlandic handicraft products – more than mere souvenirs
The CITES permit is not just a document for the customs clearance officers. It proves that the product originates from wildlife species that can be legally hunted in Greenland. Within the population of 55,000, approximately 2,500 Greenlanders live as sealers and 7,000 are registered hunters. Each year they file reports on their catch so that the authorities can monitor and impose regulations as required. Whaling is conducted according to international regulations.
Greenlandic handicrafts are deeply rooted in the old hunting culture of the Inuit people. In the past the Inuit had a nomadic lifestyle and had to make all of their own tools and only the most important and useful items travelled with them. Survival was an art of its own and through the passage of time the tools of everyday life evolved into first class handicraft products, crafted by true artisans. Thus the Greenlandic handicrafts are more than just souvenirs; they combine art, nature and utility.
They possess inua – the spirit of things.
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Kasese District Youth Focus on AIDS
Vision: "A community free from impacts of poverty ''
Mission : "To inform and support the communities of Kasese district with quality care and services through promotion of innovative solutions in skills development, HIV/AIDS prevention, care and support for orphans and other vulnerable children and Human rights advocacy".
HISTORY
KADYFA is an NGO based in Kasese district and was established in 2001 to respond to the HIV/AIDS pandemic, reproductive Health issues, environmental health, human rights abuse, child protection, and care and support for orphans and vulnerable children. It was started by a group of youth who reflected on their humble background, adolescent experiences and expectation amidst the challenges they encountered.
KADYFA is a member of KADDE-NET an umbrella network for CBOs and NGOs in Kasese district. It is also a member of UNASO a national HIV/AIDS networking organization. KADYFA currently has 3 volunteers who are responsible for implementing day to day program activities.
PROGRAMS
outh Economic Empowerment - The lives of millions of Ugandan youth are marred by poverty, inadequate education Y and skills, inadequate work/employment, exploitation, disease, civil unrest and gender discrimination. The youth of 1519 years constitute about 29% of the Uganda's population (2014 population census) Poverty, Unemployment and underemployment are the main problems affecting the youth. KADYFA's focus is on supporting the youth generate income after acquiring skills in shoe making, sewing, knitting, hair dressing, and business management, planning and entrepreneurship.
IV prevention, care and support - According to Kasese district management improved plan (DMIP) 2012-2015, HIV H prevalence in Kasese is at 11.2% (HMIS,2011), much higher than the national prevalence rate of 7.4% (Aids indicator survey 2011). Reasons given for the higher prevalence rate are: lack of HIV awareness, inadequate HIV services, and early marriages arising from school dropout, redundancy at fishing communities, increased commercial sex and HIV orphans who take up early parental care that have influenced the spread of HIV. The percentage of the population that knows ways of preventing the sexual transmission of HIV and is able to reject misconceptions about HIV transmission is
at 28.4% (LQAS2011).This indicates low awareness about HIV services , 8% of the population knew two or more benefits of HCT, while PMTCT knowledge level declined from 53.7% to 27% in 2010 and 2011 respectively. KADYFA focuses on reducing HIV prevalence rate among the youth through promoting safe sexual practices and HIV Counseling and Testing accessibility.
uman Rights Promotion: From the implementation of various community projects and conducting several studies, H KADYFA notes that there is lack of awareness on issues regarding human rights and the laws and policies related to this subject among the population and the local authorities. Most people don't know their entitlements and are ignorant about what to demand for and where to seek support when their rights are infringed on and this is a major cause of poverty which needs great interventions. KADYFA implements initiatives geared towards creating awareness on rights and the related policies, laws. It builds the capacity of local authorities to handle and refer cases of rights abuses. It empowers community members with advocacy skills so as to be able to demand for their entitlements.
CHALLENGES
here is high competition for funding between different organizations/firms with similar objectives as KADYFA. This T limits KADYFA's' chances to get funding here is fear that the global crisis might affect funding flow to Low Developed Countries where KADYFA's target is T found.
ince it has no running funding, KADYFA does not have paid staff to support the volunteers to run the day to day S activities of the organization. This affects out puts and impact.
ACHIEVMENTS
Provided clothing's, beddings and food to 143 Orphans and other vulnerable children (OVCs)
Provided micro finance training to 12 OVCs households
Provided Uniforms and scholastic materials to 57 OVCs in primary schools and 143 OVCs in secondary schools.
Facilitated legal consultation and aid to at least 18 OVCs in regard to succession planning ,property disputes, physical and sexual abuse
Provided counseling to 143 OVC households
Conducted IEC/BCC campaigns to ensure that care givers, community, religious leaders and teachers get familiar with fundamental principles of the rights of OVCs
Formed 20 out of school peer educators groups in the communities of Munkunyu, Kyarumba, Bugoye and Kitswamba to continue with discussion about HIV/AIDS.
Oriented 112 community Peer Educators in adolescent sexual reproductive health issues.
Oriented 28 health service providers in providing youth friendly services.
Conducted HCT/VCT outreaches and tested 20,000 youth for HIV and other STIs
Conducted 44 life choice and life skills video shows at parish level
Conducted 64 peer to peer interactive HIV prevention discussions at parish level
Conducted 1 day meeting to develop a referral strategy with 28 oriented health service providers and 30 trained peer educators.
Conducted 4 experience sharing meetings among 112 trained peer educators to help them share experiences and review their strategies to continuously access appropriate services among adolescent/young people.
Supported trained peer educators with 80 bicycles,112 record books and 100 T-shirts for easy coordination, good information recording and easy identification in referring adolescents/young people to health centers and community service provision outreaches to access services like STD care and management, HIV counseling and testing, free condoms supply and other reproductive health services.
Conducted 06 (six) joint drama and sports competitions with key messages on Adolescent Friendly Health services among in and out of school adolescents.
Trained 50 child mothers in tailoring skills
Trained 20 child mothers in hair dressing skills.
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CC-MAIN-2017-13
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Travel Tales
A Rotten Fruit in the Family Tree?
by
Llewellyn Toulmin
Ten years ago, I was climbing my family tree, as I am wont to do, looking for tasty fruit. Instead I found a piece that seemed rotten and smelly. Later I realized it was a great gift. What am I talking about? Read on.
I was pursuing an ancestral line to one of the most distinguished families in the south, the Laurens of South Carolina. Henry Laurens served as President of the Continental Congress, and was captured by the British and imprisoned in the Tower of London. Later he was exchanged for Lord Cornwallis, and signed the Treaty of Paris ending the war. But the big prize, genealogically speaking, was Henry's son, Col. John Laurens. John was one of the bravest soldiers and heroes of the Revolution. He was a confidant of Washington, and served as the aide-de-camp and spymaster for Major General Nathanael Greene, the amazing Rhode Islander who won the final Southern Campaign against the British.
Since John Laurens was an officer in the Continental Line, served for more than three years, and was killed in battle, he and his descendants qualified for membership in the august Society of the Cincinnati, the oldest and most distinguished military and genealogical society in the US. If I could prove descent or even a relationship to him, I would qualify for membership in the Society of the Cincinnati in the State of South Carolina.
Did I qualify, based on my relations to Henry Laurens and his son John? I thought so, since I had record copies of two applications to the Daughters of the American Revolution from cousins of mine, which clearly stated that they (and thus I) were descended from Henry Laurens through his daughter, a sister to John.
I was very keen to prove this relationship, since I had been searching for a connection to a Cincinnati "propositus" for years. A "propositus" is a person in history who fulfills the membership requirements for a genealogical society, so that a modern descendant who can prove descent from that person qualifies for membership in the society. Thus for example, Charlemagne is the propositus for persons seeking to join the Society of the Crown of Charlemagne, based on their descent from him.
The really tricky thing about Cincinnati propositi is that usually only one male modern descendant at a time can represent the original officer of the Continental Line. While most genealogical societies, like the DAR and the Sons of the American Revolution, allow multiple descendants to join based on descent from one propositus, in most branches of the Cincinnati, only one man can join on that ancestor. I had found several ancestors in my family tree who served as officers in the Continental Line, but each of them were already "taken." I had considered hiring a hit man to solve my little problem, but found the price rather exorbitant. I kept looking.
John Laurens was particularly attractive as a propositus, because in South Carolina the rules for the Society of the Cincinnati were different. In that state and in New Hampshire, there were so few Continental officers (compared to militia officers) that if the modern state society limited membership to only one descendant, the society could hold its meetings in a phone booth. Hence they admitted multiple members based on one ancestor.
So, all I had to do was to check the work of my DAR cousin, prove my descent from Henry Laurens, claim my connection as seventh grand-nephew of John Laurens, join the Society of the Cincinnati in the State of South Carolina, and achieve one of my life's goals. Simple.
Ha!
Unfortunately, it turned out my cousins were not such great genealogists. They had applied to the DAR back in the 1940s, when standards were not very strict. They had made the basic and common mistake of thinking that because a woman has some children, they all must be by the same man. In fact, one of the key links in the chain was a woman who had two husbands, and my cousins and I were not the descendants of the Laurens-related husband. We were the descendants of the other chap.
So I had to trace that man's ancestors. It took a while, but eventually I climbed up this previously unknown branch of my family tree. I got back to the Revolutionary period, and what did I find? Not John or Henry Laurens, David Ramsay the historian, or other distinguished Patriots. No, my guy was Brigadier General Andrew Williamson, the "Benedict Arnold of South Carolina"!
During the Revolution, Williamson was one of the most notorious people in the state, and near the end of the war, all his property – including his large and famous plantation White Hall -- was seized by the state government, because he was officially declared to be such an "obnoxious person"! Williamson had turned traitor to the American cause, took British protection, and stayed in the British camp through the end of the war. He was kidnapped twice by the Americans, who may have been seeking to hang him. But each time he escaped.
What a rotten, smelly ancestor to have! And definitely not material for a propositus for the Society of the Cincinnati, which rigidly requires that their propositi remained loyal to the Patriot cause.
Oh dear. What a mess. No Cincinnati. No Laurens. No fun. Gotta find another guy.
So I searched for another propositi. Eventually I found one up another branch of my family tree, a Lieutenant in the Continental Artillery. I finally made it into the Society of the Cincinnati, after five years of trying, and got that fabulous golden eagle medal and light blue ribbon to wear around my neck. I was a happy man.
Some years passed. I got a bit curious about that rascal Williamson. What made him turn traitor? What was his story? Was he really so bad? How could anyone be officially declared by the state legislature to be an "obnoxious person"? I had never heard that one before. And if he was so obnoxious and hated, why did he not flee abroad, or why wasn't he exiled? How did he come to die in Charleston, in his own townhouse?
Little did I know that the answers to those simple questions would lead me on a quest to learn all I could about General Williamson, to carry the Flag of the Explorers Club on an expedition to South Carolina to find his plantation, to write the first-ever biography of the man, and ultimately to find an ironic connection to my original guy, Col. John Laurens.
Who knows what fruit you might find, what might happen, and where you might go, once you start to climb your family tree?
* * *
Lew Toulmin lives in Silver Spring, Maryland, Fairhope, Alabama and Port Vila, Vanuatu, and is an amateur archaeologist, semi-pro genealogist, and Fellow of the Royal Geographical Society. Next month Lew will describe General Williamson's bizarre life history, and how Lew went on a search to find his reviled ancestor's plantation and clear his name.
* * *
Words in the main story and bio: 1180
Photos: (all credits to Lew Toulmin)
1. Col. John Laurens, a hero of the American Revolution, and unfortunately not an ancestor of the author.
2. Henry Laurens, father of John Laurens, President of the Continental Congress, signer of the Treaty of Paris -- and yet another distinguished Patriot who is not an ancestor of the author.
3. The children's crusade – an expedition of kids and archaeologists led by author Lew Toulmin searched for the plantation of General Andrew Williamson, the "Benedict Arnold of South Carolina." Williamson, officially certified by the legislature of the state as an "obnoxious person," is the ancestor of the author through his father.
4. Signature of General Andrew Williamson, who was illiterate and could barely scrawl his own name.
#end#
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below.
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Early Detection Rapid Response Framework and Implementation Plan
Noxious Weed Program June 2016
Early Detection and Rapid Response (EDRR) is a critical component of an Integrated Noxious Weed Management Program. EDRR is the most economically- and environmentally-sound approach to weed management and is often referred to as the "second line of defense" after prevention. The EDRR approach addresses populations of noxious weeds when they are small and still inexpensive to control, and before they cause lasting degradation to the natural environment. Some of the concepts in this framework were derived from the 2003 conceptual design by the Federal Interagency Committee for the Management of Noxious and Exotic Weeds (FICMNEW), along with from the recently-published National Framework for EDRR.
Colorado's EDRR strategy incorporates a key prevention component for species that have not yet arrived in our state. Prevention and EDRR go hand-in-hand when it comes to protecting our natural resources and economy from noxious weed invasions. Knowing what might be headed our way will make it easier to detect and respond to new invasions, so Colorado works closely with neighboring states to prevent the arrival of high-risk species. The Noxious Weed Program staff oversees the development of the Prevention and EDRR noxious weed lists, and implements the goals and objectives of the state EDRR Plan.
Preparation The first step in Colorado's overall EDRR plan is preparation. By taking effective initial steps, we will be able to identify which species are at highest risk to threaten agriculture and/or natural resources of the state. In order to know what species to look out for, we need to know what species have caused problems in other areas of the country with similar climates and what species may be actively invading nearby areas. We need to network with other states and noxious weed programs, as well as actively researching potential new threats, on an annual basis and as new reports come in. Once we know what species may possibly threaten our state, we need to figure out the most
likely way that they would arrive. Natural modes of plant transport include wind, water, and animal movement; however, the most likely way that a plant will travel a far distance is by human transport.
CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goals: Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
CDA program staff will conduct workshops and trainings around the state to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Prevention Once we are prepared with what species pose a risk to the state, we can work within the network to keep these species from entering the state, or from spreading within the state, if they are already present in isolated locations.
Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Goals: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Early Detection and Rapid Response Early Detection and Rapid Response (EDRR) is a strategy that will function better with greater involvement from all affected stakeholders. Since noxious weeds have the potential to affect all parts of our landscapes and many sectors of our economy, we hope to attract a diverse group of stakeholders to participate in our state's EDRR network. We also hope to educate and enable enthusiastic citizens to participate, specifically when it comes to identifying and reporting noxious weeds. The EDRR approach can be used for any species invading a new area. These species may be new to the state, or they may exist in some parts of the state, but not the current area at risk. Therefore, there are many ways citizen scientists can take part in an active EDRR Network, along with the professionals who are already highly involved with noxious weed management.
Goal: Identify high-priority landscapes that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Early Detection Once we are prepared with the species to look out for, and we have done everything we can to prevent their introduction, early detection of new or previously-unknown infestations is the next step. Early detection includes identification of new noxious weeds entering the state, previouslyunknown populations of high-priority EDRR species, and populations of lower-priority species that exist in the state but are new to that area. Ideally, species identified through this process will have been acknowledged in the "preparation" process, but there is a chance that a new species could show up that we had not yet identified as a potential threat. After a new infestation is identified, we will use the tools developed in the Plant Assessment section to help determine our next steps.
Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goals: Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field.
Plant Assessment The plant assessment component of Colorado's EDRR framework consists of two forms. First, a plant assessment is conducted in a systematic, deliberate, and proactive (when possible) manner to gauge threats using academic and other information compiled by experts. With this knowledge,
CDA can determine the need for listing or other monitoring strategies. Second, a plant assessment is conducted rapidly in the field when a new invasion is found, and the response is immediate. New invasions can be of a known, listed or high-risk species, or of a previously-unknown species. These two types of assessment are used to determine whether a new invader is an immediate risk to the area, and what type of response is warranted.
What still needs development is the ability for network members and CDA staff to make a rapid assessment of a new infestation in the field. Once a new potential noxious weed infestation has been identified, we need to quickly identify this plant to the species level, determine the risk factor, and decide if the population should be treated immediately or if the risk is not great enough to warrant immediate action. If a plant cannot be identified accurately in the field, a process needs to be in place to determine how the plant will be identified before the infestation is allowed to expand in size and impact.
In 2007 the state noxious weed advisory board approved a Plant Assessment Form for use with "Criteria for Categorizing Invasive Non-Native Plants that Threaten Colorado's Wildlands, Economy, and Ecology." This assessment form is completed by graduate students in one of the local university weed science departments and helps us determine whether we should list a species as "noxious" and then regulate it accordingly. The tool includes four categories of assessment: ecological impact, invasive potential, geographic distribution, and agricultural impacts.
Goals: For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
For "on the ground" rapid assessment, CDA will develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, as well as for unknown species that have bypassed our predictive risk analysis process.
Rapid Response The rapid response component of the Colorado framework is perhaps the most simple in concept, yet complex in implementation. After it has been determined that an infestation should be
immediately treated, or that a plant should be listed, the next step is to proceed with planning an appropriate response. If the weed has made it to the A List, then it is essential for all entities to be on the lookout for this species and to eliminate it when found, with help from the state Noxious Weed Field Crew, if available. If a plant poses a potential risk but not enough is known yet about its distribution or behavior in Colorado, which includes over-wintering ability, it is placed on the Watch List until more information can be gathered. Watch List species are reassessed on an annual basis to determine if their status has changed and should warrant higher regulatory authority or release from the list completely. In addition, species on both List B and C have the potential to solicit an EDRR response in areas of the state where they have not yet invaded. These species are widespread for the most part, but in areas where they have not yet invaded they are treated like List A species, where elimination is required, and eradication is the ultimate goal.
Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Goals: Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Evaluation of Success Evaluation of the structure and functions of the EDRR framework will need to be undertaken with regularity to ensure that the framework is doing what it is intended to do. CDA will evaluate the framework after it has been developed and operating for a year or two so that we can make adjustments in order to meet our expectations and goals accordingly. In order for CDA to evaluate the effectiveness of the framework, we have developed timelines and measurable objectives. We will solicit feedback from all stakeholders in the network and other interested parties.
Goal: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
The goals described above, along with measurable objectives for each, are found in the following Strategic Implementation Plan and will help inform our direction and guide our evaluation measures. We consider this to be an adaptive management plan and anticipate that changes will be made to it as we develop and implement the framework.
Strategic Implementation Plan
Preparation
Objective: Program staff will identify key network components along with individuals and entities within each scale, and invite them to become a part of the network, with the network assembled by October 2016.
Goal 1. Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
Goal 2. CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goal 3. CDA program staff will conduct outreach events to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Objective: Define roles within the Program staff unit, assigning leadership and coordination responsibilities such that there is a consistent message being delivered by CDA. Make sure each individual unit of the network has a CDA representative working directly with them, and define the communication structure.
Prevention
Objective: Program staff will hold at least one outreach event, including out-of-state network members, to explain the framework and plan, and to make sure all network members understand their roles, chain of reporting, and authoritative ability by Spring, 2017.
Goal 1: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Objective: Program staff will divide current List A species between those already present in the state and those not believed to exist in the state, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Goal 2: Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of disbursement.
Objective: Program staff will assess Watch List and other species of concern that have been reported to be problematic in neighboring and/or states with similar climates to Colorado, differentiating between species present in the state and those not believed to be in the state and organized geographically, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Objective: Program staff will begin development of EDRR Plans for each List A species, by October 2016. Plans will include current spatial distribution (both within and outside of state boundaries), habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Early Detection and Rapid Response
Objective: Program staff will begin development of EDRR plans for high-priority List B species with the goal of keeping those species from spreading into new territory, by October 2016. Plans will include similar information as those created for List A species.
Goal 1. Identify areas of high-priority landscape that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Objective: Program staff will conduct EDRR field demonstrations at these sites, focusing on surveying and reporting, by August 2017.
Objective: In partnership with key stakeholders, program staff will identify areas of high value and select one or two for pilot projects by May 2017.
Early Detection
Objective: Program staff will create EDRR outreach brochures and individualized species-plan materials and distribute them to network members, weed specialists around the state and region, and interested citizens. These materials will include information on reporting protocols.
Goal 1. Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Objective: Program staff will lead workshops and give presentations on the new Colorado EDRR Framework and Strategic Plan, with an emphasis on statewide participation.
Objective: Program staff will provide training for network members regarding species of concern, likely vectors of spread, and potential regions subject to invasion by (date) and ongoing, as desirable.
Goal 2. Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goal 3. Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field, and that will incorporate a citizen scientist component.
Objective: Program staff will contribute presence data to regional inventory tracking partners, such as EDDMapS West, in order to form a more accurate regional inventory of noxious weed presence. An accurate regional inventory has the ability to inform the network of species movement and risks.
Objective: Program staff will continue to advance the capabilities of the state Online Mapping System, and will work to make sure the inventory of known sites remains accurate.
Objective: Program staff will work with partners in the Office of Information Technology to advance the capabilities of the Noxious Weed Mobile App to incorporate an in-the-field reporting aspect. Once developed, trainings and workshops will be held to educate network members, interested citizen scientists, and other members of the noxious weed community to utilize the expanded capacity of the mobile app.
Plant Assessment
Objective: Program staff will meet with CSU weed scientists and graduate students to discuss the current process of plant assessment, and suggest improvements that will target key species systematically and provide for a more timely process, by October 2016.
Goal 1. For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU and other universities to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
Objective: Program staff will continue to develop and maintain the listing decision matrix in order to provide an objective, systematic summary of CDA's invasive plant listing decisions (ongoing).
Objective: Program staff will ensure that network members are prepared for the tasks of identifying, reporting and treating new populations of targeted species, as evaluated by program staff by May 2018.
Goal 2. For "on the ground" rapid assessment, develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, and for unknown species that have bypassed our predictive risk analysis process.
Rapid Response
Objective: Program staff will investigate and decide on designating funds for EDRRspecific grants in the 2017 grant cycle; and will facilitate collaboration between adjacent network and community partners so that entities can come together if needed to respond to an EDRR species report.
Goal 1. Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Goal 2. Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Evaluation of Success
Objective: Program staff will devise a plan that includes timing, resources and strategy/ies for addressing immanent special threats to the state from invasive plants, to be completed by July 2017.
Goal 1: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
Objective: Within six months of establishment, program staff will survey network members to assess the logistics of how the network functioned. Some evaluation criteria may include: number and type of species identified, actions taken, recordkeeping and follow-up procedures.
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South Bay Environmental Services Center
The South Bay Environmental Services Center (SBESC), a program of the South Bay Cities Council of Governments (SBCCOG), serves as a clearinghouse for information on environmental and sustainable programs including energy efficiency, water conservation and reliability, recycling, and transportation as well as assisting cities in implementation of sustainability projects.
Collaboration with South Bay Member Municipalities
Working with utility partners, the SBESC helps identify opportunities for energy efficiency and water conservation improvements for municipal facilities and coordinates regional plans to achieve environmental sustainability across the South Bay. Services provided include:
* Promoting the Green Business Challenge - a free online program for commercial buildings and businesses in the South Bay designed to drive sustainable actions, while providing recognition opportunities.
* Assisting in developing Climate Action Plans (CAP)
- local and subregional climate action plans which include carbon emission inventories and transportation, land use, greening, waste, and energy efficiency strategies to reduce greenhouse gases.
* Analyzing energy use information to help cities better manage their municipal facilities energy use.
* Providing support from an energy engineer who conducts audits, and offers advice and assistance for the completion of rebate/incentive applications for municipal facility projects.
* Assisting businesses in forming vanpools for their employees.
* Assisting Metro with Transportation and Mobility programs that reduce traffic congestion and greenhouse gas emissions while improving air quality.
Services for Residents and Businesses
Outreach - Maintaining a sustainable South Bay requires access to resources which can be found at www.sbesc.com; subscribing to the SBESC e-newsletter (with over 15,000 recipients); and following SBESC on Twitter and Facebook (search SBESC). These tools provide the latest environmental news in the South Bay; tips on how to improve the environment; and the latest on the programs and trainings hat are available. Other resources include:
* FREE training classes and workshop topics include energy efficiency, water conservation, laundry to landscape grey water, zero waste, alternative transportation, and other topics concerning sustainability.
* Speakers Bureau – speakers available for your clubs or professional organizations.
* Exhibits at community events throughout the South Bay (be on the lookout for the SBESC booth) – program, rebate/incentive, and other educational information is available.
* Call Center – assistance with finding rebates and incentives for building and/or landscape retrofits and other equipment/appliances that can save money on utility bills.
*
Lending Library at the City of
Torrance's Katy Geissert Civic Center Library. Reference books and resource materials on energy efficiency practices, water conservation, transportation options, climate action planning, and recycling measures are available.
* South Bay Travel Pal (www.southbaytravelpal.com) – to promote, educate and facilitate trip planning, ride sharing and alternative transportation choices for local businesses and residents.
How to Get Involved
Become a part of our team, as a volunteer, if you are interested in supporting our work through:
* community outreach
* creative services
* inventory control
* office support
* grant writing
* photography
* research & analysis
* preparation for events
For more information, please visit www.sbesc.com or contact Volunteer Coordinator, Martha Segovia, at 310-371-7222 x 209. Volunteer applications can be found at www.sbesc.com/volunteer/application.
Our Partnerships
Southern California Edison (SCE)
SBESC's Energy Efficiency Partnership Program with SCE is a long standing local government program that provides technical assistance as well as coordination of various strategic planning activities to South Bay cities. Working with SCE also enables the SBESC to inform the community about the latest in energy efficiency rebates/incentives. SCE is also one of the founding partners in the South Bay Green Building Challenge.
Southern California Gas Company (SoCal Gas)
SBESC's relationship with SoCal Gas facilitates the discovery of therm savings opportunities for South Bay cities and school districts through comprehensive audits of their municipal and school facilities and provides support for the filing of their rebate/incentive applications. As with SCE, SBESC also supplies current energy efficiency rebate/incentive information and assists SoCal Gas residential customers to sign up for Energy Efficiency Kits. SoCalGas is also one of the founding partner in the South Bay Green Building Challenge.
West Basin Municipal Water District (West Basin)
Facilitating public outreach for West Basin's water conservation programs, SBESC works with West Basin on California Friendly Landscape Workshops, Grey Water Workshops, Weather-Based Irrigation Controller Exchanges, Cash for Kitchens audits, and various other incentives for residential and commercial communities to save water. Additionally, SBESC collects signed support cards and schedules presentations to groups and businesses for West Basin's Water Reliability program which explains the importance of local control of water and developing drought-proof resources.
City of Torrance Water
As with West Basin, SBESC carries out and promotes water conservation programs such as California Friendly Landscape Workshops, Grey Water Workshops, and Cash for Kitchens audits specifically for residents and commercial businesses in the City of Torrance.
Los Angeles Department of Water and Power (LADWP)
The communities of Harbor City, Harbor Gateway, San Pedro, and Wilmington of the City of Los Angeles, District 15 located within the SBCCOG boundaries, are served by SBESC with LADWP education and information regarding saving water and energy. A pilot group of commercial kitchens are also targeted for water assessments and conservation training.
Sanitation Districts of Los Angeles County (Sanitation Districts)
SBESC maintains up-to-date information on its website about where residents can safely dispose of unused prescription drugs at Sanitation Districts-sanctioned facilities. Alerts are also sent when the Sanitation Districts' Household Hazardous and Electronic Waste Program is coming to a South Bay location -- where hazardous materials can be dropped off safely. Sanitation Districts also supplements the residential workshop curriculum with information and best practices for those in the community who desire to move toward zero waste.
Los Angeles County Metropolitan Transportation Authority (Metro)
Metro is working with SBESC to reach employers and multi-tenant building owners/managers interested in making vanpooling available to their employees or tenants. Specifically, SBESC coordinates meetings with employers and informs them of the on-going monthly subsidy of up to $400 for qualified vanpools as well as other ways that vanpooling provides valuable savings. Information on obtaining Metro's ExpressLanes Transponders for the I-110 High Occupancy Toll (HOT ) lanes is also provided; additionally, the SBESC works with Metro to test new tools like the South Bay Travel Pal that support ride-sharing, transit and other alternative trip choices.
More information on all of the above including event/workshop dates is available by:
* calling 310-371-7222
* sending us an email at email@example.com
* visiting our website www.sbesc.com
* following us on social media
Carson, El Segundo, Gardena, Hawthorne, Hermosa Beach, Inglewood, Lawndale, Lomita, Manhattan Beach, Palos Verdes Estates, Rancho Palos Verdes, Redondo Beach, Rolling Hills, Rolling Hills Estates, Torrance, and the Harbor City/San Pedro/Wilmington communities of the City of Los Angeles, along with the unincorporated areas of the County of Los Angeles District 2 and 4.
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Event Type: Company picnic
Incident: Structural failure/weather related
Narrative
On Saturday, August 18, 2007, a corporate picnic was held in Valdosta, GA at an area amusement park. The amusement park was in operation for close to 7 years. It had built a picnic pavilion to respond to demand for rental space for outdoor events. It decided to build a 60'x40' structure in the third year of operation. The picnic pavilion was in its fourth year of operation and had hosted numerous successful events. The structure accommodated approximately 30 aluminum bench tables that comfortably seated 8 adults. The pavilion was near the parking lot and had access to the park via a side entrance.
On the afternoon of Saturday, August 18, 2009, a group of 200 adults and children were attending a company picnic at the pavilion. It was a catered event. Afternoon storms were a common occurrence for this time of the day and year. An afternoon thunderstorm was expected on this day as well. The amusement park had a weather station and monitored it throughout the day. The person responsible for monitoring the weather for the day observed a storm front moving in, but passed it off and went to dinner. About 10 minutes later a tornado touched down and leveled part of the town. Debris and wind caused significant damage to the picnic pavilion. The designated weather monitor was unable to alert the guests of the picnic or the park guests. The debris and wind crushed part of the picnic pavilion. A middle aged woman was unable to find appropriate shelter and was found in a semi-crouched position crushed between a structural pole and a stone retaining wall. It was later determined that the pavilion was not permitted, did not have any specs or records of inspection. There was a pre-determined location for guests to use as a shelter during storms. The employee responsible for monitoring the weather was having his lunch in it.
Problem statements
- How does a pavilion get built without permits being pulled? Who is to blame for this? Should they have known better? Why or why not?
- Who should have performed the inspection(s)?
- Should city officials and inspection agencies be held partly responsible for this situation? Why or why not?
- What should they have been looking for?
- What should happen to the employee (he was on his scheduled break)?
- What was the responsibility of the theme park operator to the guests?
- Should a policy or procedure be in place addressing staffing and emergency procedures? What should they say?
- What should you do for the victim? Who should do it? Why?
- What should you do for the guests that witnessed the incident?
- Should the park be allowed to continue to operate? Why or why not?
- Write a press statement defending your actions as the theme park owner…
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TRAGEDY REMINDS US OF THE NEED FOR BETTER BICYCLE SAFETY
Recently a bike rider, Kevin Flynn, was killed on Three Oaks Road. The Friends of Harbor Country Trails (FoHCT) would like to express our sympathy to his family. This tragedy highlights the need to constantly remind ourselves of all the factors that affect our safety when riding our bikes through the roads of Harbor Country.
Our organization, FoHCT, along with the strong support of The Pokagon Fund, has been working hard to make biking safer in our area. A few examples include the bike lanes on Wilson, Jefferson, Townline and Maudlin roads. In addition, we have installed trail signs which suggest roads that have less car traffic, and maps which cover these routes and are available on our web site, harborcountrytrails.org.
We are also working with New Buffalo Township, Chikaming Township, The Pokagon Fund, The Berrien County Road Commission and MDOT to install bike paths/lanes/crossings along Route 12 from Grand Beach Road to Wilson Road and along the Red Arrow Highway from Lakeshore Road to Youngren Road. In addition, we are planning to install a safer crossing of The Red Arrow Highway at Warren Woods Road.
Following, is a list of suggestions that are aimed at improving the safety of bike riders:
1. Avoid heavily traveled roads, especially The Red Arrow Highway, Three Oaks Road, Warren Woods Road and Route 12. Use alternative routes with less and slower traffic. These routes can be found on FoHCT maps/ web site.
2. Pay attention to what you are wearing. Wear brightly colored, white or even reflective wear so that you have a better chance of being seen. Do not wear plain, dark colors.
3. Wear a helmet. You'd be surprised at the number of bikers who ride busy roadways without a helmet.
4. Be especially careful when you're riding early in the morning or late in the afternoon when the sun is low in the sky and vision is severely compromised.
5. "Share the Road" signs apply to bike riders as wells as to motorists. If you're riding your bike with others, ride single file and always bike ride on the right side of the road.
6. Ride defensively. At intersections, assume a driver doesn't see you.
7. Traffic signs apply to bike riders also. So when there is a stop sign, please stop, and please don't see if you can beat the traffic.
We hope these safety tips help all bikers enjoy the wonderful roads and trails of Harbor Country.
THE FRIENDS OF HARBOR COUNTRY TRAIL
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http://www.northcountynews.com/lifestyles/ncn_lifestyles1.asp
Dancing from New York to Peekskill
By Abby Luby
Photo courtesy of Alison Jolicoeur Danielle LaFleur of Putnam Valley, practices ballet with choreographer Scarlett Antonia.
For choreographer and performer Scarlett Antonia, Peekskill is New York City's northern Mecca of the arts. Last month, dance teacher and performer Antonia started up Antonia's Academy for the Performing Arts, a professional training academy at Studio Two on South Street in Peekskill.
"The idea for the academy came from parents who wanted more formal training in ballet for their children," Antonia said. "I had worked in some ballet in a few of the regular classes, but they wanted additional, more formal instruction. We officially began the academy in the beginning of January."
Because the study of classical ballet is more serious, Antonia requires auditions to get in to the program.
The large, well-lit dance studio, replete with parquet floors, high ceilings dotted with stage lights and sweeping red velvet curtains, is a learning space not only for classical ballet but other diverse classes as jazz, drama, classic musical theater, creative theatre arts and the latest Zumba fitness.
Teaching ballet to youngsters from ages of seven to 10 is essential for basic foundation, Antonia said. But her program adds a must-have layer of involvement with professional dancers and actors in New York City.
"Getting students down to the city to see professional dancers and performers is a way to inspire the youngsters," she said.
Antonia's connections include current and former performers from OffBroadway productions, the Radio City Rockettes, Alvin Alley Dance Company, Ellison Ballet Company to Julliard graduates, many of whom will come to the Peekskill school to teach special classes to the young students.
Now in her 50s, Antonia became a professional dancer at 13 and by 18 she was touring nationally with famed director/choreographer Peter Gennaro. She not only performed regularly, but she also started teaching.
But her career was tragically interrupted at 25 when she was seriously injured in a car accident and was unable to walk or dance. Rehabilitation through dance, however, not only saved her but became a major transition in her career, setting her on a different creative path.
"Rehabilitation was the best thing because it gave me a chance to think about choreography," she recalled.
It took Antonia a year to get back on her feet and by then she had formed many original ideas about dance.
"I found myself creating different movements while learning a dance piece,” she said. “I had a strong desire to choreograph.”
Antonia went on to choreograph and direct over 200 international and national performances in such arenas such as Lincoln Center, the
Kennedy Center and the Kaufman Cultural Center in New York City.
She wrote dance numbers and directed productions for the children's television show “Sesame Street,” “Ushers Onstage at Lincoln Center”
and "Wonderland Follies."
"Dance wasn't enough," Antonia said. "There was also theater. There are so many ways to express yourself."
About seven years ago, Antonia was wooed to Peekskill from her active life in New York City by the artists' loft spaces and studios created by the city. She moved into Studio Two from a loft on North Division Street five years ago. The stairway up to the second floor studio is lined with signed photographs by movie stars who knew Antonia's aunt who was in vaudeville - stars such as Dean Martin, Jerry Lewis, Roy Rogers, Ethel Waters and Carol Channing. "My aunt is why I am a performer today," Antonia said. Currently, with the help of the city, she is looking for a larger, commercial space for her classes.
Teaching performance has become a natural extension of the creative process, said Antonia, who has been coaching and directing drama classes at Peekskill High School over the past couple of years where students have followed her direction in such productions of "Grease," "A Christmas Carol," "Sound of Music" and "The Crucible."
On her home turf at Studio Two there are monthly open mic events for live music and poetry readings, staged readings and rehearsals.
"This gives people an opportunity to try out work followed by questions and answers," Antonia said. "It's part of the creative process that is a ground for me."
For information about Antonia art events and the Antonia Academy for the Performing Arts, call (914) 930-7588 or visit www.antoniaarts.com.
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McHenry County Animal Control & Adoption Center: Registering &Microchipping Your Pet:
McHenry County Animal Control microchips pets on 1st Tuesday of every month from 10am11am!
Call for an appointment: 815-459-6222
Microchips are safe, simple and permanent forms of pet identification designed to quickly identify lost pets and reunite them with their owners. It is estimated that over 10 million pets become lost each year and 1 out of every 3 pets is lost during its lifetime, while only 1 in 10 lost pets is found. Having a pet microchipped is a proven way to successfully recover a pet if it should become lost.
FAQ: Microchips:
Is it safe?
No bigger than a grain of rice, a microchip is small, sterile, and safe. It requires no battery and anesthesia is not necessary.
How does it Work?
A microchip is a transponder that contains a unique ID code capable of being read by hand-held scanners used by animal shelters. Microchipping takes a few seconds, is relatively painless, and is recommended for all dogs, cats and rabbits over 8 weeks of age.
A staff member takes the pet to an exam room where a technician inserts a microchip under the pet's skin between the shoulder blades. The insertion of the microchip is similar to a vaccination and, for most animals, is not painful. The information is then stored in Animal Control's database and by the Microchip Company.
When a lost animal is brought to our shelter, a technician scans the entire body of the animal and, if the animal is microchipped, a number will register on the scanner. A staff member will check our database or call the microchip company to obtain owner information and then contact the owner.
If my dog has a microchip, why do I need a dog license?
Dogs 4 months of age and older are required to be currently vaccinated against rabies and licensed. A dog's license tag, which must be securely fastened to the dog's collar or harness and worn by the dog at all times, provides a uniform system of external identification, as well as a visible means of ensuring that the animal has been vaccinated against rabies.
If a dog has been implanted with a microchip, we can also note the microchip number in the dog's license records, and contact the owner promptly if the dog is ever brought to us - with or without external identification.
Why would an owner want to microchip their pet?
A dog should always wear his or her license tag. However, collars or I.D. tags can become detached leaving the pet without any visible identification. A microchip is a permanent device that enables us to locate a pet's owner should the pet become lost.
Why would an owner want to microchip their pet that never gets out of the house or yard?
Many animals that live exclusively in the house or yard can still become lost. A family member or visitor can inadvertently allow a pet to escape through an open door or gate. In other cases, pets may seek safety from the noise associated with fireworks or thunderstorms. The recent tragedy of Hurricane Katrina is a perfect example of why pets should be microchipped. Owners should be prepared and ensure their pets can be identified.
How long does the microchip last?
Microchips will remain active for the life of the animal.
Can an owner's address information be updated if he or she moves?
Yes. This is extremely important. The owner should contact Animal Control and the Microchip Company to ensure that both databases contain current information.
Registration:
Registration (and vaccination) is required by County ordinance for dogs over 4 months of age. Contact your local veterinary clinic for an appointment. Fees are set by the McHenry County Board. Special discounts apply for adults (aged 62+), breeders and pet owners who microchip and spay/neuter their pets (see fee chart).
Tags Available:
Dogs tags can be purchased at your local veterinary clinic or at our Crystal Lake ocffies (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A). A valid driver's license or photo ID with a current address and phone is required. Rabies vaccinations are required by ordinance for all dogs. A signed rabies vaccination certificate must be presented. Cash, check and credit cards (Visa, MasterCard, Discover, American Express) are accepted.
For your convenience, we have included a list of veterinary clinics where our tags are sold.
- Veterinary Clinics in McHenry County
- Veterinary Clinics outside McHenry County (includes Wisconsin)
Lost Tags
If dog tags are lost, replacements can be purchased at our Crystal Lake offices (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A).
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This policy is based on statutory expectations from the New Curriculum 2014. Year groups have not been included, to allow the School flexibility in deciding appropriate methods for different groups of children.
Mereworth Community Primary School Progression towards a standard method of Calculation January 2015
Introduction:
The National Curriculum 2014 provides a structured and systematic approach to the teaching of calculation. At Mereworth Community Primary School, we have developed a consistent approach to the teaching of written calculation methods in order to establish consistency, continuity and progression throughout the school.
Aims:
Children should be able to choose an efficient method, mental, written or ICT (calculator) appropriate to the given task. By the end of Year 6, children working at Age Expected or Exceeding will have been taught, and be secure with, a compact standard method for each operation.
General Progression:
- Establish mental methods, based on a good understanding of place value
- Develop use of empty number line to help mental imagery and aid recording
- Use of informal jottings to aid mental calculations
- Use partitioning and recombining to aid informal methods
- Develop expanded methods into compact standard written form
- Introduce expanded written methods
Before carrying out a calculation, children will be encouraged to consider :
- Can I do it in my head? (using rounding, adjustment)
- The size of an approximate answer (estimation)
- Could I use jottings to keep track of the calculation?
- Do I need to use an expanded or compact written method?
When are children ready for written calculations?
Addition and subtraction:
- Do they know addition and subtraction facts to 20?
- Can they add three single digit numbers mentally?
- Do they understand place value and can they partition numbers?
- Can they add and subtract any pair of two digit numbers mentally?
- Can they explain their mental strategies orally and record them using informal jottings?
Multiplication and Division:
- Do they know the 2,3,4,5,6,7,8,9,10,11 and 12 times tables and corresponding division facts?
- Do they understand 0 as a place holder?
- Do they know the result of multiplying by 1 and 0?
- Can they multiply two and three digit numbers by 10 and 100?
- Can they double and halve two digit numbers mentally?
- Can they use multiplication and division facts they know to derive mentally other multiplication and division facts that they do not know?
- Can they explain their mental strategies orally and record them using informal jottings?
These lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation. It is also important that children's mental methods of calculation are practised and secured alongside their learning and use of an efficient written method for each operation.
Point to note:
The correct terminology should be used when referring to the value of digits to support the children's understanding of place value.
E.g. Tens and Ones and 68 + 47 should be read 'sixty add forty' not 'six add four' Teachers should refer to the key vocab document for key vocabulary for each year group.
Progression of Written Calculations
Progression in Addition
Stage 2 Develop pencil and paper methods for additions that cannot be done mentally
35 + 52
5 + 2 = 7
30 + 50 = 80
80 + 7 =87
(no formal layout, informal jottings)
- Continue informal partitioning, reinforce use of empty number line.
- Expanded written method, horizontal layout. (NO 'carrying').
Progression in Subtraction
Stage 1 Understand the operation of subtraction and use the related vocabulary
- Use of pictures and visual aids to record calculations
- Record simple mental subtractions in a number sentence using – and =
- Use jottings to support mental subtractions (empty numberline)
- Develop use of vocabulary
Children to decide how to set out numberlines i.e. the number of steps to use
34 - 27
Stage 2 Develop pencil and paper methods for subtractions that cannot, at this stage, be done mentally (two-digit numbers)
67 – 25
Counting on to find a difference
Using multiples of 10
-
Subtraction can also be recorded using partitioning to answer equivalent calculations that could then be carried out mentally
74 – 27 = 74 – 20 – 7 = 54 – 7 = 47
Children need to be introduced to the concept of the unknown number:
62 - = 27
Stage 3 Expanded written methods showing vertical layout but with no decomposition
- Expanded decomposition
- Extend to 3-digit number and hundreds to tens decomposition
Once children are aware that tens or hundreds are brought across, they can cross numbers out and write the adjusted amount in each column, to make this method less time consuming
Stage 4 Compact written methods involving decomposition
- Provide examples where children deal with 0 as a place holder
503 – 278
Here 0 acts as a place holder for the tens. The adjustment has to be done in two stages. First the 500 + 0 is partitioned into 400 + 100 and then the 100 + 3 is partitioned into 90 + 13.
- Extend written methods for subtraction, to include decimal numbers with up to 2 decimal places and larger numbers up to 10 000
- Choose the most efficient and appropriate method for each calculation
Stage 5
Progression in Multiplication and Division
Concepts in multiplication and division are very closely linked, and should be developed together
Stage
Progression in multiplication
Progression in division
| Foundation | Real life contexts and use of practical equipment to count in repeated groups of the same size: Count in twos, fives, tens | Share objects into equal groups Use related vocabulary |
|---|---|---|
| Stage 1 | Draw pictures to show equal sets: 3 sets of 3 make 9 2 sets of 4 make 8 Count in twos, fives and tens Identify patterns of 2s, 5s, 10s on a hundred square Solve practical problems that combine groups of 2s, 5s and 10s. | Draw pictures to show sharing and grouping: 9 shared between 3 How many groups of 4 in 8? Count in twos, fives and tens Solve practical problems sharing groups of 2, 5 and 10. |
Stage 3
Learn additional multiplication facts and work on different ways to derive new facts from those that they already know
- Know by heart multiplication facts for x2, x3, x4, x5, x6, x7, x8, x9, x10, x11 and x12.
- Understand effect of multiplying by 10
- Recognise multiples of 2, 5 and 10 up to 1000.
- Multiply a single digit by 1, 10, 100
- Double any multiple of 5 up to 50
- Derive related facts
7 x 5 = 35
5 x 7 = 35
355 = 7
357 = 5
Develop and refine written methods for multiplication, based on mental strategies:
- Multiply a 2-digit number by a single digit number, multiplying the tens first
- Using multiples of 10 (mentally) 4 x 30 = (4 x 3) x 10 = 120
- Use jottings to show stages of calculation e.g.
(Tens Ones x Ones) 32 x 3
NB: It is important that children continue to use jottings to support mental calculations for multiplication and division, throughout KS2
Derive quickly division facts corresponding to 2, 5, and 10 times table
- Continue to use empty number lines for division and introduce remainders.
- Divide a 3-digit multiple of 100 by 10 or 100
- Understand effect of dividing by 10
800100 = 8
30010 = 30
- Halve any multiple of 10 up to 100
502 = 25
- Given three numbers such as 4, 5, 20; say or write four different multiplication and division statements.
- Round remainders up or down depending on the context.
- Solve division calculations by using multiplication strategies
Develop and refine written methods for division, building upon mental strategies.
- Divide a 2-digit number by a single-digit, by using multiples of the divisor
Either:
- Use informal jottings
E.g.: 847=
70 + 14
7
10 + 2 =12
Or: use a method linked to the grid method for multiplication
As the mental method is recorded, ask: ‘How many sevens in seventy?’
and: 'How many sevens in fourteen?'
Or: Record mental division using partitioning:
Stage 4 Develop the extended written method of the grid method Tens Ones x Ones
Stage 5 Extend written methods, encouraging estimation first.
Grid method (HTOnes x Ones) e.g. 246 x 7
1400 + 280 + 42 = 1722
Grid method (TOnes x TOnes)
e.g. 62 x 36
This will then lead to a compact written method for multiplication;
Develop use of short division method
Short division
- short division giving quotient as fraction e.g. 90 7 = 12 6 /7
- giving quotient as decimal
- short division of numbers involving decimals (87.5 7)
Short division method can be used when children are confident to divide two and three digit numbers by a single digit.
Stage 6
Double digit multiplication
24 x17
Extend written methods for multiplication, encouraging estimation first.
- continue to use grid method as an expanded written method
- develop short multiplication
- leading to multiplication of numbers involving decimals
Pupils will be taught the more compact method of multiplication if and when the teacher feels they are ready for it.
27
35 x
Long Division:
Extend written methods, encouraging estimation first
So2 8 12/15 or 28.8
15 ) 4313 2
For fractions guidance please visit:
http://nrich.maths.org/2550/index?nomenu=1
Please contact the Maths Subject Leader for any clarification on any further methods to be used.
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April 2010 Pew Research study on religion and witchcraft in Tanzania.
Persistence of Traditional African Religious Practices
At the same time, many of those who indicate they are deeply committed to the practice of Christianity or Islam also incorporate elements of African traditional religions into their daily lives. For example, in four countries (Tanzania, Mali, Senegal and South Africa) more than half the people surveyed believe that sacrifices to ancestors or spirits can protect them from harm.
SCROLL DOWN TO NEXT PAGE OR
CLICK HERE:
http://pewforum.org/executive-summary-islam-and-christianity-in-subsaharan-africa.aspx#quickdefinition
Sizable percentages of both Christians and Muslims - a quarter or more in many countries - say they believe in the protective power of juju (charms or amulets). Many people also say they consult traditional religious healers when someone in their household is sick, and sizable minorities in several countries keep sacred objects such as animal skins and skulls in their homes and participate in ceremonies to honor their ancestors. And although relatively few people today identify themselves primarily as followers of a traditional African religion, many people in several countries say they have relatives who identify with
Quick Definition: African Traditional Religions
Handed down over generations, indigenous African religions have no formal creeds or sacred texts comparable to the Bible or Koran. They find expression, instead, in oral traditions, myths, rituals, festivals, shrines, art and symbols. In the past, Westerners sometimes described them as animism, paganism, ancestor worship or simply superstition, but today scholars acknowledge the existence of sophisticated African traditional religions whose primary role is to provide for human well-being in the present as opposed to offering salvation in a future world.
Because beliefs and practices vary across ethnic groups and regions, some experts perceive a multitude of different traditional religions in Africa. Others point to unifying themes and, thus, prefer to think of a single faith with local differences.
In general, traditional religion in Africa is characterized by belief in a supreme being who created and ordered the world but is often experienced as distant or unavailable to humans. Lesser divinities or spirits who are more accessible are sometimes believed to act as intermediaries. A number of traditional myths explain the creation and ordering of the world and provide explanations for contemporary social relationships and norms. Lapsed social responsibilities or violations of taboos are widely believed to result in hardship, suffering and illness for individuals or communities and must be countered with ritual acts to re-establish order, harmony and well-being.
Ancestors, considered to be in the spirit world, are believed to be part of the human community. Believers hold that ancestors sometimes act as emissaries between living beings and the divine, helping to maintain social order and withdrawing their support if the living behave wrongly. Religious specialists, such as diviners and healers, are called upon to discern what infractions are at the root of misfortune and to prescribe the appropriate rituals or traditional medicines to set things right.
these traditional faiths. African traditional religions tend to personify evil. Believers often blame witches or sorcerers for attacking their life-force, causing illness or other harm. They seek to protect themselves with ritual acts, sacred objects and traditional medicines. African slaves carried these beliefs and practices to the Americas, where they have evolved into religions such as Voodoo in Haiti and Santeria in Cuba. (back to text)
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Steps to Take if Your Pet Gets Lost
- Act fast! Don't waste days hoping your pet will come home. Search your neighborhood or the area where your pet was lost, and let people know it's missing. Call your pet's name and check any places it could be trapped, such as in garages, under vehicles and engine compartments. A lost pet often will hide during the day, so be sure to go out again at night with a flashlight and call for it. Sometimes a can of food can lure a hungry and scared pet to you. Borrow a humane trap and check regularly (ask about proper techniques).
- While out searching for your pet, is there a sound your pet loves to hear? Like the shaking of the treat box or a favorite squeak toy? If so, bring that item on the search and make a little noise. Remember to use a friendly voice when calling.
- Complete a "lost pet" report at your local animal shelter(s) and animal control authority immediately and visit in person every day. Some larger cities have more than one shelter, so be sure to contact all of them in your area (and any jurisdictions bordering where the pet was lost):
Anne Arundel County Animal Control The SPCA of Anne Arundel County 411 Maxwell Frye Rd. 1815 Bay Ridge Avenue Millersville MD 21108 Annapolis MD 21403 (410) 222-8900 (410) 268-4388 www.aacounty.org/animalcontrol www.aacspca.org
- If your pet is microchipped, ALERT your microchip company that your pet is lost and make sure your contact information is correct.
- Visit the Anne Arundel County Animal Control website to view found pets and post your lost pet at www.aacounty.org/animalcontrol.
- Make "lost pet" posters or flyers using your pet's current photo. Inform your local neighborhood, post offices, libraries, pet supply stores, veterinary clinics, groomers and grocery stores that your pet is lost in case someone brings the pet in. Give flyers to postal carriers, UPS and Fed Ex delivery people, and anyone else you know who gets around the neighborhood in their daily routines. Include your pet's name, your phone number and a short description of where and when your pet was last seen. Check where you posted your flyers to make sure they're still there and haven't been covered over or damaged by weather.
- Offer a reward, but don't specify an amount. If the reward is too low, people might not bother and if it's too high, they might think the pet is valuable and try to sell it.
- Use social media sites such as Facebook: Anne Arundel County Animal Control Facebook and Lost & Found Pets of Anne Arundel County.
- Watch the "found" ads in the newspaper and on the internet. Respond to any that are even close to your pet's description.
- Call your local radio stations. Some radio stations will broadcast lost pet information for free. Give them very detailed information on where your pet was lost, pet's description and how to contact you.
- Contact Dogs Finding Dogs www.dogsfindingdogs.com (they use search dogs to locate lost pets of all kinds).
|
<urn:uuid:8eb46fb9-b9da-45e7-a4b3-371dab24ff38>
|
CC-MAIN-2017-13
|
http://www.aacounty.org/boards-and-commissions/animal-welfare-council/forms-and-publications/steps-lost-pet.pdf
|
2017-03-27T10:37:28Z
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docling
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[
3006
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[
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